语言教学课程设计原理

章节摘录

　　It is difficult, in considering course design, to separate the issues foundin general language programs from those that arise in specific-purposescourses. There are more similarities than one might suppose. The rela-tionship of the syllabus designer may be to a sponsor or employer, orit may be to parents and educational institutions. In each case, however,decisions will be taken by the former that will have a steering effect onteacher-learner interaction. This is true whether the designer of thecourse is the classroom teacher or not. Questions of accountability are also present in both settings. As longas accountability of the teacher to the student, or of the educationalinstitution to the client, is a consideration, the syllabus for a secondlanguage program is not a guide for private use by the teacher. It is arecord. It concerns, in the first instance, the object of the instruction, itssocial purpose. The means also have to be negotiated; but this is asecondary consideration, for in all negotiation, many constraints otherthan those dictated by the physical setting of instruction and the currentstate of pedagogical theory must be considered. For example, constraintsimposed by language planning also have to be considered, since the timeavailable, resources, and motivational factors may all be dependent onthe status of the target language. The age of the learners and content ofinstruction can obviously be affected as well （Bell 1982）. In some cases,one can go even further: Judd states that teaching English to speakersof other languages is "a political act Those of us engaged in teachingof English to non- or limited-English speakers are.., directly or indi-rectly, implementing a stated or implied language policy" （Judd 1984）.All the more reason to work out a statement about the goals of instruc-tion and the means to be used in reaching them.

前言

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书籍目录

王宗炎序
导读
Preface
Part l Usable theories
1 Setting up a course
Part ll language teaching and linguistice:current issues
2 Proficiency in a secomd language
3 language functions and pragmatics
4 Discourse analysis and course design
Part lll Form theory to practice
5 Teachers and teaching
6 Teachers and linguists
7 Teachers and course desing
Part IV Farmeworks for second language course desing
8 Syllabus and methodology
9 A proportional approach
10 Three case studies
11 Using framewords
Appendix A Sanple task-based frameworks
Appendix B Frameworks for communications Needs Courses
References
Indes
文库索引

作者简介

《语言教学课程设计原理》内容简介：In preparing and teaching second language courses, language professionals frequently make decisions in response to learner needs: in choosing texthboks. altering a sequence of exercises from a textbook. creating classroom materials, and so on, Yalden puts these kinds of decisions into perspective, outlining theoretical issues relevant to language teachers today. 

Set against this theoretical background are practical suggestions on how teachers can devise classroom procedures and materials that best fit the linguistic and communicarive needs of their learners. Emphasis is placed on gathering information from and about the learner. This leads to the establishment of frameworks, short language-learning modules which give support to all of the components needed in a language course. 

Procedures for ddeveloping main or supplementary units to new or existing courses are described in detail. Three complete case studies of courses that the author and her colleagues developed are included in the book. They contain numerous examples of resulting course materials. 

'...a most welcome addition to the list of professional materials that ought to be read. I recommend this book without qualification.'- TESL Reporter

图书封面

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