內容提要
英語教學新概念《英語教學新概念》一書在梳理和介紹英語教學的新理念和趨勢的基礎上，提出了新型的英語教學模式——建構主義教學模式。該模式與傳統英語教學模式形成鮮明的對比，反映了建構主義心理學、人本主義心理學 、素質教育理念和二語習得理論等在外語教學中的套用。全書以建構主義模式為框架闡述了英語教學理論與實踐的新發展, 提出了以培養交際能力為目的，學習與習得相結合，低階學習與高階學習相結合，教學方式和學習方式的轉型，以及重視學習者個別差異和教師發展等新型 外語教學理念。
全書分三大部分：英語教學原理、英語教學實踐及課堂管理和評估。
原理部分為1—5章：結合中國英語教學的實際，介紹了套用語言學、心理語言學、社會語言學 、二語習得等相關領域的最新成果；重點介紹建構主義心理學在英語教學中的套用，並提出建構主義的英語教學模式。對交際教學和人本主義心理學在英語教學中的套用提出了獨到的見解；闡述了建構主義模式下教學方式的轉型、師生角色的轉變。
英語教學實踐為6—11章：不但介紹了具體教學方法和技巧，而且在綜合語言能力的培養、學習任務的設計、教育技術與英語教學、學習者策略訓練等新課題方面進行了大膽的探索。
課堂管理和評估為12—14章：涉及課堂管理、教師的備課、教學評估的多樣化等課題。
書後附有英漢術語對照表和參考文獻，便於讀者自學和對自己感興趣的專題作深入的學習和研究。
圖書目錄
Introduction
Part Ⅰ Principles of Language Teaching
Chapter 1 New Trends in Foreign Language Teaching and Learning
1.1 Change in research from teaching-centered research to learning-centered research
1.1.1 From seeking best teaching method to SLA research
1.1.2 Focus on the language learner
1.1.3 Learning process and description of learner language
1.2 Change in learning content and test
1.2.1 Language use and communicative competence
1.2.2communicative language teaching(CLT)
1.2.3 Content-based language learning
1.2.4 Communicative testing
1.3 Change in learning mode and resource
1.3.1 E-learning: an important form of English language learning in the future
1.3.2 Educational resources and English languge teaching (ELT)
1.4 Emphasis on cultural factors
1.4.1 What is culture?
1.4.2 Language and culture
1.4.3 Integrating cultural factors in language teaching
1.5 A new model in language teaching: the constructivist model
Questions and tasks
Chapter 2 Views on Language and Language Learning
2.1 Schools of linguistics and their views on language learning
2.1.1 Traditional grammar
2.1.2 Structural linguistics
2.1.3 Universal grammar
2.1.4 Functional linguistics，pragmatics and discourse analysis
2.1.5 Cognitive linguistics
2.1.6 Summary
2.2 Views on language and syllabus design
2.2.1 Learning is taken as a first principle
2.2.2 Acquisition is taken as a first principle
2.2.3 Language use is taken as a first principle
2.3 What is there to learn: proficiency in a foreign language
2.3.1 Grammatical competence
2.3.2 Sociolinguistic competence
2.3.3 Strategic competence
2.4 Conclusion
Questions and tasks
Chapter 3 Learning Theories, Acquisition Theories and Language Teaching
3.1 Learning theories and language teaching
3.1.1behaviorism
3.1.2 Humanism
3.1.3 Cognitivism
3.1.4 Constructivism
3.1.5 Summary
3.2 Transfer, memory and language learning
3.2.1 Language transfer
3.2.2 Memory
3.3 SLA Theories and their implication for language teaching
3.3.1 Krashen’s input hypothesis theory
3.3.2 Schumann’sacculturationtheory
3.3.3 Multidimentional model
3.3.4 Summary
3.4 Conclusion: reorienting language teaching
3.4.1 Combining learning and acquisition
3.4.2 Combining lower-order learning and higher-order learning
Questions and tasks
Chapter 4 The Conversion of Foreign Language Teaching and Learning Style
Chapter 5 Language Teacher and Learner
Part Ⅱ Practices of Language Teaching
Chapter 6 Teaching Pronunciation, Vocabulary and Grammar
Chapter 7 TeachingreceptiveSkills—Listening and Reading
Chapter 8 Teaching Productive Skills—Speaking and Writing
Chapter 9 Integrating the Four Skills
Chapter 10 Educational Technology and ELT
Chapter 11 Learning Strategy Training
Part Ⅲ Classroom Management and Evaluation
Chapter 12 Class Management
Chapter 13 Lesson Planning
Chapter 14 Language Testing
Reference
Glossary
