外语课堂交际活动研究【随机发】

图书标准信息

• 作者 蒋景阳 著
• 出版社 浙江大学出版社
• 出版时间 2006-08
• 版次 1
• ISBN 9787308048941
• 定价 20.00元
• 装帧 平装
• 开本 16开
• 纸张 其他
• 页数 171页
• 正文语种 英语
• 丛书 外语·文化·教学论丛

【内容简介】

认识蒋景阳老师是在博士课程班。她的求学精神和积极向上的态度给我留下了很深的印象。当她在她的学术专著《外语课堂交际活动研究》将要付梓之前请我写序时，我欣然答应了。
蒋景阳从事大学英语教学二十年、大学英语教学管理多年，具有丰富的教学和管理经验。在最近18个学期的由学生进行的教学评估中，她得到17次优秀。可见，她具有的先进教学理念和课堂掌控能力，深得学生的喜爱。可以说，这本有关课堂交际活动的书，是她多年教学经验的总结，是一部厚积薄发、水到渠成的作品。
改革开放以来，我国的外语教学得到了迅猛的发展，教学规模和质量都有了很大的提高。尤其是最近几年我国加了世贸组织、申奥和申博的成功等重要事件，使我国在政治、经济、文化和教育各领域对外开放的广度和深度有了新的拓展，对能够使用外语交际的人才的需求也随之增加。如何培养出具有外语交际能力的人才对我们广大的外语老师来说是一个挑战。目前，无论是国内还是国外，专门论述中国大学英语课堂教学的书不多，针对口语交际能力的论著更为稀少。因此，蒋景阳老师的这本专著可以说填补了这方面的空白。

【目录】

Introduction
Chapter1AnOverviewofCollegeEnglishTeachinginChina
1.1TeachingMethodology
1.1.1GrammarTranslationMethod
1.1.2TheDirectMethod
1.1.3TheAudiolingualMethod
1.1.4CommunicativeLanguageTeaching
1.1.5CommunicativeLanguageLearning
1.1.6Suggestopedia
1.1.7TheSilentWay
1.1.8TheTotalPhysicalResponseMethod
1.1.9TheNaturalApproach
1.1.10ThePresentTeachingMethodsinChina
1.2TheTeachingStaffandtheTeachingFacilities
1.2.1TheUnsatisfactoryTeacherResources
1.2.2TheCausesofUnsatisfactory.TeacherResources
1.2.3TeacherEducation
1.2.4TeachingFacilities
1.3SyllabusesandTextbooks
1.3.1TheDefinitionofSyllabus
1.3.2ABriefIntroductiontotheCollegeEnglishSyllabus
1.3.3The1985andthe1986Syllabus
1.3.4The1999Syllabus
1.3.5The2004CollegeEnglishCurriculumRequirements
1.3.6CollegeEnglishTextbooks
1.4TheCETandCET-SET
1.4.1TheCollegeEnglishTest
1.4.2TheSpokenEnglishTest
1.5TheNeedsoftheUnitsandStudents
1.6ThePresentEnglishLevelofCollegeEnglishStudents"
1.7TeachingReform
1.7.1TeachingApproach
1.7.2TeachingMode
1.7.3FocusonCommunicativeAbility
1.7.4BetterClassroomOrganization
1.8CourseDesign

Chapter2RelatedConceptsinSecondLanguageAcquisition
2.1CommunicativeCompetence
2.2TheInputHypothesis
2.3TheOutputHypothesis
2.4InteractionHypothesisandLanguageAcquisition
2.5TheIntedanguage
2.6NegativeFeedback

Chapter3ClassroomInteractionandSecondLanguageAcquisition
3.1ClassroomInteraction
3.2Teacher-studentInteraction
3.3Student-studentInteraction
3.4NegotiationofMeaning
3.5ClassroomParticipationPatterns

Chapter4DifferentFormsofActivitiesandLanguageLearning
4.1DistinctionsbetweenLanguageActivities
4.1.1McTearsDistinction
4.1.2PaulstonandBrudersDistinction
4.1.3WilliamLittlewoodsCategory
4.1.4EllissFramework
4.1.5BrownandYulesDistinction
4.1.6VanLiersFramework
4.1.7BygatesDistinction
4.1.8PrabhusCategory
4.1.9ClarksCommunicativeActivityTypes
4.1.10PattisonsSevenActivityTypes
4.1.11ChaudronandValcancesActivityTypes
4.2GroupWork
4.2.1TheAdvantagesofGroupWork
4.2.2TheDisadvantagesofGroupWork
4.2.3FallaciesofGroupWork
4.3ExplorationsintoSomeCommunicativeActivities
4.3.1Monologue
4.3.2PairWork
4.3.3RolePlay
4.3.4Simulation
4.3.5InformationGapActivity
4.3.6ProblemSolving
4.3.7OpinionExchange
4.3.8Brainstorming
4.3.9Skit/PuttingonaShortPlay
4.3.10Games
4.4CommunicativeActivitiesandLanguageLearning"

Chapter5RolesoftheTeacherandtheLearner.
5.1TheTeachersRole.,
5.1.1FromaControllertoanOrganizer
5.1.2FromanInstructortoaFacilitator
5.1.3FromanAssessortoaCommentator"
5.1.4FromanActortoaDirector
5.1.5ACo-communicatororParticipant
5.1.6AConsultantorPrompter
5.2LearnersRole"
5.2.1FromaQuietListenertoanActiveParticipator
5.2.2FromaRecipienttoaCreator
5.2.3FromaFollowertoanInitiator
5.2.4FromaSpeakertoaCommunicator
5.2.5FromaPassiveLearnertoanAutonomousLearner.

Chapter6PrinciplesofDesigningCommunicativeActivities
6.1MaximizingParticipationbyAssigningRolestoEachParticipant
6.2InformationGapasaGoalforInteraction
6.3MeaningNegotiationforGeneratingMoreInput
6.4PromotingLongTurns
6.5Communication-basedActivitiesforRealCommunication
6.6TheCulturalDimension

Chapter7SuggestionsforOrganizingOralActivities
7.1WhenStudentsAreNotMotivated
7.2WhenLearnersDoNotOpenTheirMouth
7.3WhenLearnersResorttoTheirMotherTongue
7.4WhenLearnersDontAchieveMutualUnderstanding
7.5WhenLearnersMakeLinguisticandNon-linguisticErrors
7.6WhentheAudienceDoesntListen
Chapter8Summary
References