外语教学的原则

PART 1 FOUNDATIONS OF TEACHING ENGLISH Chapter 1 Recognize the nature of English as an international language
Introduction 3
1.1 Dialects, accents, and varieties of English 4
1.2 Kachru’s Inner Circle and Outer Circle territories 5
1.3 English in the Expanding Circle 8
1.4 Targets and standards for the use of English 10
1.5 Exonormative and endonormative standards 12
1.6 Standards for written English 14
1.7 The role of culture in learning English as an international language: Big C culture and Small c culture 15
1.8 Intercultural competence 17
1.9 Using English as an international language 20
Conclusion 26
Follow-up 28
References and further reading 28 Chapter 2 Develop your professional knowledge and skills
Introduction 32
2.1 Teaching English as a profession 33
2.2 Disciplinary knowledge 34
2.3 Proficiency in English 38
2.4 Pedagogical content knowledge 39
2.5 Practical teaching skills 44
Conclusion 49
Follow-up 49
References and further reading 50 Chapter 3 Review your use of English in teaching
Introduction 51
3.1 What kind of proficiency in English does an English teacher need? 51
3.2 NESTs and NNESTs 52
3.3 Teaching English through English 55
3.4 Using English to support scaffolded and dialogic learning 58
3.5 Using English as a teaching resource to support incidental language learning 60
3.6 Providing corrective feedback 63
3.7 Use of questions in teaching 65
3.8 Using language to assist learning 66
3.9 Code-switching 69
3.10 Monitoring the English you use when you teach 70
Conclusion 73
Follow-up 73
References and further reading 74
PART 2 THE ROLE OF TEACHING PRINCIPLES Chapter 4 Apply principles from approaches and methods
Introduction 79
4.1 Approaches and methods 80
4.2 Applying principles from methods 81
4.3 Assumptions behind the methods 85
4.4 The communicative approach in language teaching 86
4.5 Assumptions behind the different course designs 96
Conclusion 98
Follow-up 100
References and further reading 100 Chapter 5 Develop your personal teaching principles
Introduction 101
5.1 Beliefs and principles 101
5.2 The influence of school-based learning on beliefs, principles and practices 103
5.3 Beliefs about English 105
5.4 Beliefs about second language learning 107
5.5 Principles that reflect learner differences 110
5.6 Beliefs and principles about the nature of effective teaching 116
5.7 Personal teaching principles 117
Conclusion 121
Follow-up 122
References and further reading 122
PART 3 THE NATURE OF LANGUAGE LESSONS Chapter 6 Understand the nature of lesson structures and activities
Introduction 127
6.1 The nature of lesson structures 128
6.2 Lesson openings 129
6.3 A lesson’s instructional activities 130
6.4 Departing from conventional lesson structures 135
6.5 Features of instructional activities 137
6.6 Mechanical, meaningful, and communicative activities 140
6.7 Tasks 145
6.8 Lesson closings 146
Conclusion 147
Follow-up 148
References and further reading 148 Chapter 7 Develop learner-centered lessons
Introduction 150
7.1 Teacher-, curriculum-, and learner-centered perspectives 151
7.2 Learner-centeredness in teaching 154
7.3 Developing a class profile 155
7.4 Developing the class as a community of learners 157
Conclusion 165
Follow-up 166
References and further reading 166
PART 4 DYNAMICS OF THE LANGUAGE CLASSROOM Chapter 8 Manage your classroom as an effective learning space
Introduction 171
8.1 Classroom climate 171
8.2 Strategies for creating a supportive classroom climate 172
8.3 Classroom management 174
8.4 Arranging the class for learning 176
8.5 Managing time in a lesson 182
Conclusion 184
Follow-up 185
References and further reading 185 Chapter 9 Create an emotionally supportive classroom
Introduction 186
9.1 The nature of emotions in language teaching 186
9.2 The teacher’s emotional competence 188
9.3 Emotions and learners 191
9.4 Creating an emotionally managed classroom 195
9.5 Strategies to achieve an emotionally supportive classroom climate 197
Conclusion 198
Follow-up 199
References and further reading 199
PART 5 FEATURES OF CLASSROOM ACTIVITIES Chapter 10 Use skill-getting and skill-using activities
Introduction 203
10.1 The purpose of classroom activities 203
10.2 The role of noticing 206
10.3 The role of practicing 208
10.4 Skill-getting activities 211
10.5 Skill-using activities 213
Conclusion 216
Follow-up 217
References and further reading 217 Chapter 11 Showcase your creativity
Introduction 219
11.1 The nature of creativity 220
11.2 Creativity in language teaching 221
11.3 Have confidence in your intuitions 223
11.4 Find original ways of doing things 224
11.5 Vary the way you do things 225
11.6 Don’t be afraid to take risks 226
11.7 Use activities which have creative dimensions 228
11.8 Make creative use of technology 230
11.9 Review how creative your teaching is 232
Conclusion 233
Follow-up 234
References and further reading 234
PART 6 ACHIEVING FUNCTIONAL LANGUAGE DEVELOPMENT Chapter 12 Focus on learning outcomes
Introduction 237
12.1 The nature of “general English” 238
12.2 Describing proficiency levels 239
12.3 Developing a syllabus 243
12.4 Activities and aims 246
12.5 Aims and objectives 247
12.6 Learning outcomes 249
Conclusion 252
Follow-up 253
References and further reading 253 Chapter 13 Teach grammar as a communicative resource
Introduction 255
13.1 Understanding grammar vs. using grammar 256
13.2 Teach awareness of the nature of texts 258
13.3 Develop awareness of differences between spoken and written language 260
13.4 Use corpora to explore texts 262
13.5 Use deductive and inductive approaches 263
13.6 Provide opportunities for guided noticing 265
13.7 Provide opportunities for meaningful communicative practice 266
13.8 Provide opportunities for students to produce stretched output 267
13.9 Make links between grammar and vocabulary 269
13.10 Use student errors to inform instruction 270
13.11 Integrate grammar with the four skills 272
13.12 Use the resources of the Internet and technology 275
Conclusion 277
Follow-up 277
References and further reading 277
PART 7 CREATIVE PRACTICE IN TEACHING Chapter 14 Use your textbook as a sourcebook
Introduction 281
14.1 Functions of textbooks 282
14.2 Teachers and textbooks 284
14.3 Limitations of textbooks 285
14.4 Choosing textbooks 288
14.5 How teachers use textbooks 289
14.6 Using a textbook as a sourcebook rather than a coursebook 290
14.7 Teachers as developers of materials: a case study 295
Conclusion 298
Follow-up 298
References and further reading 298 Chapter 15 Use the resources of technology
Introduction 300
15.1 Teachers and technology 301
15.2 Support for learners 303
15.3 Supporting learning beyond the classroom 304
15.4 Support for teachers 309
15.5 Support for the four skills 312
15.6 Creative uses of technology 316
Conclusion 319
Follow-up 320
References and further reading 320
PART 8 THE NATURE OF TEACHER CHANGE Chapter 16 Explore your teacher identity
Introduction 325
16.1 The nature of teacher identity 326
16.2 Personal identity and teacher identity 326
16.3 Identity and the teacher’s roles in the classroom 328
16.4 Characteristics of identity 329
16.5 The sources of our teacher identity 333
16.6 Other aspects of teacher identity 336
Conclusion 339
Follow-up 339
References and further reading 339 Chapter 17 Plan your professional development
Introduction 341
17.1 Reviewing your professional development 341
17.2 Developing a professional development plan 346
17.3 Deciding how to implement your plan 351
Conclusion 356
Follow-up 357
References and further reading 357 Glossary 359