国内外外语教学法著作---研究生英语学习

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国内外外语教学法著作

国内外外语教学法著作No Title Author Publishing House1《外语教学中的科研方法》刘润清外语教学与研究出版社3《英语教学成功之道》Paul Davies（英）, Eric Pearse（英）上海外语教育出版社5《语言教学矩阵》Jack C. Richards（英）上海外语教育出版社7《英语教学法教程》王蔷、程晓堂、高等教育出版社Cheryl Moen、Bob Adamson9《学习者为中心的课程设置David Nunan（英）上海外语教育出版社－第二语言教学研究》《外语教学中的科研方法》◆◆基本信息中文书名：《外语教学中的科研方法》英文书名：Research Methods in Foreign Language Teaching编著：刘润清编写语言：该书用中文编写语言难度：中等出版单位：外语教学与研究出版社出版时间：1999年10月教材背景：本书是北京外国语大学组稿，外语教学与研究出版社出版的“北京外国语大学语言学研究丛书”之一。

◆◆教材内容外语教学中的科研方法第一章第一章引言：为什么要讲外语教学科研方法第二章第二章什么是科学研究第一节第一节日常生活中的“科研”第二节第二节科研与常识的关系第三节第三节何时得出结论第四节第四节研究的分类第三章第三章外语教学科研的模式第一节第一节理论模式的作用第二节第二节综合法和分析法第三节第三节归纳法和演绎法第四节第四节对研究环境的控制第五节第五节数据的性质和数据的收集第四章第四章定性方法和定量方法第一节第一节定性方法第二节第二节定量方法第三节第三节定性方法和定量方法的比较第四节第四节两种方法之间的连续体第五章第五章起草科研申请报告第一节第一节选定研究课题第二节第二节文献综述第三节第三节科研方法第四节第四节报告的其他部分第五节第五节科研申请报告的评估第六章第六章定性研究：设计与调查手段第一节第一节定性研究的设计第二节第二节观察第三节第三节访谈第四节第四节笔记和日记第五节第五节录音和录像第六节第六节口头自陈第七节第七节文卷第八节第八节数据分析第九节第九节实例介绍第七章第七章描述性研究第一节第一节引言第二节第二节个案研究第三节第三节小组研究第四节第四节勘查法第五节第五节发展研究法第八章第八章相关关系研究第一节第一节基本概念第二节第二节基本特征第三节第三节相关系数的解释第四节第四节研究实例分析第九章第九章追溯性研究第一节第一节引言第二节第二节两种追溯性研究第三节第三节追溯性研究的特点第四节第四节优点和缺点第五节第五节如何使用第六节第六节设计第七节第七节如何提高追溯研究的信度第八节第八节实例介绍第十章第十章实验研究第一节第一节引言第二节第二节前试验研究第三节第三节真正的实验设计第四节第四节因子设计第五节第五节准实验设计第六节第六节变量第七节第七节影响内部效度的因素第八节第八节影响外部效度的因素第九节第九节实验研究实例介绍《学习教学：英语教师指南》◆◆基本信息中文书名：《学习教学：英语教师指南》英文书名：Learning Teaching- A Guidebook for English Language Teaching编著：Jim Scrivener（英）编写语言：该书全部用英文编写语言难度：中等出版单位：上海外语教育出版社出版时间：2002年11月教材背景：本书是上海外语教育出版社从麦克米伦出版社引进出版的外语教学法丛书之一。

国内外英语读写教学研究概述

国内外英语读写教学研究概述作者：张丽来源：《东方教育》2018年第10期摘要：在高中英语课堂上进行读写结合教学是近几年的研究趋势。

本文通过文献研究的方法分析国内外读写教学研究发展和现状。

关键词：高中英语；读写结合；研究现状一、国外英语读写教学研究现状阅读与写作教学在西方传统教育中是分离的（Nelson & Calfee， 1998：1-55），但早期也有一些学者发现写作与阅读的相关性，培根曾指出“reading makes a full man”，“writing makes an exact man”。

