《外语课堂交际活动研究》内容简介：认识蒋景阳老师是在博士课程班。她的求学精神和积极向上的态度给我留下了很深的印象。当她在她的学术专著《外语课堂交际活动研究》将要付梓之前请我写序时，我欣然答应了。
蒋景阳从事大学英语教学二十年、大学英语教学管理多年，具有丰富的教学和管理经验。在最近18个学期的由学生进行的教学评估中，她得到17次优秀。可见，她具有的先进教学理念和课堂掌控能力，深得学生的喜爱。可以说，这本有关课堂交际活动的书，是她多年教学经验的总结，是一部厚积薄发、水到渠成的作品。
改革开放以来，我国的外语教学得到了迅猛的发展，教学规模和质量都有了很大的提高。尤其是最近几年我国加了世贸组织、申奥和申博的成功等重要事件，使我国在政治、经济、文化和教育各领域对外开放的广度和深度有了新的拓展，对能够使用外语交际的人才的需求也随之增加。如何培养出具有外语交际能力的人才对我们广大的外语老师来说是一个挑战。目前，无论是国内还是国外，专门论述中国大学英语课堂教学的书不多，针对口语交际能力的论著更为稀少。因此，蒋景阳老师的这本专著可以说填补了这方面的空白。
编辑推荐
《外语课堂交际活动研究》：外语·文化·教学论丛 目录
Introduction
Chapter 1 An Overview of College English Teaching in China
1.1 Teaching Methodology
1.1.1 Grammar Translation Method
1.1.2 The Direct Method
1.1.3 The Audiolingual Method
1.1.4 Communicative Language Teaching
1.1.5 Communicative Language Learning
1.1.6 Suggestopedia
1.1.7 The Silent Way
1.1.8 The'Total Physical Response Method
1.1.9 The Natural Approach
1.1.10 The Present Teaching Methods in China
1.2 The Teaching Staff and the Teaching Facilities
1.2.1 The Unsatisfactory Teacher Resources
1.2.2 The Causes of Unsatisfactory.Teacher Resources
1.2.3 Teacher Education
1.2.4 Teaching Facilities
1.3 Syllabuses and Textbooks
1.3.1 The Definition of Syllabus
1.3.2 A Brief Introduction to the College English Syllabus
1.3.3 The 1985 and the 1986 Syllabus
1.3.4 The 1999 Syllabus
1.3.5 The 2004 College English Curriculum Requirements
1.3.6 College English Textbooks
1.4 The CET and CET-SET
1.4.1 The College English Test
1.4.2 The Spoken English Test
1.5 The Needs of the Units and Students
1.6 The Present English Level of College English Students"
1.7 Teaching Reform
1.7.1 Teaching Approach
1.7.2 Teaching Mode
1.7.3 Focus on Communicative Ability
1.7.4 Better Classroom Organization
1.8 Course Design
Chapter 2Related Concepts in Second Language Acquisition
2.1 Communicative Competence
2.2 The Input Hypothesis
2.3 The Output Hypothesis
2.4 Interaction Hypothesis and Language Acquisition
2.5 The Intedanguage
2.6 Negative Feedback
Chapter 3Classroom Interaction and Second Language Acquisition
3.1 Classroom Interaction
3.2 Teacher-student Interaction
3.3 Student-student Interaction
3.4 Negotiation of Meaning
3.5 Classroom Participation Patterns
Chapter 4 Different Forms of Activities and Language Learning
4.1 Distinctions between Language Activities
4.1.1 McTear's Distinction
4.1.2 Paulston and Bruder's Distinction
4.1.3 William Littlewood's Category
4.1.4 Ellis's Framework
4.1.5 Brown and Yule's Distinction
4.1.6 Van Lier's Framework
4.1.7 Bygate's Distinction
4.1.8 Prabhu's Category
4.1.9 Clark's Communicative Activity Types
4.1.10 Patti son's Seven Activity Types
4.1.11 Chaudron and Valcance's Activity Types
4.2 Group Work
4.2.1 The Advantages of Group Work
4.2.2 The Disadvantages of Group Work
4.2.3 Fallacies of Group Work
4.3 Explorations into Some Communicative Activities
4.3.1 Monologue
4.3.2 Pair Work
4.3.3 Role Play
4.3.4 Simulation
4.3.5 Information Gap Activity
4.3.6 Problem Solving
4.3.7 Opinion Exchange
4.3.8 Brainstorming
4.3.9 Skit/Putting on a Short Play
4.3.10 Games
4.4 Communicative Activities and Language Learning"
Chapter 5Roles of the Teacher and the Learner.
