英语教学新概念

Introduction
Part Ⅰ Principles of Language Teaching
　Chapter 1 New Trends in Foreign Language Teaching and Learning
　　1.1 Change in research from teaching-centered research to learning-centered research
　　　1.1.1 From seeking best teaching method to SLA research
　　　1.1.2 Focus on the language learner
　　　1.1.3 Learning process and description of learner language
　　1.2 Change in learning content and test
　　　1.2.1 Language use and communicative competence
　　　1.2.2 Communicative language teaching(CLT)
　　　1.2.3 Content-based language learning
　　　1.2.4 Communicative testing
　　1.3 Change in learning mode and resource
　　　1.3.1 E-learning: an important form of English language learning　in the future
　　　1.3.2 Educational resources and English languge teaching (ELT)
　　1.4 Emphasis on cultural factors
　　　1.4.1 What is culture?
　　　1.4.2 Language and culture
　　　1.4.3 Integrating cultural factors in language teaching
　　1.5 A new model in language teaching: the constructivist model
　　Questions and tasks
　Chapter 2 Views on Language and Language Learning
　　2.1 Schools of linguistics and their views on language learning
　　　2.1.1 Traditional grammar
　　　2.1.2 Structural linguistics
　　　2.1.3 Universal grammar
　　　2.1.4 Functional linguistics，pragmatics and discourse analysis
　　　2.1.5 Cognitive linguistics
　　　2.1.6 Summary
　　2.2 Views on language and syllabus design
　　　2.2.1 Learning is taken as a first principle
　　　2.2.2 Acquisition is taken as a first principle
　　　2.2.3 Language use is taken as a first principle
　　2.3 What is there to learn: proficiency in a foreign language
　　　2.3.1 Grammatical competence
　　　2.3.2 Sociolinguistic competence
　　　2.3.3 Strategic competence
　　2.4 Conclusion
　　Questions and tasks
　Chapter 3 Learning Theories, Acquisition Theories and Language Teaching
　　3.1 Learning theories and language teaching
　　　3.1.1 Behaviorism
　　　3.1.2 Humanism
　　　3.1.3 Cognitivism
　　　3.1.4 Constructivism
　　　3.1.5 Summary
　　3.2 Transfer, memory and language learning
　　　3.2.1 Language transfer
　　　3.2.2 Memory
　　3.3 SLA Theories and their implication for language teaching
　　　3.3.1 Krashen’s input hypothesis theory
　　　3.3.2 Schumann’s acculturation theory
　　　3.3.3 Multidimentional model
　　　3.3.4 Summary
　　3.4 Conclusion: reorienting language teaching
　　　3.4.1 Combining learning and acquisition
　　　3.4.2 Combining lower-order learning and higher-order learning
　Questions and tasks
　Chapter 4 The Conversion of Foreign Language Teaching and Learning Style
　Chapter 5 Language Teacher and Learner
Part Ⅱ Practices of Language Teaching
　Chapter 6 Teaching Pronunciation, Vocabulary and Grammar
　Chapter 7 Teaching Receptive Skills—Listening and Reading
　Chapter 8 Teaching Productive Skills—Speaking and Writing
　Chapter 9 Integrating the Four Skills
　Chapter 10 Educational Technology and ELT
　Chapter 11 Learning Strategy Training
Part Ⅲ Classroom Management and Evaluation
　Chapter 12 Class Management
　Chapter 13 Lesson Planning
　Chapter 14 Language Testing
Reference
Glossary