在语境中教语言
2004-3
外语教学与研究出版社
赫德利
498
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当前，我国外语教育领域正在进行着全面而深入的改革。改革的内容涉及到外语教育的方针政策、基本理念、基本原则、教育文化、教育实施、教育评价等各个方面，也关系到新世纪亿万学生的成长和可持续发展。随着课改新理念、语言新方针和教育新策略的确定及课改的逐步推开，教师培训工作的重要性和关键作用变得越来越突出。从某种意义上说，课改能否最终获得成功，取决于广大教师对课改的认识、取决于他们的语言理论水平和实际工作能力。 对英语教师来说，新一轮的课改提出了许多新的理念和原则：强调学习者的个性发展的“以人为本”的教育思想；强调语言学习与人的可持续发展的关系；强调语言目标的新内涵：知识、技能、策略、文化和情感等；强调语境教学与综合全面评价理论的引进。所有这些具有丰富内涵的理念，都需要广大教师学习和了解。
导读PrefaceAcknowledgments1 On Knowing a Language Introduction Defining Language Proficiency Proficiency and Language Acquisition Theory Some Research Findings about Oral Proficiency Issues in Language Proficiency Assessment: Caveats, Clarifications, and New Directions Defining the Content of Instruction: The Standards for Foreign Language Learning Summary: On Knowing a Language Activities for Review and Discussion References2 On Learning a language Introduction Exploring Theories of Language Learning The Role of Individual Learner Factors in Second-Language Learning Relating Theory to Practice: Some Considerations Summary: On Learning a Language Activities for Review and Discussion References3 On Teaching a Language Orienting Instruction toward Proficiency The Proficiency Orientation of Existing Methodologies: A Preliminary Appraisal Three "Traditional" Methods Reactions to Audiolingualism: Two Mentalist Perspectives A Functional Approach: Communicative Language Teaching Modern Adaptations of the Direct Method Humanistic Approaches to Language Teaching Summary: On Teaching a Language Activities for Review and Discussion References4 The Role of Context in Comprehension and Learning The Importance of Context and Background Knowledge in the Comprehension Process: Some Theoretical Considerations Research on the Role of Context in Comprehension The Role of Computers in Providing Richer Contexts for Language Learning Integrating Language and Content: Immersion and Content-Based Instruction Summary: The Role of Context in Comprehension and Learning Activities for Review and Discussion References5 A Proficiency-Oriented Approach to Listening and Reading A Rationale for Teaching Listening and Reading Similarities in Listening and Reading Differences between Spoken and Written Discourse Integrating Listening, Reading, and the Productive Skills: The Vision of the Standards for Foreign Language Learning Teaching Listening Comprehension Sample Formats for Listening Comprehension Teaching Reading Comprehension Sample Formats for Reading Comprehension Summary: A Proficiency-Oriented Approach to Listening and Reading Activities for Review and Discussion References6 Developing Oral Proficiency7 Becoming Proficient in Writing8 Teaching for CuItural Understanding9 Classroom Testingpilogue Planning Instruction for the Proficiency-Oriented Classroom
There has been a good deal of interest among scholars interested in interlanguagein documenting the reactions of native speakers to the language use of non-natives in an effort to understand what constitutes successful and unsuccessfulcommunication.Although linguistic considerations have been central to many ofthe studies.affective reactions to learners themselves have also been subject to in-qulry. One important variable to be considered in assessing the results of a given re-search effort is the nature of the interlanguage sample used to elicit reactions.Thespeech samples and／or writing samples provided to native-speaker judges essen-tially define interlanguage operationally for that study.In the studies examinedhere，the samples have ranged from artificially created sentence pairs，presentedout of context，to audiovisual tapes of connected discourse，obtained in naturalis.tic interview situations.Given that the samples varv considerably,the studies arenot directly comparable（Ludwig 1982），and results cannot be as clearly inter-preted.therefore.as one might like. The studies reviewed in this chapter are a sampling of the research that hasbeen done to assess native.speaker reactions to learner language in the past 25years.Ludwig（1982）provides a useful review and synthesis of 12 such studies.some of which are summarized briefly in Table 6.1（P.264）.A number of more re-cent studies are also included in the present overview.Readers should consultLudwig（1982），as well as the original reports of the studies cited here，for addi-tional information and analysis of the data. In general.much of the research on native-speaker reactions indicates thatmany of the grammatical errors made by non.native speakers do not seriously in-terfere with the comprehensibility of their speech，although there are some typesof errors（such as some vocabulary problems，verb forms，and tense usage）thatcan confuse native speakers and lead to a communication breakdown.It may alsobe the case that there are cultural differences in error tolerance（see，for example，Ngame 1 992，comparing native speaker reactions in French and Swahili），as wellas differences in reaction to error between teachers of language and native speak-ers who are not teachers fErvin 1977；cited in Ludwig 1982；Galloway 1980；
丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域，能够满足日前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材，同时也是语言教育研究者必备的参考书。
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老师推荐的教材，不得不看，太考验我的英语水平了
很好的作品，专业学生、教师必看，非常值得推荐！
教师必读
全英文版的，打算在这个暑假慢慢啃。但是寄过来的时候书角被挤压得卷起来了。对于爱书之人来说看到这样的情况觉得心里不舒服，希望工作人员下次注意一下。
这本书是全英的，虽然说读起来不是特别容易，但是里面的内容很好很实用~
不错
希望外研社出译本