語言教學教程：實踐與理論（英文）

Units with a symbol are components of the 'core' course; those with a symbol are 'optional'
Preface by Halliday
王宗炎序
導讀
Acknowledgements
Read this first: To the （trainee） teacher To the trainer
Introduction

Part I The teaching process
Module 1: Presentations and explanations
Unit One: Effective presentation
Unit Two: Examples of presentation procedures
Unit Three: Explanations and instructions
Module 2: Practice activities
Unit One: The function of practice
Unit Two: Characteristics of a good practice activity
Unit Three: Practice techniques
Unit Four: Sequence and progression in practice
Module 3: Tests
Unit One: What are tests for？
Unit Two: Basic concepts; the test experience
Unit Three: Types of test elicitation techniques
Unit Four: Designing a test
Unit Five: Test administration

Part II Teaching the language（1）The’what’
Module 4: Teaching Pronunciation
Unit One: What does teaching pronunciation involve？
Unit Two: Listening to accents
Unit Three: Improving learners’ pronunciation
Unit Four: Further topics for discussion
Unit Five: Pronunciation and spelling
Module 5: Teaching vocabulary
Unit One: What is vocabulary and what needs to be taught？
Unit Two: Presenting new vocabulary
Unit Three: Remembering vocabulary
Unit Four: Ideas for vocabulary work in the classroom
Unit Five: Testing vocabulary
Module 6: Teaching grammar
Unit One: What is grammar？
Unit Two: The place of grammar teaching
Unit Three: Grammatical terms
Unit Four: Presenting and explaining grammar
Unit Five: Grammar practice activities
Unit Six: Grammatical mistakes
Module 7: Topics, situations, notions, functions
Unit One: Topics and situations
Unit Two: What ARE notions and functions？
Unit Three: Teaching chunks of language: from text to task
Unit Four: Teaching chunks of language: from task to text
Unit Five: Combining different kinds of language segments

Part III Teaching the language（2）:The’how’
Module 8: Teaching listening
Unit One: What does real-life listening involve？
Unit Two: Real-life listening in the classroom
Unit Three: Learner problems
Unit Four: Types of activities
Unit Five: Adapting activities
Module 9: Teaching speaking
Unit One: Successful oral fluency practice
Unit Two: The functions of topic and task
Unit Three: Discussion activities
Unit Four: Other kinds of spoken interaction
Unit Five: Role play and related techniques
Unit Six: Oral testing
Module 10: Teaching reading
Unit One: How do we read？
Unit Two: Beginning reading
Unit Three: Types of reading activities
Unit Four: Improving reading skills
Unit Five: Advanced reading
Module 11: Teaching writing
Unit One: Written versus spoken text
Unit Two: Teaching procedures
Unit Three: Tasks that stimulate writing
Unit Four: The process of composition
Unit Five: Giving feedback on writing

Part IV Course content
Module 12: The syllabus
Unit One: What is a syllabus？
Unit Two: Different types of language syllabus
Unit Three: Using the syllabus
Module 13: Materials
Unit One: How necessary is a coursebook？
Unit Two: Coursebook assessment
Unit Three: Using a coursebook
Unit Four: Supplementary materials
Unit Five: Teacher-made worksheets and workcards
Module 14: Topic content
Unit One: Different kinds of content
Unit Two: Underlying messages
Unit Three: Literature （1）: should it be included in the course？
Unit Four: Literature （2）: teaching ideas
Unit Five: Literature （3）: teaching a specific text

Part V Lessons
Module 15: Lesson planning
Unit One: What does a lesson involve？
Unit Two: Lesson preparation
Unit Three: Varying lesson components
Unit Four: Evaluating lesson effectiveness
Unit Five: Practical lesson management
Module 16: Classroom interaction
Unit One: Patterns of classroom interaction
Unit Two: Questioning
Unit Three: Group work
Unit Four: Individualization
Unit Five: The selection of appropriate activation techniques
Module 17: Giving feedback
Unit One: Different approaches to the nature and function of feedback
Unit Two: Assessment
Unit Three: Correcting mistakes in oral work
Unit Four: Written feedback
Unit Five: Clarifying personal attitudes
Module 18: Classroom discipline
Unit One: What is discipline？
Unit Two: What does a disciplined classroom look like？
Unit Three: What teacher action is conducive to a disciplined classroom？
Unit Four: Dealing with discipline problems
Unit Five: Discipline problems: episodes

Part VI Learner differences
Module 19: Learner motivation and interest
Unit One: Motivation: some background thinking
Unit Two: The teacher’s responsibility
Unit Three: Extrinsic motivation
Unit Four: Intrinsic motivation and interest
Unit Five: Fluctuations in learner interest
Module 20: Younger and older learners
Unit One: What difference does age make to language learning？
Unit Two: Teaching children
Unit Three: Teaching adolescents: student preferences
Unit Four: Teaching adults: a different relationship
Module 21: Large heterogeneous classes
Unit One: Defining terms
Unit Two: Problems and advantages
Unit Three: Teaching strategies （1）: compulsory + optional
Unit Four: Teaching strategies （2）: open-ending
Unit Five: Designing your own activities

Part VII And beyond
Module 22: And beyond
Unit One: Teacher development: practice, reflection, sharing
Unit Two: Teacher appraisal
Unit Three: Advancing further （1）: intake
Unit Four: Advancing further （2）: output
Trainer’s notes
Bibliography
Index
文庫索引

近年來，國際交往日益頻繁，國際貿易急速發展，出現了一種前所未有的現象：學外語、教外語、用外語的人多了；研究語言學和應用語言學的人多了；開設這方面專業的高校也多了，語言學碩士生和博士生也多了。就是不以此為專業，學習語言學和應用語言學的也不乏其人。為了給從事這個專業的師生提供便利，同時又幫助一般外語教師、涉外工作者以及漢語研究者開闊思路，擴大視野，提高效率，我們獻上這套內容嶄新而豐富的叢書——英文版《當代國外語言學與應用語言學文庫》。

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