Robert M. Gay（1926：xv）在其著作中明確指出要通过阅读教写作，提出了：翻译、意译、缩写、扩写、仿写的读写结合过程。

20世纪60年代起，Pattern-Model课堂的出现，使读写教学的目的由单纯的语言语法知识学习向语言组织技能和策略转变（Reid， 1993： 37）。

70年代始，人们开始关注读写的相关性。

一些学者们认为，读者和作者之间是可以相互转换的（Coady， 1979； Rumelhart，1977； Smith， 1971， 1986）。

Widdowson （1978：120）认为阅读和写作应作为整体进行教学。

学习者通过写作可获得阅读技巧，反之写作技巧也可获得提高。

80年代起，过程写作教学法的发展促进了读写整合教学。

Krashen（1984：20）认为写作能力的提高源自于内在动机驱使的自由阅读。

Stotsky（1983：627-642）在读写相关性中表明：写作能力与阅读能力呈正相关；写作能力与阅读量呈正相关；阅读能力强的人写作时句法结构使用更纯熟。

Shanahan和 Lomax（1986：116-123）对阅读和写作关系的模型进行了一系列的结构方程分析，发现阅读和写作是互相影响的。

Straw和 Schreiner（转引自朱晓斌，2007；143）也发现，写作中的联句活动可以改善句子水平上的阅读理解。

四川大学英语语言文学专业和外国语言学及应用语言学专业硕士研究生入学考试科目及推荐参考书

四川大学英语语言文学专业和外国语言学及应用语言学专业硕士研究生入学考试科目及推荐参考书一、适用专业及方向：英语语言文学：现代英美文学、美国文化研究、加拿大文化研究、欧洲文化研究外国语言学及应用语言学：现代英语及语言理论、现代外语教育及教育技术、英语翻译理论与实践三、各科试题结构说明：1. 政治（国家统一考试，略）2. 二外（略）3. 基础英语 (150分)：l Cloze Test或改错（10分）l 阅读理解（30分）l 英译汉（30分）l 汉译英（30分）l 阅读与写作（50分）4. 英语专业综合知识 (150分)l 英语国家社会和文化知识（50分）l 英语文学知识（50分）l 英语语言知识（50分）四、推荐参考书目（版本不限）：基础英语、英语专业综合知识1. Beidler, Peter G. Writing Matters，四川大学出版社。

2. 郭著章，李庆生：《英汉互译实用教程》（第三版），武汉大学出版社。

3. 胡壮麟：《语言学教程》，北京大学出版社，2001年。

4. 李宜燮，常耀信：《美国文学选读》（上、下册），南开大学出版社。

5. 罗经国：《新编英国文学选读》（上、下册），北京大学出版社。

6. 王佐良等:《欧洲文化入门》(第二版)（第1－4章），外语教学与研究出版社。

7. 朱永涛: 《英美文化基础教程》，外语教学与研究出版社。

第二外语1．法语：《新大学法语》(1-3册)，总主编李志清，高等教育出版社。

2．日语：《标准日本语》(初级)，人民教育出版社。

3．德语：《德语速成》(第二版,上、下册)，外语教学与研究出版社。

4．俄语：《大学俄语（东方）》(第1-3册)，北京外国语大学、普希金俄语学院合编。

5．西班牙语：《现代西班牙语》（1-2册），董燕生．刘建．外研社。

6．韩语：延世大学韩国语学堂[韩] 编著：韩国语教程 1-3册（全6册），世界图书出版公司。

四川大学外国语学院英语语言文学专业和外国语言学及应用语言学专业硕士研究生入学考试复试科目及推荐参考书一、适用专业及方向：英语语言文学：现代英美文学、美国文化研究、加拿大文化研究、欧洲文化研究外国语言学及应用语言学：现代英语及语言理论、现代外语教育及教育技术、英语翻译理论与实践二、考试科目及分值：1. 听力（20分）测试要求：(a) 能听懂真实交际场合中各种英语会话和讲话；(b) 英语国家广播电台以及电视台（如CNN）有关政治、经济、文化、教育和科技等方面的专题报道以及与此类题材相关的演讲和演讲后的问答；(c) 能听懂有关政治、经济、历史、文化教育、语言文学和科普方面的一般讲座及讲座后的问答。

