TEACHING ENGLISH as a Foreign Language Maria Dakowska

Spis treści książki

• Cover
• Title
• Colofon
• Dedication
• Contents
• INTRODUCTION. Teaching English as a foreign language (TEFL) as strategic behaviour. The role of professional knowledge
• PART ONE. Where do our ideas on foreign language teaching come from?
  • 1. Foreign language teaching in a historical perspective
    • 1.1. The role of Latin
    • 1.2. Grammar as the key to foreign language learning. The Grammar Translation Method
    • 1.3. Reactions to the Grammar Translation Method
      • 1.3.1. The Reform Movement
    • 1.4. The Natural and the Direct Methods
    • 1.5. The Reading Method
    • 1.6. The current view on the role of grammar
    • 1.7. The current view on the function of translation
    • 1.8. The current view on the role of the text
    • Topics and review questions
    • Further reading
• PART TWO. Mainstream and alternative methods in TEFL in the second half of the 20th century
  • 2. Audiolingualism in teaching English as a foreign language
    • 2.1. Approach, method and technique
    • 2.2. Sources of audiolingualism
      • 2.2.1. Influences from psychology
      • 2.2.2. Influences from linguistics
    • 2.3. The Audiolingual Approach, Method and Techniques
      • 2.3.1. Five audiolingual slogans and their influence on the method of teaching
      • 2.3.2. Further characteristic features of the Audiolingual Method
      • 2.3.3. Characteristic techniques
    • 2.4. A critical look at the Audiolingual Approach, Method and Techniques
    • 2.5. The current view on drill, imitation, and repetition
    • Topics and review questions
    • Further reading
  • 3. The Cognitive Code Learning Theory
    • 3.1. Influences from psychology
    • 3.2. Influences from linguistics
    • 3.3. Five slogans of the Cognitive Approach and their implications for the Cognitive Method of foreign language teaching
    • 3.4. Further characteristic features of the Cognitive Method
    • 3.5. Closing remarks on the Cognitive Method
    • 3.6. The current view on the link between materials, meaning, and memory processes
    • Topics and review questions
    • Further reading
  • 4. Developments in foreign language teaching following the Audiolingual and the Cognitive Methods
    • 4.1. Pessimism regarding the search for an ideal method
    • 4.2. The eclectic orientation
    • 4.3. The alternative methods
      • 4.3.1. The Silent Way by Caleb Gattegno
      • 4.3.2. Total Physical Response (TPR) by James Asher
      • 4.3.3. Suggestopedia by Georgi Lozanov
      • 4.3.4. Community Language Learning by Charles Curran
    • Topics and review questions
    • Further reading
    • 4.4. Focus on the learner
    • 4.5. Individual factors in foreign language learning
    • 4.6. Individualizing foreign language instruction
    • 4.7. The beginnings of Second Language Acquisition Research
    • Topics and review questions
    • Further reading
• PART THREE. Communicative Language Teaching (CLT)
  • 5. The Communicative Approach to foreign language teaching
    • 5.1. Foundations of the Communicative Approach
    • 5.2. Interest in doing things with words
    • 5.3. The notion of communicative competence
    • 5.4. The importance of discourse in CLT
    • 5.5. The notion of role
    • 5.6. Developments in communicative syllabus design
  • 6. The Communicative Method and Techniques. Evaluating CLT
    • 6.1. The Communicative Method
    • 6.2. Criteria of communication in CLT
    • 6.3. Principles of the Communicative Method
      • 6.3.1. Further issues in the Communicative Method
    • 6.4. Typical activities and techniques
      • 6.4.1. Structured dialogue
      • 6.4.2. Jig-saw reading and listening
      • 6.4.3. Role-play
    • Further reading
      • 6.4.4. Drama
    • Further reading
      • 6.4.5. Simulation
    • Further reading
      • 6.4.6. Project
    • Further reading
    • 6.5. Evaluating CLT
    • Topics and review questions
    • Further reading
• PART FOUR. The current perspective on teaching English as a foreign language
  • 7. Focus on verbal communication, learning and reasoning
    • 7.1. The nature of communicative processes
    • 7.2. The main components of our learning equipment
    • 7.3. Strong ties between verbal communication and learning
    • 7.4. Language as a special code of verbal communication
    • 7.5. Reasoning processes available to the language learner
    • Topics and review questions
    • Further reading
  • 8. The whole-person involvement in verbal communication and learning
    • 8.1. The learners contribution to the dynamics of verbal communication and learning
      • 8.1.1. The role of cognitive resources
      • 8.1.2. Making communicative adjustments
      • 8.1.3. The learners creative and constructive involvement
    • 8.2. Personality factors
      • 8.2.1. The role of the learners personality
      • 8.2.2. The role of self-concept and self-esteem
      • 8.2.3. Communicative assertiveness
    • 8.3. The learners development along the lifespan
    • Topics and review questions
