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　　 《語言教學的流派(第2版)》更注重批判性和選擇性，在給讀者展示更多語言教學流派的同時，寄希望於讀者能從紛繁的教學流派中汲取營養，作齣理性選擇。

內容簡介

　　 本是介紹第二語言教學領域流派與方法的專著，是對一版的成功延伸。在外語教學進入“後方法時代”之際，作者與時俱進，對一版進行瞭修訂，對原文內容進行瞭擴充，將全書分成瞭三個部分：1.20世紀語言教學的主要趨勢；2.非傳統流派；3.當前的交際流派。 第二版更注重批判性和選擇性，在給讀者展示更多語言教學流派的同時，寄希望於讀者能從紛繁的教學流派中汲取營養，作齣理性選擇。

目錄

Preface xxxiii
Part Ⅰ Major trends in twentieth-century language
teaching 1
1 A Brief History of Language Teaching 3
2 The Nature of Approaches and Methods in Language Teaching 18
3 The Oral Approach and Situational Language Teaching 36
4 The Audiolingual Method 50

Part Ⅱ Alternative approaches and methods 71
5 Total Physical Response 73
6 The Silent Way 81
7 Community Language Learning 90
8 Suggestopedia 1 00
9 Whole Language 108
1 0 Multiple Intelligences 115
11 Neurolinguistic Programming 125
12 The Lexical Approach 132
13 Competency—Based Language Teaching 141

Part Ⅲ Current communicative approaches 151
14 Communicative Language Teaching 153
15 The Natural Approach 178
16 Cooperative Language Learning 192
17 Content—Based Instruction 204
18 Task—Based Language Teaching 223
19 The Post-methods Era 244
Author index 257
Subject index 261

精彩書摘

4 The Audiollngual Method Background
The Coleman Report in 1 929 recommended a reading．based approach totoreign language teaching for use in American schools and colleges（Chapter 1）．This emphasized teaching the comprehension of texts．Teachers taught from books containing short reading passages in theforeign language，preceded by lists of vocabulary．Rapid silent reading was the goal，but in practice teachers often resorted to discussing thecontent of the passage in English．Those involved in the teaching of English as a second language in the United States between the two worldwars used either a modified Direct Method approach．a reading．basedapproach，or a reading’oral approach fDarian 1972）．Unlike the approach that was being developed by British applied linguists during thesame period，there was little attempt to treat language content systemat．ically．Sentence patterns and grammar were introduced at the whim of thetextbook writer．There was no standardization of the vocabularv orgrammar that was included．Neither was there a consensus on whatgrammar,sentence patterns，and vocabulary were most important forbeginning，intermediate，or advanced learners． But the entry of the United States into World War II had a significanteffect on language teaching in America．To supply the U．S．governmentwith personnel who were fluent in German，French，Italian，Chinese，Japanese，Malay,and other languages，and who could work as interDreters．code-room assistants，and translators，it was necessary tO set up aspecial language training program．The government commissionedAmerican unlversltles to develop foreign language programs for militarypersonnel．Thus the Army Specialized Training Program（ASTP）wasestablished in 1942．Fifty．five American universities were involved in theprogram by the beginning of 1943．

前言/序言

　　This is a revised and reorganized version of the first edition．originallypublished in 1986．More than half of the contents of this new edition hasbeen specially written for this edition．Since the first edition was pub．1ished．it has become one of the most widely referred to books on teach．ing methods．Since then，however，a great deal has happened in languageteaching．In planning this new edition，we have therefore made a numberof substantial changes． We have divided the book into three main parts： Part I deals with major trends in twentieth．century language teaching．The chapters in this section are substantially the same as those in the firstedition but include an updated list of references．
　　Part II deals with alternative approaches and methods．This sectiondescribes approaches and methods that have attracted support atdifferent times and in different places throughout the last 30 or so years．but have generally not been widely accepted or，in some cases，have not maintained substantial followings．The chapters on Total Physical Response，the Silent Way，Community Language Learning，and Suggestopedia are shorter versions of chapters from the first edition．Additional and more recent references have been added tO these chapters．Because these methods are no longer widely used，a shorter treatment seemed appropriate．Readers requiring fuller discussion of these methods should consult the first edition．New chapters on Whole Language．Multiple Intelligences，Neurolinguistic Programming，the Lexical Approach，and CompetencyBased Language Teaching complete Part II．Althoughthese latter appr6aches share some features with communicative approaches in Part III．we feel that they are SUfficiently distinct tO be grouped with the other approaches discussed in Part II．
語言教學的流派（第2版） [Approaches and Methods in Language Teaching] 下載 mobi epub pdf txt 電子書

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語言學的經典著作 語言教學從業者必看

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