外国语学院教师主要著作一览表

姚冬莲 (副主编) 姚冬莲 (副主编) 俞玲刘建刚 (副主编) 李果红李果红李果红刘绍龙刘绍龙寮菲 (编著,参编) 楼荷英楼荷英楼荷英楼荷英刘建刚胡勇陈娇娥 (参编) 陈娇娥 (参编) 罗晓燕 (参编)
2004年 2004年 2004年 2005年 2005年 2005年 2005年 2006年 2006年 2006年 2006年 2006年 2006年 2006年 2006年 2006年 2006年 2006年 2006年
2008年 2008年 2008年 2008年 2008年 2008年 2008年 2008年 2008年 2008年 2008年
上海外语教育出版社上海外语教育出版社清华大学出版社清华大学出版社外文出版社复旦大学出版社外语教学与研究出版社外语教学与研究出版社华东师范大学出版社中国科学技术出版社上海外语教育出版社
阮绩智王维贞 (参编) 俞玲刘绍龙姚冬莲 (副主编) 姚冬莲 (副主编) 史永红 (第二作者) 史永红 (第二作者) 刘绍龙胡勇徐萍飞 (参编) 阮绩智王健倩姚冬莲俞玲 (副主编) 俞玲 (副主编) 黄会健李果红李果红
2002年 2002年 2002年
中国科学文化出版社上海译文出版社上海交通大学出版社词典
王健倩王健倩王健倩郑云刘绍龙刘绍龙刘绍龙 (第二总主编) 寮菲寮菲 (副主编) 楼荷英 (副主编) 楼荷英 (副主编) 刘建刚徐萍飞徐萍飞徐萍飞徐萍飞陈明阳高霞 (第二作者)
2007年 2007年 2007年 2007年
浙江大学出版社浙江大学出版社浙江大学出版社浙江文艺出版社
高霞 (第二作者) 罗晓燕 (参编) 梅美莲潘艳慧阮绩智阮绩智应梅芳徐萍飞 (参译) 罗杰鹦罗杰鹦罗杰鹦罗杰鹦 (参编) 罗杰鹦 (参编) 郑亚非 (参编) 徐萍飞黄文丽许慧洁（第三编者）刘鹏（并列第二）

王蔷主编的《英语教学法教程》第二版-Unit

Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. Theyclaimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。

国内外英语读写整合教学研究综述

国内外英语读写整合教学研究综述摘要：英语读写整合教学是一种有效提高英语读写能力的教学模式。

本文将从理论和实践两个层面就国内外英语读写整合教学的研究成果及存在的问题展开述评，以期为后续关于该教学模式的研究提供参考依据和借鉴意义关键词：阅读教学写作教学整合模式一、引言“听说读写”四项基本语言能力是英语学习者必备的能力，阅读教学和写作教学一直是语言教学的重点。

早在20世纪60至70年代，国内外语言学家就对阅读和写作的相关性进行了理论和实证研究（王娟娥，2012）。

随着研究的深入，越来越多的教学理论研究者和实践者发现将英语阅读和写作结合起来教学，能极大地提高学生的英语读写能力。

鉴于此研究发现，许多教育实践者按照自己对读写整合教学的理解，设计出多种读写整合教学方案，并在实践中大胆尝试这种新教学法，此方法是对传统阅读和写作教学分立教学的重大改进，但仍处于初期探索阶段并不成熟，在实施过程中虽然效果显著，却存在许多缺陷。

笔者将详细介绍国内外各英语理论和教学研究者在英语阅读和写作整合教学研究中的理论及实践研究现状，归纳其研究的不足之处，以期为后续读写整合教学模式的改进提供借鉴意义二、国外英语读写整合教学的理论与实践研究（一）国外英语读写整合教学的理论研究西方传统的语言教育界认为，阅读和写作是相互独立的两种语言能力，因此，英语阅读教学和写作教学被当做两个分立的教学层面。

心理学家Gesell认为：在小学前期的语文教学中，学生的写作能力并不依赖于早期形成的阅读能力。

从20世纪40年代到60年代初期，建立在行为主义心理学基础之上的听说法备受推举，虽未否认阅读与写作的关系，但是强调在语言教学中要以句型为中心，教材的编排应以操练句型为最终目标（牟金江，2015）。

这种孤立的语言观忽视了阅读和写作的语篇结构，实质还是主张英语读写分立。

20世纪60年代后期，美国亚利桑那大学的教授Goodman 发起全语言运动，诞生了全语言理论，主张语言教学的整合。

以学术英语能力为导向的教学模式研究——兼论“产出导向法”在研究生公共英语课堂的应用

-程/学_1野****************以学能力为导向的教学模式研究—兼论“产出导向法”在研究生公共英语课堂的应用李莹1，王征2（华中师范大学外国语学院，武汉）30079）摘要：本文探讨了'‘产出导向法”理论体系背景下以学术英语能力为导向的研究生公共英语课堂教学模式，论述了“产出导向法”在研究生公共英语课堂中的具体实施和面临的挑战。

基于“产出导向法”理论体系的研究生公共英语课堂教学模式是以提高学生学术能力为导向，教师设计与教学内容有关的产出任务，然后根据产出任务需要，指导学生准备产出任务的步骤和方法。