    • Further reading
  • 9. Conditions for foreign language learning. Input, interaction, feedback. The role of cultivation strategies
    • 9.1. Primary conditions for foreign language learning
    • 9.2. What can we learn from observing children?
    • 9.3. Secondary conditions for foreign language learning. Cultivation of language learning in the classroom
      • 9.3.1. The essential processes in foreign language learning and teaching
    • 9.4. A look back at the traditional approaches to foreign language teaching
    • 9.5. The nature of teaching the role of the teacher
    • 9.6. Focus on form and accuracy
    • 9.7. The origin and role of the foreign language teaching method at the beginning of the 21st century
    • Topics and review questions
    • Further reading
• PART FIVE. How communication and learning emerge
  • 10. The development of the language learner in childhood and adolescence
    • 10.1. Landmarks of development
      • 10.1.1. Gradual emergence of verbal communication
    • 10.2. The first stage infancy and toddlerhood
      • 10.2.1. The psychosocial development
      • 10.2.2. Communication
      • Pre-linguistic communication
      • Linguistic communication
    • 10.3. Early childhood (36 years)
      • 10.3.1. Language and communication in early childhood
      • 10.3.2. Play in early childhood
    • 10.4. Middle childhood
      • 10.4.1. Piagets stage of concrete operations
      • 10.4.2. The development of memory in middle childhood
      • 10.4.3. The development of thinking
      • 10.4.4. Language development
      • 10.4.5. Developing a sense of humour
      • 10.4.6. Gifted and creative children
      • 10.4.7. Personality and social development in middle childhood
    • 10.5. Adolescence
      • 10.5.1. Intellectual development in adolescence
      • 10.5.2. Personality development
      • 10.5.3. The search for identity, including sexual identity
    • 10.6. Resulting principles of foreign language teaching in childhood and adolescence
    • Topics and review questions
    • Further reading
• PART SIX. Foreign language skills in the context of verbal communication
  • 11. Spoken and written discourse
    • 11.1. Comprehension and production as an integral part of verbal communication
    • 11.2. Differences between spoken and written discourse
    • 11.3. Authentic and didactic texts. Authentic and didactic tasks
    • 11.4. Stages in learning a skill in a foreign language
    • Topics and review questions
    • Further reading
  • 12. Receptive skills: reading comprehension
    • 12.1. Reading as a form of interaction
    • 12.2. Bottom-up and top-down processes in reading
    • 12.3. The learners angle on reading
    • 12.4. The levels of reading comprehension
    • 12.5. The teachers analysis of the text for its communicative and language learning potential
    • 12.6. Sources of difficulty in reading comprehension and strategies of dealing with them
      • 12.6.1. Increasing background knowledge
      • 12.6.2. Highlighting the genre
    • 12.7. Vocabulary and the reading passage
    • 12.8. Types of reading and their function in learning English as a foreign language
    • 12.9. Options in designing reading tasks. Pre-reading, reading, and follow-up
    • Further reading
  • 13. Receptive skills: listening comprehension
    • 13.1. Functions of auditory input in foreign language learning
      • 13.1.1. The learner as a member of an audience
      • 13.1.2. The learner as an addressee
      • 13.1.3. Input for pronunciation
    • 13.2. Listening comprehension as an integral part of verbal communication
    • 13.3. Difficulties experienced by foreign language learners in listening comprehension tasks
    • 13.4. Guidelines for listening tasks
    • 13.5. Auditory input and various follow-up activities
    • 13.6. Activities aimed at developing listening comprehension
    • 13.7. The function of tapescript in listening comprehension tasks
    • 13.8. Options in designing a listening comprehension task
    • Further reading
  • 14. Productive skills: speaking
    • 14.1. Speaking as an act of verbal communication
    • 14.2. Long-term investment in speaking
    • 14.3. The structure of conversation
    • 14.4. Abilities involved in participating in a conversation
    • 14.5. The role of anxiety in developing the speaking skill
    • 14.6. Cultivating articulacy in EFL
    • 14.7. Selected activities for the development of the speaking skill
    • Topics and questions
    • Further reading
  • 15. Productive skills: writing
    • 15.1. Writing as an act of constructing a message
    • 15.2. Differences between experienced and inexperienced writers
    • 15.3. Long-term investment in the writing skill
    • 15.4. Learning how to write versus process writing
    • 15.5. Sample activities of learning how to write in EFL
    • 15.6. Process writing
    • 15.7. Error correction in the written work
    • Topics and review questions
    • Further reading
• Conclusions
• Additional terms
• References
• O Autorce

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