学习者为中心的课程设置:第二语言教学研究：第二语言教学研究

Series Editors' PrefacePreface xiIntroduction 1.1 Preamble 1.2 Linguistics and Language Teaching 1.3 Learner-Centred Curriculum Development1.4 The Curriculum Process 1.5 The Structure of the Study 1.6 Conclusion Curriculum Processes 2.1 Traditional Approaches to the Curriculum 2.2 ESL and Curriculum Planning 2.3 Summary Learner-Centred Curriculum Development 3.1 Introduction 3.2 Theoretical Bases for Learner-Centred Curricula 3.3 Communicative Language Teaching and Learner-CentredCurricula 3.4 Communicative Language Teaching - The Teacher'sPerspective 3.5 The Concept of Language Proficiency 3.6 Towards a Generalised Language CurriculumFramework 3.7 The Teacher and the Curriculum 3.8 Summary Pre-Course Planning Procedures 4.1 Introduction 4.2 The Starting Point 4.3 Needs Analysis 4.4 Participants in Pre-Course Planning Procedures 4.5 Grouping Learners 4.6 Resources for Planning 4.7 Investigating Needs-Analysis Procedures 4.8 Conclusion 5 Planning Content 5.1 Introduction 5.2 Content Selection - An Empirical Investigation 5.3 Analytical Approaches to Content Specification 5.4 Deriving Content from Learner Data 5.5 Grading Content 5.6 Conclusion 6 Methodology 6.1 Introduction 6.2 Methodology and Communicative Language Teaching 6.3 Acquisition in the Classroom 6.4 Stimulating Classroom Acquisition 6.5 Methodology in a Learner-Centred Curriculum 6.6 Negotiating Learning Activities 6.7 Conclusion 7 Resources for a Learner-Centred Curriculum 7.1 Introduction 7.2 Materials in a Learner-Centred Curriculum 7.3 The Community as a Resource 7.4 The Teacher as Developer of Resources 7.5 Conclusion Assessment and Evaluation 8.1 The Place of Evaluation in the Curriculum 8.2 Some Key Concepts in Evaluation 8.3 Some Key Questions in Evaluation 8.4 The Assessment of Second-Language Proficiency 8.5 Techniques for Self-Assessment 8.6 Conclusion Evaluation and Professional Development 9.1 Introduction 9.2 Evaluation and the Planning Process 9.3 Evaluation and the Implemented Curriculum 9.4 Evaluation and the Assessed Curriculum 9.5 Causes of Learner Failure 9.6 Evaluation and Teacher Development 9.7 Conclusion 10 The Teacher as Curriculum Developer 10.1 Introduction 10.2 The Teacher as Curriculum DeveloperA National Study 10.3 Future Directions 10.4 Conclusion References Appendix Subject Index Author Index