在语境中教语言(圣智英语教师丛书)
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品牌: 赫德利
基本信息·出版社：外语教学与研究出版社，圣智学习出版公司
·页码：498 页
·出版日期：2009年
·ISBN：9787560036069
·条形码：9787560036069
·包装版本：第2版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：圣智英语教师丛书
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内容简介《在语境中教语言》是专为外语教师及准教师编写的一部关于外语教学基本理论及实践方法的综合性指导书籍。外语教学是一个包罗万象的领域。它不仅牵涉到对于语言属性、语言能力等语言学基本概念的界定，对于人类学习规律特别是外语学习过程的认识等心理学分支领域，而且还涉及到对于教育哲学及教学规律的理解。
从以上简单的分析我们可以清楚地看到，“语境”的概念对于外语教学的定位是何等重要。《在语境中教语言》涵盖的内容也和其他同类书籍差不多：从语言能力的界定到外语学习的规律，从外语教学的原则和方法到四种基本技能的培养，从语言的文化背景到语言测试的设计，再到课堂教学的实施。这些话题都是外语教师们十分熟悉的。然而，正如它的标题——“在语境中教语言”明确提示的那样，书中探讨的是具体使用情境中的语言和语言教学的上述相关层面。换言之，“语境”是《在语境中教语言》探讨问题的前提，也是贯穿全书的一条基本线索。这一特征又使得《在语境中教语言》与其他同类书籍十分不同，它极大地提高了《在语境中教语言》的实用价值，拉近了这部著作与一线外语教师间的距离。作者的独具匠心之处也在于此。
编辑推荐《在语境中教语言》：“圣智英语教师丛书”精选白圣智学习出版公司出版的当代语言教育领域的力作，由当今国际语言教育界的权威人士编著，国内英语教育界专家、学者撰写导读。丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域，能够满足目前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材，同时也是语言教育研究者必备的参考书。
目录
Preface F16
Acknowledgments F21
1 On Knowing a Language
Introduction
Defining Language Proficiency
Proficiency and Language Acquisition Theory
Some Research Findings about Oral Proficiency
Issues in Language Proficiency Assessment：Caveats，Clarifications，and New Directions
Defining the Content of Instruction：The Standards forFore~LanguageLearning
Summary：On Knowing a Language
Activities for Review and Discussion
References
2 On Learning a Language
Introduction
Exploring Theories of Language Learning
The Role of Individual Learner Factors in Second—Language Learning
Relating Theory to Practice：Some Considerations
Summary：On Learning a Language
Activities for Review and Discussion
References
3 On Teaching a Language
Orienting Instruction toward Proficiency
The Proficiency Orientation of Existing Methodologies：A PreliminaryAppraisal
Three“Traditional”Methods
Reactions to Audiolingualism：Two Mentalist Perspectives
A Functional Approach：Communicative Language Teaching
Modem Adaptations of the Direct Method
Humanistic Approaches to Language Teaching
Summary：On Teaching a Language
Activities for Review and Discussion
References
4 The Role of Context in Comprehension and Learning
The Importance of Context and Background Knowledge in theComprehension Process：Some TheoreticalConsiderations
Research on the Role of Context in Comprehension
The Role of Computers in Providing Richer Contexts forLanguage Learning
Integrating Language and Content：Immersion and Content-BasedInstruction
Summary：The Role of Context in Comprehension and Learning
Activities for Review and Discussion
References
5 A Proficiency-Oriented Approach to Listening and Reading
A Rationale for Teaching Listening and Reading
Similarities in Listening and Reading
Differences between Spoken and Written Discourse
Integrating Listening，Reading，and the Productive Skills：The Vision of the StandardsforForeignLanguageLearning
Teaching Listening Comprehension
Sample Formats for Listening Comprehension
Teaching Reading Comprehension
Sample Formats for Reading Comprehension
Summary：A Proficiency-Oriented Approach to Listening and Reading
Activities for Review and Discussion
References
6 Developing Oral Proficiency
The Nature of Interlanguage
Planning Instruction for the Development of Oral Proficiency
Responding to the Learner
Summary: Developing Oral Proficiency
Activities for Review and Discussion
References
7 Becoming Proficient in Writing
Approaches to Teaching Writing at the Lower Levels of Proficiency
Expressive Writing at the Intermediate and Advanced Levels: Approaches to Teaching the Composing Process
Summary: Becoming Proficient in Writing
Activities for Review and Discussion
References
8 Teaching for Cultural Understanding
Introduction
Problems in the Teaching of Culture
Definitions, Models, Inventories, and Frameworks: Capturing the Essence of "Culture"
Strategies for Teaching Culture
Summary: Teaching for Cultural Understanding
Activities for Review and Discussion
References
9 Classroom Testing
Introduction
The Case for Hybrid Classroom Tests
Characteristics of Test Items and Item Types
Listening Comprehension Formats
Reading Comprehension Formats
Writing and Mixed-Skills Formats
Guidelines for Creating Contextualized Paper-and-Pencil Tests
Testing Oral Skills
Summary: Classroom Testing
Appendix
Activities for Review and Discussion
References
Epilogue Planning Instruction for the Proficiency-Oriented Classroom
Setting Goals for a Proficiency-Oriented Program
Guidelines for Planning Lessons
Increasing Focus on Students' Interests
In Conclusion
Activities for Review and Discussion
References
Appendix A ACTFL Proficiency Guidelines——Speaking Revised 1999
Appendix B Sample Foreign Language Media Evaluation Criteria
Appendix C Samples of Error Coding Procedures for Written Work
Text Permissions
Index
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文摘插图：
There has been a good deal of interest among scholars interested in interlanguagein documenting the reactions of native speakers to the language use of non-natives in an effort to understand what constitutes successful and unsuccessfulcommunication.Although linguistic considerations have been central to many ofthe studies.affective reactions to learners themselves have also been subject to in-qulry.
One important variable to be considered in assessing the results of a given re-search effort is the nature of the interlanguage sample used to elicit reactions.Thespeech samples and／or writing samples provided to native-speaker judges essen-tially define interlanguage operationally for that study.In the studies examinedhere，the samples have ranged from artificially created sentence pairs，presentedout of context，to audiovisual tapes of connected discourse，obtained in naturalis.tic interview situations.Given that the samples varv considerably,the studies arenot directly comparable（Ludwig 1982），and results cannot be as clearly inter-preted.therefore.as one might like.
The studies reviewed in this chapter are a sampling of the research that hasbeen done to assess native.speaker reactions to learner language in the past 25years.Ludwig（1982）provides a useful review and synthesis of 12 such studies.some of which are summarized briefly in Table 6.1（P.264）.A number of more re-cent studies are also included in the present overview.Readers should consultLudwig（1982），as well as the original reports of the studies cited here，for addi-tional information and analysis of the data.
In general.much of the research on native-speaker reactions indicates thatmany of the grammatical errors made by non.native speakers do not seriously in-terfere with the comprehensibility of their speech，although there are some typesof errors（such as some vocabulary problems，verb forms，and tense usage）thatcan confuse
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