Teaching and Learning in the Language Classroom
by Hedge, TriciaFormat: Paperback
Pub. Date: 2000-03-02
Publisher(s): Oxford University Press
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Summary
This comprehensive handbook helps teachers develop insights into issues, problems, and possibilities in English teaching methodology.
Author Biography
Tricia Hedge is a Senior Lecturer in the Centre for Second and Foreign Language Pedagogy, School of Education, University of Nottingham, UK
Table of Contents
| Acknowledgements | p. xiii |
| Introduction | p. 1 |
| A framework for teaching and learning | p. 5 |
| Learners and learning, classrooms and contexts | p. 7 |
| Introduction: issues for the language teacher | p. 9 |
| What do we know about how languages are learned? | p. 10 |
| The nature of input | p. 10 |
| The process of intake | p. 12 |
| The role of interaction in the classroom | p. 13 |
| The role of error | p. 15 |
| How do differences among learners affect learning processes and teaching procedures? | p. 16 |
| Aptitude | p. 17 |
| Learning style and learning strategies | p. 18 |
| Affective factors | p. 20 |
| Motivation for learning English | p. 22 |
| What factors of context should teachers take into account? | p. 24 |
| What roles can teachers and learners play in the learning process? | p. 26 |
| The teacher's roles and responsibilities | p. 26 |
| The learner's roles and responsibilities | p. 34 |
| What roles can learning materials play? | p. 36 |
| Conclusion | p. 39 |
| Discussion topics and projects | p. 39 |
| Further reading | p. 41 |
| The communicative classroom | p. 43 |
| Introduction: the concept of communicative language ability | p. 44 |
| What are the components of communicative language ability? | p. 46 |
| Linguistic competence | p. 46 |
| Pragmatic competence | p. 48 |
| Discourse competence | p. 50 |
| Strategic competence | p. 52 |
| Fluency | p. 54 |
| What are the issues for the communicative curriculum? | p. 55 |
| What are the implications for the communicative classroom? | p. 57 |
| What are communicative tasks and what are their roles in teaching and learning? | p. 57 |
| How can we manage a communicative classroom? | p. 62 |
| What does communicative language teaching imply for authenticity in the classroom? | p. 67 |
| What are the issues in applying a communicative approach in context? | p. 69 |
| Conclusion | p. 71 |
| Discussion topics and projects | p. 72 |
| Further reading | p. 74 |
| Learner autonomy and learner training | p. 75 |
| Introduction: the self-directed learner | p. 76 |
| What do we know about the strategies of the 'good language learner'? | p. 77 |
| Types of learner strategy | p. 77 |
| Research into learner strategies | p. 79 |
| What insights can we gain from educational thinking on autonomous learning? | p. 82 |
| What are the implications for learner training in the classroom? | p. 85 |
| Activities which help learners to reflect on learning | p. 86 |
| Activities which train strategies and equip learners to be active | p. 90 |
| Activities which encourage learners to monitor and check their own progress | p. 94 |
| What role can self-access facilities play in language learning? | p. 96 |
| Are learner autonomy and learner training universally appropriate concepts? | p. 99 |
| Conclusion | p. 101 |
| Discussion topics and projects | p. 102 |
| Further reading | p. 105 |
| Teaching the language system | p. 107 |
| Vocabulary | p. 109 |
| Introduction: the task of learning vocabulary | p. 110 |
| What do we know about the lexical system of English? | p. 112 |
| Denotative and connotative meaning | p. 112 |
| Meaning relations among words | p. 113 |
| How do second language learners acquire vocabulary? | p. 116 |
| Strategies for vocabulary learning | p. 117 |
| Factors affecting vocabulary acquisition | p. 118 |
| What are the implications for the teaching of vocabulary? | p. 125 |
| Developing a variety of techniques for the teaching of meaning | p. 126 |
| Encouraging the development of effective strategies | p. 126 |
| Exposing learners to vocabulary through reading and training lexical inferencing | p. 128 |
| Teaching the effective use of dictionaries | p. 130 |
| Evaluating the vocabulary component of coursebooks | p. 132 |
| Teaching vocabulary explicitly through a range of activity types | p. 133 |
| Developing resources for vocabulary teaching | p. 135 |
| Conclusion | p. 138 |
| Discussion topics and projects | p. 139 |
| Further reading | p. 140 |
| Grammar | p. 143 |
| Introduction: the role of grammar in English language teaching | p. 143 |
| What do we know about the learning of grammar? | p. 146 |
| Noticing | p. 146 |
| Reasoning and hypothesizing | p. 146 |
| Structuring and restructuring | p. 148 |
| Automatizing | p. 149 |
| What information can help us in the selection and presentation of grammar? | p. 152 |
| Grammar as meaning | p. 153 |
| Grammar in discourse | p. 154 |
| Grammar and style | p. 157 |
| What principles can guide us in the teaching of grammar? | p. 158 |
| Presenting grammar | p. 159 |
| Practising grammar | p. 164 |
| How can we design the grammar component of a course? | p. 170 |
| How can we suit approach to learner needs? | p. 173 |
| Conclusion | p. 179 |
| Discussion topics and projects | p. 179 |
| Further reading | p. 183 |
| Developing the language skills | p. 185 |
| Reading | p. 187 |
| Introduction: making sense of a text | p. 188 |
| What do we know about the process of second language reading? | p. 190 |
| In what ways is reading an interactive process? | p. 190 |
