外语教学名篇选读(上)

本书特色

《外语教学名篇选读(上册)》为外教社学术阅读文库。

内容简介

《外语教学名篇选读(上、下)》选编了国外外语教学研究领域领军人物近20年来发表的关于教学研究的必读文章，以及一些知名学者撰写的具有学科指导意义的精品文章。全书共14章，内容涉及外语教学基本理论、教学法、教学内容设计、教材编写、测试、师资培训、学习者策略、多媒体教学和语料库研究等方面，并配有简明扼要的中文导读，为我国外语教学领域的广大教师、学生和研究者系统呈现了外语教学领域的各个层面，有很高的学术价值。

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插图：Instead of arguing over whether or not L2 teachers should study,for example, theories of SLA as part of a professional preparation program, attention may be better focused on creating opportunities for L2 teachers to make sense of those theories in their professional lives and the settings where they work （Freeman &Johnson, 1998a; 2004）. From this perspective, the construct of praxis （Freire, 1970） is more suitable for the preparation of teachersbecause it captures how theory and practice inform one another and how this transformative process informs teachers' work （Carr & Kemmis, 1986; Edge &Richards, 1998; Simon, 1992）. A recent account of L2 teachers' praxis is The TESOL Quarterly Dialogues:Rethinking Issues of Language, Culture, and Power （Sharkey &Johnson, 2003）. In this collection of dialogues between TQ readers （classroom teachers） and TQ authors （researchers）, expert knowledge （Kennedy, 1999） as codified in previously published TQ articles provides TQ readers with theoretical constructsand multiple discourses through which they express their emerging under-standings of language, culture, and power in L2 teaching. TQ readers actively link this expert knowledge to their own experiential knowledge as they reframe the way they describe and interpret their lived experiences. These new under- standings enable TQ readers to reorganize their experiential knowledge, and this reorganization creates a new lens through which they interpret their understandings of themselves and their classroom practices. Thus, praxis, as a form of expertise, has a great deal of experiential knowledge in it, but it is organized around and transformed through theoretical knowledge.