最终通过学生产出任务的展示，考察并提高作为一名研究生必备的基本学术英语能力，即“搜集输入材料的能力”、“分析输入材料的能力”、“组织输入材料的能力”以及“产出输入材料的能力”关键词：“产出导向法”；学术英语能力；研究生公共英语课堂；教学模式中图分类号：G642文献标识码：A文章编号：2095-5995（2020）03-0067-06自文秋芳2015年发表文章提出“产出导向法”[1）理论体系后，以“产出导向法”为主题的论文达到了近千篇的惊人数量，在此理论体系背景下开展的几乎覆盖到了英语教学和:语言教学领域的方方面面，形成了全面并且丰硕的研究成果。

很多学者探讨了基于“产出导向法”的英语各个教学的教学、教材编写、教学模式构建等[2）[3）[））[5）；也有很多学者开展了基于“产法”的其语言教学、教材编写、教学模式构建等[6][7][8]O尽将“产*向法”运用于英语教学实践取得了全面且丰硕的研究成果，但真正根据某个特定英语课堂的特点和学生的求，有选择性地应用“产出导向法”，从而将它根植于鲜活的英语课堂的研究成果少之又少#根据CBI理论，当将语言“作为了解信息的途径为了学习语言本身”时，学习效率会提高,[9]在此基础上蔡基刚提出了学术英语理念，他认为学术英语是skill-based，即在教学中重视各种学的培养[10]。

学科教学(英语)研究生参考书目

Reference booksI. 中文书目1. 林立等编著任务型学习在英语教学中的应用首都师范大学出版社 2005.12. 王之江等编著探究学习在英语教学中的应用首都师范大学出版社 2005.13. 沈昌洪等编著自主学习在英语教学中的应用首都师范大学出版社 2005.14. 蔡慧萍等编著合作学习在英语教学中的应用首都师范大学出版社 2005.15. 郭娟等编著人本主义活动在英语教学中的应用首都师范大学出版社 2005.16. 王笃勤编著英语教学策略论外研社基础外语教学与研究丛书 2002.117. 王蔷编著英语教师行动研究外研社基础外语教学与研究丛书 2002.11*8．束定芳著外语教学改革：问题与对策上海：外教社 2004.69. 文秋芳著英语学习策略论上海：外教社 1996.510. 朱纯编著外语教学心理学上海：外教社 1994.911. 张国扬朱亚夫著外语教育语言学广西教育出版社 1996.512. 胡春洞，戴忠信著英语阅读论广西教育出版社 1998.913. Harvey F. Silver et al. 张玲译多元智能与学习风格教育科学出版社 2003.8 *14. 刘润清编著外语教学中的科研方法外研社 2000.1*15. 韩宝成编著外语教学科研中的统计方法外研社 2000.1II. 牛津应用语言学丛书（共19册）上海：外教社*1. Stern, H. H. 语言教学的基本概念（Fundamental Concepts of Language Teaching）2. Stern, H. H. (Allen, P. et al. eds.) 语言教学的问题与可选策略(Issues andOptions in Language Teaching)*3. Widdowson, H.G. 语言教学面面观(Aspects of Language Teaching)4. Seliger, H. W., et al. 第二语言研究方法(Second Language Research Methods)III. 剑桥应用语言学丛书(共10册)上海：外教社1. Nunan, David 学习者为中心的课程设置：第二语言教学研究(The Learner-CentredCurriculum: A study in Second Language)2. Odlin, Terence 语言迁移：语言学习的语际影响(Language Transfer: Cross-Linguistic Influence in Language Learning)*3. O’Malley, J. Michael & Chamot, Anna Uhl 第二语言习得的学习策略(Learning Strategies in Second Language)IV。

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◆◆教材内容◆◆基本信息中文书名：《英语教学成功之道》英文书名：Success in English Teaching编著：Paul Davies（英）, Eric Pearse（英）编写语言：该书全部用英文编写语言难度：中等出版单位：上海外语教育出版社出版时间：2002年11月教材背景：本书是上海外语教学出版社从牛津大学出版社引进出版的外语教学法丛书之一。

◆◆教材内容◆◆基本信息中文书名：《英语语言教学的实践》英文书名：The Practice of Language Teaching编著：Jeremy Harmer（英）编写语言：该书全部用英文编写语言难度：简单出版单位：世界知识出版社出版时间：2003年8月教材背景：《英语语言教学的实践》是世界著名英语教育教学专家Jeremy Harmer的力作。