| In what ways is reading a purposeful process? | p. 194 |
| In what ways is reading a critical process? | p. 197 |
| What is the role of extensive reading? | p. 200 |
| What are the implications for the teaching of reading? | p. 205 |
| How do we establish goals for the reading classroom? | p. 205 |
| What criteria do we use to select reading texts? | p. 205 |
| What kinds of tasks help to develop reading ability? | p. 209 |
| Can we help students to read critically? | p. 213 |
| How can we encourage extensive reading? | p. 215 |
| Conclusion | p. 221 |
| Discussion topics and projects | p. 221 |
| Further reading | p. 224 |
| Listening | p. 227 |
| Introduction: the role of listening in the ELT curriculum | p. 227 |
| What do we know about the listening process? | p. 230 |
| Bottom-up processes in listening | p. 230 |
| Top-down processes in listening | p. 232 |
| Purposes for listening | p. 235 |
| What 'uncertainties' exist for foreign language listeners? | p. 236 |
| Uncertainties of confidence | p. 237 |
| Uncertainties deriving from the presentation of speech | p. 238 |
| Uncertainties because of gaps in the message | p. 238 |
| Uncertain strategies | p. 239 |
| Uncertainties of language | p. 239 |
| Uncertainties of content | p. 241 |
| Visual uncertainties | p. 242 |
| What are the implications for the English language classroom? | p. 243 |
| Creating reasons for listening | p. 243 |
| Selecting texts for listening | p. 244 |
| Designing listening activities for the classroom | p. 247 |
| Building confidence in listening to English | p. 253 |
| Conclusion | p. 255 |
| Discussion topics and projects | p. 255 |
| Further reading | p. 257 |
| Speaking | p. 259 |
| Introduction: skills and strategies in speaking English | p. 261 |
| What is involved in speaking English competently? | p. 263 |
| Distinguishing types of speaking situation | p. 263 |
| Making oneself understood | p. 265 |
| Managing interaction | p. 267 |
| What are the issues in teaching the phonological aspects of English? | p. 268 |
| Choosing a model for pronunciation teaching | p. 268 |
| Taking a holistic or atomistic approach | p. 269 |
| Selecting practice according to student need | p. 270 |
| What are the implications for classroom practice in the teaching of spoken English? | p. 271 |
| Talking with students about spoken English | p. 271 |
| Making accuracy-based practice meaningful | p. 273 |
| Designing and evaluating fluency-based activities | p. 276 |
| Providing a range and balance of activities in a course | p. 283 |
| Teaching the pronunciation component of a course | p. 285 |
| Treating error in the classroom | p. 288 |
| Managing classroom interaction | p. 292 |
| Conclusion | p. 294 |
| Discussion topics and projects | p. 295 |
| Further reading | p. 297 |
| Writing | p. 299 |
| Introduction: a contemporary writing classroom | p. 300 |
| What do we know about the process of writing? | p. 302 |
| What strategies do skilled writers use as they compose? | p. 303 |
| What activities characterize the writing process? | p. 305 |
| What are the implications of a process approach? | p. 307 |
| Helping students to generate ideas | p. 308 |
| Providing practice in planning | p. 308 |
| Contextualizing tasks to develop a sense of audience | p. 311 |
| Encouraging students in revision strategies | p. 313 |
| Supporting students with technology | p. 316 |
| Issues in introducing a process approach | p. 317 |
| How can we analyse and describe the structure of written texts? | p. 319 |
| What are the implications of a text-based approach to writing? | p. 321 |
| Helping students to identify their writing needs | p. 321 |
| Building awareness of discourse organization | p. 321 |
| Helping students to develop crafting skills | p. 326 |
| Enabling students to appreciate the criteria for an effective text | p. 326 |
| Conclusion | p. 329 |
| Discussion topics and projects | p. 330 |
| Further reading | p. 332 |
| Planning and assessing learning | p. 335 |
| Course design | p. 337 |
| Introduction: roles for the teacher in course design | p. 338 |
| What are the steps in course design? | p. 339 |
| Considering the students in their context of learning | p. 343 |
| Establishing goals and objectives | p. 344 |
| Planning the syllabus | p. 345 |
| Designing a course unit | p. 347 |
| What procedures can be helpful in evaluating courses? | p. 351 |
| What choices do teachers need to make in course design? | p. 357 |
| Choosing a textbook | p. 357 |
| Taking a process approach | p. 358 |
| Using projects in ELT | p. 362 |
| Negotiating with learners | p. 364 |
| Conclusion | p. 366 |
| Discussion topics and projects | p. 367 |
| Further reading | p. 372 |
| Classroom assessment | p. 375 |
| Introduction: assessment and testing | p. 376 |
| What is testing? | p. 378 |
| The structuralist influence | p. 378 |
| The communicative influence | p. 379 |
| What is the role of classroom assessment? | p. 384 |
| What purposes should classroom assessment have? | p. 384 |
| What kind of feedback is useful? | p. 385 |
| What assessment procedures are available? | p. 386 |
| What characterizes good assessment practice? | p. 393 |
| Are affective considerations relevant to assessment? | p. 393 |
| How can good assessment practice be framed? | p. 394 |
| Conclusion | p. 396 |
| Discussion topics and projects | p. 397 |
| Further reading | p. 400 |
| Notes on Introductory tasks | p. 403 |
| Glossary | p. 407 |
| Bibliography | p. 413 |
| Index | p. 438 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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