方志辉,美国普渡大学博士,现任美国公立常春藤佛罗里达大学教育学院正教授、Irving & Rose Fien特聘教授、博导。主要研究方向: 语言和读写教育、英语教师教育、功能语言学。共发表百余篇论文及著作。先后在本专业及相关专业的40多种国内外著名刊物及出版社担任专栏主编、编委、及特约审稿员。曾获普渡大学教育学院杰出博士论文奖、美国英语教师协会科研新星奖、佛罗里达大学年度优秀教师奖、佛罗里达大学科研基金会教授奖、及佛罗里达大学杰出教授奖。
【目录】
Contents 总序 文秋芳 v 导读 何 伟 viii Author Biosketch xvii Preface xviii SECTION I RECONCEPTUALIZING GRAMMAR, CURRICULUM, AND PEDAGOGY 1 Chapter 1 Rethinking the Role of Grammar in Postsecondary English Education 3 1.1 The Grammar Fatigue Syndrome 3 1.2 Are College Students Truly Grammatically Proficient? 6 1.3 Why Is a Content-Driven Model of CBI Not the Solution? 12 1.4 It’s Time for a Language-Driven Model of CBI 14 1.5 The Imperative for Functional Grammar 17 1.6 Conclusion 20 Chapter 2 Functional Grammar for English Teachers 21 2.1 Grammars for Language/Literacy Teaching 21 2.2 Key Principles 23 2.3 Text 25 2.4 Clause and Sentence 26 2.5 Context 27 2.6 Cohesion and Coherence 29 2.7 Genre 31 2.8 Register 33 2.9 Function/Metafunction/Meaning 34 2.10 System 34 2.11 Choice 47 2.12 Conclusion 50 Chapter 3 Redesigning English Curriculum and Pedagogy for Higher Education 52 3.1 Introduction 52 3.2 A Functional Model of Language 53 3.3 Linguistic Variation Across Academic Disciplines 55 3.4 Implications for English Education 66 3.5 Conclusion 79 SECTION II TEACHING READING 81 Chapter 4 Understanding Text Complexity and Text Difficulty 83 4.1 Introduction 83 4.2 Deconstructing Text Complexity 84 4.3 Understanding Text Difficulty 88 4.4 Linguistic Sources of Comprehension Difficulties in Complex Texts 91 4.5 A Pedagogical Heuristic for Working with Complex Texts 100 4.6 Conclusion 103 Chapter 5 Scaffolding Close Reading of Academic Texts 104 5.1 Language, Knowledge and Schooling 104 5.2 Instructional Models of Close Reading 106 5.3 Teaching Close Reading Through Functional Grammar Analysis 111 5.4 Conclusion 123 Chapter 6 Promoting Critical Literacy in Disciplinary Learning 124 6.1 Literacy and Disciplinary Learning 124 6.2 Reading Science 125 6.3 SFL for Critical Reading 127<
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