5.1 The Teacher's Role.,
5.1.1 From a Controller to an Organizer
5.1.2 From an Instructor to a Facilitator
5.1.3 From an Assessor to a Commentator"
5.1.4 From an Actor to a Director
5.1.5 A Co-communicator or Participant
5.1.6 A Consultant or Prompter
5.2 Learners' Role"
5.2.1 From a Quiet Listener to an Active Participator
5.2.2 From a Recipient to a Creator
5.2.3 From a Follower to an Initiator
5.2.4 From a Speaker to a Communicator
5.2.5 From a Passive Learner to an Autonomous Learner.
Chapter 6 Principles of Designing Communicative Activities
6.1 Maximizing Participation by Assigning Roles to Each Participant
6.2 Information Gap as a Goal for Interaction
6.3 Meaning Negotiation for Generating More Input
6.4 Promoting Long Turns
6.5 Communication-based Activities for Real Communication
6.6 The Cultural Dimension
Chapter 7 Suggestions for Organizing Oral Activities
7.1 When Students Are Not Motivated
7.2 When Learners Do Not Open Their Mouth
7.3 When Learners Resort to Their Mother Tongue
7.4 When Learners Don't Achieve Mutual Understanding
7.5 When Learners Make Linguistic and Non-linguistic Errors
7.6 When the Audience Doesn't Listen
Chapter 8 Summary
References 序言
认识蒋景阳老师是在博士课程班。她的求学精神和积极向上的态度给我留下了很深的印象。当她在她的学术专著《外语课堂交际活动研究》将要付梓之前请我写序时，我欣然答应了。
蒋景阳从事大学英语教学二十年、大学英语教学管理多年，具有丰富的教学和管理经验。在最近18个学期的由学生进行的教学评估中，她得到17次优秀。可见，她具有的先进教学理念和课堂掌控能力，深得学生的喜爱。可以说，这本有关课堂交际活动的书，是她多年教学经验的总结，是一部厚积薄发、水到渠成的作品。
改革开放以来，我国的外语教学得到了迅猛的发展，教学规模和质量都有了很大的提高。尤其是最近几年我国加了世贸组织、申奥和申博的成功等重要事件，使我国在政治、经济、文化和教育各领域对外开放的广度和深度有了新的拓展，对能够使用外语交际的人才的需求也随之增加。如何培养出具有外语交际能力的人才对我们广大的外语老师来说是一个挑战。目前，无论是国内还是国外，专门论述中国大学英语课堂教学的书不多，针对口语交际能力的论著更为稀少。因此，蒋景阳老师的这本专著可以说填补了这方面的空白。 文摘
It is widely acknowledged that English is becoming more and moreimportant as a vehicle for communication with the outside world both foracquiring and exchanging information. To know a language means being able tounderstand what one reads and hears, and to speak and write in that language. InChina, English enjoys a critical position in the curriculum from elementaryschool to university. Most Chinese students are learning English at every levelof their studies, even in graduate school. Despite the fact that departments andschool authorities have attached so much importance to the English language,English education in China is still not very successful. It is possible for studentsto learn English for over ten years and yet still not be able to say one sentencefluently, confidently and appropriately. Whether it is a common situation is notfor me to say, however, I can state that the speaking ability or communicativecompetence of the learners must be improved and enhanced so as to meet theincreasing demand of the developing social needs,
It has long been the case that Chinese learners （probably not only Chineselearners） have an imbalanced ability in reading, listening, speaking and writing.Students are generally better at reading and listening than speaking and writing.Between speaking and writing, speaking is unquestionably the more difficultskill for students to learn. Kachru （1985: 12——15） proposes three concentriccircles of English for world Englishes: the inner circle, the outer circle, and theexpanding circle. These circles represent the types of spread, the patterns ofacquisition, and the functional domains in which English is used across culturesand languages. The use of English in China belongs to the third circle since it isused as a foreign language. It is learned through long-term formal training.English being a foreign language means that the out-of-class English learningenvironment is sorely lacking. The classroom as a learning environment shouldassume a more important role for English learning, especially for the skill of.speaking. In order to take full advantage of precious classroom time, it isnecessary to explore what actually happens in the classroom. This constitutesthe central component of classroom research.
| ISBN | 7308048942 |
|---|---|
| 出版社 | 浙江大学出版社 |
| 作者 | 蒋景阳 |
| 尺寸 | 16 |