在语境中教语言

章节摘录

　　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；

书籍目录

导读   Preface     Acknowledgments  1  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      References  2  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      References  3  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      Modem Adaptations of the Direct Method      Humanistic Approaches to Language Teaching     Summary:. On Teaching a Language      Activities for Review and Discussion     References 4  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      References  5  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      References     6  Developing Oral Proficiency     The Nature of Interlanguage      Planning Instruction for the Development of Oral Proficiency      Responding to the Learner      Summary: Developing Oral Proficiency      Activities for Review and Discussion      References 7  Becoming Proficient in Writing     Approaches to Teaching Writing at the Lower Levels of Proficiency     Expressive Writing at the Intermediate and Advanced Levels: Approaches to      Teaching the Composing Process      Summary: Becoming Proficient in Writing      Activities for Review and Discussion     References 8  Teaching for Cultural Understanding      Introduction      Problems in the Teaching of Culture      Definitions, Models, Inventories, and Frameworks: Capturing the Essence of "Culture"      Strategies for Teaching Culture     Summary: Teaching for Cultural Understanding     Activities for Review and Discussion    References 9  Classroom Testing    Introduction     The Case for Hybrid Classroom Tests     Characteristics of Test Items and Item Types      Listening Comprehension Formats      Reading Comprehension Formats      Writing and Mixed-Skills Formats      Guidelines for Creating Contextualized Paper-and-Pencil Tests      Testing Oral Skills      Summary: Classroom Testing      Appendix     Activities for Review and Discussion     References  Epilogue Planning Instruction for the Proficiency-Oriented Classroom Setting Goals for a Proficiency-Oriented Program  Guidelines for Planning Lessons Increasing Focus on Students' Interests In Conclusion Activities for Review and Discussion References Appendix A  ACTFL Proficiency Guidelines--Speaking Revised 1999  Appendix B  Sample Foreign Language Media Evaluation Criteria Appendix C  Samples of Error Coding Procedures for Written Work Text PermissionsIndex

编辑推荐

　　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。

作者简介

《在语境中教语言》是专为外语教师及准教师编写的一部关于外语教学基本理论及实践方法的综合性指导书籍。外语教学是一个包罗万象的领域。它不仅牵涉到对于语言属性、语言能力等语言学基本概念的界定，对于人类学习规律特别是外语学习过程的认识等心理学分支领域，而且还涉及到对于教育哲学及教学规律的理解。

从以上简单的分析我们可以清楚地看到，“语境”的概念对于外语教学的定位是何等重要。《在语境中教语言》涵盖的内容也和其他同类书籍差不多：从语言能力的界定到外语学习的规律，从外语教学的原则和方法到四种基本技能的培养，从语言的文化背景到语言测试的设计，再到课堂教学的实施。这些话题都是外语教师们十分熟悉的。然而，正如它的标题——“在语境中教语言”明确提示的那样，书中探讨的是具体使用情境中的语言和语言教学的上述相关层面。换言之，“语境”是《在语境中教语言》探讨问题的前提，也是贯穿全书的一条基本线索。这一特征又使得《在语境中教语言》与其他同类书籍十分不同，它极大地提高了《在语境中教语言》的实用价值，拉近了这部著作与一线外语教师间的距离。作者的独具匠心之处也在于此。

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