本书不但吸收了语言教学法、理论和应用语言学的最新发展和研究成果，和提供了丰富又实用的课堂教学指导。

本书既可作为英语教学法普及读本，也可作为示范院校英语专业的教学法教程。

◆◆教材内容《语言教学矩阵》◆◆基本信息中文书名：《语言教学矩阵》英文书名：The Language Teaching Matrix编著：Jack C. Richards（英）编写语言：该书全部用英文编写语言难度：中等出版单位：上海外语教育出版社出版时间：2002年11月教材背景：本书是上海外语教育出版社从剑桥大学出版社引进出版的外语教学法丛书之一。

本书专门为传授外语教学法和培训外语教师而设计，也是课程设计、教学实践以及教材编写等方面的重要参考书。

◆◆教材内容◆◆基本信息中文书名：《语言教学教程：实践与理论》英文书名：A Course in Language Teaching: Practice and Theory编著：Penny Ur编写语言：该书全部用英文编写语言难度：中等出版单位：外语教学与研究出版社；剑桥大学出版社出版时间：2000年8月教材背景：本书是外语教学与研究出版社从剑桥大学出版社引进出版的《当代国外语言学与应用语言学文库》丛书之一。

该书对已有一定经验的外语教师，特别是英语教师，以及从事外语教学研究的科研人员，具有重要的参考价值。

◆◆教材内容◆◆基本信息中文书名：《学习者为中心的课程设置－第二语言教学研究》英文书名：The Learner-Centred Curriculum－A Study in Second Language Teaching编著：David Nunan（英）编写语言：该书全部用英文编写语言难度：稍难出版单位：上海外语教育出版社出版时间：2001年10月教材背景：本书是上海外语教育出版社从剑桥大学出版社引进出版的“剑桥应用语言学丛书”之一。

◆◆教材内容－A Study in Second Language TeachingContents1 Introduction1.1 1.1Preamble1.2 1.2Linguistics and Language Teaching1.3 1.3Learner- Centered Curriculum Development1.4 1.4The Curriculum Process1.5 1.5The Structure of the Study1.6 1.6Conclusion2Curriculum Process1.72.1Traditional Approaches to the Curriculum1.82.2ESL and Curriculum Planning1.92.3Summary3Learner-Centered Curriculum Development1.103.1Introduction1.113.2Theoretical Bases for Learner- Centered Curricula1.123.3Communicative Language Teaching and Learner-Centered Curricula 1.133.4Communicative Language Teaching －The Teacher’s Perspective 1.143.5The Concept of Language Curriculum Framework1.153.6Towards a Generalised Language Curriculum1.163.7The Teacher and the Curriculum1.173.8Summary4Pre-Course Planning Procedures1.184.1Introduction1.194.2The Starting Point1.204.3Needs Analysis1.214.4Participants in Pre-Course Planning Procedures1.224.5Grouping Learners1.234.6Resources for Planning1.244.7Investigating Needs-Analysis Procedures1.254.8Conclusion5Planning Content1.265.1Introduction1.275.2Content Selection － An Empirical Investigation1.285.3Analytical Approaches to Content Specification1.295.4Deriving Content from Learner Data1.305.5Grading Content1.315.6Conclusion6Methodology1.326.1Introduction1.336.2Methodology and Communicative Language Teaching1.346.3Acquisition in the Classroom1.356.4Stimulating Classroom Acquisition1.366.5Methodology in a Learner- Centered Curriculum1.376.6Negotiating Learning Activities1.386.7Conclusion7Resources for a Learner- Centered Curriculum1.397.1Introduction1.407.2Materials in a Learner- Centered Curriculum1.417.3The Community as Resource1.427.4The Teacher as Developer of Resources1.437.5Conclusion8Assessment and Evaluation1.448.1The Place of Evaluation in the Curriculum1.458.2Some Key Concepts in Evaluation1.468.3Some Key Questions in Evaluation1.478.4The Assessment of Second- Language Proficiency1.488.5Techniques for Self- Assessment1.498.6Conclusion9Evaluation and Professional Development1.509.1Introduction1.519.2Evaluation and the Planning Process1.529.3Evaluation and the Implemented Curriculum1.539.4Evaluation and the Assessed Curriculum1.549.5Causes of Learner Failure1.559.6Evaluation and Teacher Development1.569.7Conclusion10The Teacher as Curriculum Developer1.5710.1Introduction1.5810.2The Teacher as Curriculum Developer－ A National Study1.5910.3Future Directions1.6010.4ConclusionReferencesAppendixSubject IndexAuthor Index国内外语教学法主要著作●李庭芗主编：《英语教学法》，高等教育出版社，1983年。