Teaching English as a Foreign Language, Second Edition
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teaching-english-as-a-foreign-language-routledge-education-books
see also tests
false beginners, 183, 192 false friends, 94 field of discourse, 32 film, 42, 83, 98 film strips, 42 flannel graph, 42 flashcard, flashboard, 64, 99, 202 FLES see Foreign Languages in the Elementary School fluency, 76, 77, 80, 84, 118, 130, 139, 140, 149, 158, 172, 175, 183, 188; see also accuracy folk etymology, 94 foreign languages, 9, 10, 169, 170, 173, 180 Foreign Languages in the Elemen- tary School (FLES), 167, 172, 173 four skills, 22, 23, 149 frequency, 23 functions, functional English, see language functions games, 59, 60, 62, 87, 169, 170 grading, 36, 39–41, 60, 102, 121 grammar, 68, 141–3, 147, 176, 197 errors, 120, 138, 140, 185 and listening, 72, 73 patterns, structures, 70, 95, 133, 134, 169, 197, 204 and pronunciation, 55, 56, 62, 150 and reading, 95, 98, 102–5 and speaking, 76, 77 structuralist, 44, 149, 150, 153 as a system, 149–51, 153, 170, 191 traditional, 20–2, 39, 149 transformational, transform- ational-generative, 41, 44 and writing, 119 see also language group work, 82–4, 106, 170, 171, 178, 180–2 advantages and disadvantages of, 170, 171, 180, 181 examples of, 13, 14, 16–19, 181, 182 follow-up with whole class, 18, 19, 83, 106 mixed ability vs streamed, 22, 182, 189, 190 and reading, 91 teacher’s role, 13, 18, 121, 128, 141, 181, 189, 190 and writing, 127, 128, 141 Index 244 habit-formation, 44, 45, 49, 59 head of department, 145, 175, 184, 186, 201, 202, 206, 208–10 higher education, see English at tertiary level homonyms, 61 idioms, 23, 45, 72, 198 imitation, 58–60, 66, 169 individualised learning, 22, 71, 107, 141, 142, 182, 189 Institute of Linguists, 194 interaction, 65, 77, 116, 149, 180, 184, 204 nature of participants in, 31 group, 38 social, 22, 30 teacher-pupil, 12, 84, 85, 87, 106, 193 interference from mother tongue, 60, 61, 135, 137, 168; see also contrastive analysis intonation, 53–6, 61, 68, 150, 199 language:animal vs human, 25, 26 and divisions of reality, 28–30 features of, 26, 149, 150, 188 form, 151; and communicative function, 40, 41; and read- ing, 90, 91 functions, 9, 34, 40, 41, 169, 192 nature of language activity, 22, 23, 149, 150 notions, 9, 34, 40, 41, 134, 142, 143, 192, 204 productivity of, 26 public and private, 8, 9, 116, 180 as rule-governed behaviour, 45, 149 semantic properties of, 26 structural complexity of, 26, 149, 150 techniques to indicate social status, 33 theories of, 149–54, 188 and thought, 27–30 use, 22, 23, 30, 142, 154–8, 188 see also grammar language acquisition, see language learning Language Acquisition Device (LAD), 26, 44 language laboratory, 71, 142, 189 language learning, 44, 45, 117, 120, 134–6, 158, 168 behaviourist theories of, 44, 45, 134, 135 mentalist, rationalist theories of, 44, 45, 135, 136 language lesson, 177–82; see also lesson plan aims of, 178 planning, preparation for, 38, 46, 70, 71, 84, 140, 177, 178, 180 practice stage of, 44–7, 77, 78, 82, 140, 142, 172 presentation stage of, 44–7, 77, 78 language-like behaviour, 39 language planning policy, 2, 3, 7 language teaching:appropriacy of, 175–7, 193 basic principles of, 37–47, 114, 205 communicative, 43, 76, 154–8 disciplines contributing to, 37–9 organisation of, 175–82, 184, 185, 189, 203–9 structural approach to, 39 theory and practice of, 37, 133, 170, 183 and a theory of language, 39– 43, 149–57 and a theory of language learn- ing, 44–7 lesson plans, planning, 38, 46, 177–9; see also language lesson lexical set, 69, 142, 171 lexis, 176, 190, 191, 197 child’s learning of, 169, 171 and error, 134, 137, 138, 140, 142 |
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