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Introduction to Foreign Language Learning and Teaching 3rd edition [Pehme köide]

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(University of Lancaster, UK)
  • Formaat: Paperback / softback, 326 pages, kõrgus x laius: 246x174 mm, kaal: 566 g, 16 Line drawings, black and white
  • Sari: Learning about Language
  • Ilmumisaeg: 23-Nov-2017
  • Kirjastus: Routledge
  • ISBN-10: 0815380178
  • ISBN-13: 9780815380177
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Introduction to Foreign Language Learning and Teaching 3rd editionSuurem pilt
  • Formaat: Paperback / softback, 326 pages, kõrgus x laius: 246x174 mm, kaal: 566 g, 16 Line drawings, black and white
  • Sari: Learning about Language
  • Ilmumisaeg: 23-Nov-2017
  • Kirjastus: Routledge
  • ISBN-10: 0815380178
  • ISBN-13: 9780815380177
Teised raamatud teemal:
Teised raamatud sellest sooduspakkumisest: Taylor & Francis humanitaariaraamatud International Student Editions hindadega
Püsilink: https://www.kriso.ee/db/9780815380177.html

An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book:

  • introduces the theoretical and practical aspects of both learning and teaching;
  • provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks;
  • deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses;
  • analyses different learning styles and suggests strategies to improve language acquisition;
  • includes examples from foreign language learning in Russian, French, and German, as well as English;
  • is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks.

Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.

Arvustused

'This updated and revised book provides a thorough, entertaining and extremely well-written introduction to current ideas and developments in TESOL and applied linguistics. The book is full of stimulating activities and ideas for reading and will be successful in prompting teachers to be both critical and reflective.' Steve Mann, University of Warwick, UK

'Keith Johnson has done an excellent job in making the work so accessible and engaging while providing readers with an in-depth theoretical perspective. The book is also full of good questions and useful activities which will help its readers become reflective and efficient language teachers.' Qiuping Gao, Capital University of Economics and Business, China

'I used to teach from the first, then the second edition of Johnsons "Introduction" in my pre- and in-service training courses. And now Ill use the third one, which has been updated and substantially revised, whilst remaining thorough, wise and, above all, entertaining.' Péter Medgyes, Eötvös Lorand University, Hungary

Author's acknowledgements x
Publisher's acknowledgements xi
Abbreviations and acronyms xii
Introduction xv
Part I: Background 1(60)
1 Five learners and five methods
3(12)
1.1 Introduction
3(1)
1.2 Why do people learn foreign languages?
4(1)
1.3 The multilingual world
5(2)
1.4 Individual learning differences
7(2)
1.5 Language teaching: a variety of methods
9(2)
1.6 Plan of the book
11(1)
1.7 Some terminology and some conventions
12(3)
2 What is there to learn?
15(27)
2.1 Introduction
15(1)
2.2 Categorizing knowledge and skill
16(2)
2.3 Systemic competence
18(13)
2.4 Sociolinguistic competence
31(5)
2.5 Strategic competence
36(1)
2.6 Conclusion
37(5)
3 Some views of language and language learning
42(19)
3.1 Introduction
42(1)
3.2 A central conflict: empiricism and mentalism
42(12)
3.3 The 'sociolinguistic revolution'
54(4)
3.4 Conclusion
58(3)
Part II: Learning 61(86)
4 Learners and their errors
63(10)
4.1 Introduction
63(1)
4.2 Contrastive analysis: a theory about FL learning
64(3)
4.3 Non-contrastive errors
67(1)
4.4 Creative construction: another theory about FL learning
68(3)
4.5 Conclusion
71(2)
5 Input, interaction, and output
73(20)
5.1 Acquisition and learning
73(3)
5.2 Language providers and their input
76(8)
5.3 Language providers and their interaction
84(2)
5.4 Language acquirers and their output
86(7)
6 Some learning processes
93(13)
6.1 Introduction
93(1)
6.2 Consciousness and noticing
94(2)
6.3 Declarative and procedural knowledge
96(1)
6.4 Automization
97(2)
6.5 Restructuring
99(1)
6.6 Towards a model
100(6)
7 Individual language learners: some differences
106(22)
7.1 Introduction
106(1)
7.2 The cognitive variables
107(10)
7.3 The affective variables
117(7)
7.4 Finding out about affect
124(1)
7.5 A sad conclusion
125(3)
8 Good language learners and what they do
128(19)
8.1 Introduction
128(1)
8.2 Personality variables
128(6)
8.3 Good language learner studies
134(4)
8.4 Learning strategies
138(9)
Part III: Teaching 147(174)
9 Language teaching: a brisk walk through recent times
149(27)
9.1 Introduction
149(1)
9.2 Seven questions to ask about a method
150(1)
9.3 Audiolingualism
151(4)
9.4 Oiling a rusty LAD
155(3)
9.5 The shift from 'how' to 'what'
158(1)
9.6 Notional/functional
159(3)
9.7 Communicative methodology
162(4)
9.8 Humanistic approaches
166(1)
9.9 Task-based teaching
167(5)
9.10 Post-method pedagogy
172(4)
10 Contexts
176(16)
10.1 Introduction
176(1)
10.2 Language planning
177(5)
10.3 English as a global language: from Gandhi to Rushdie
182(4)
10.4 Appropriate methodology
186(6)
11 Plans and programmes
192(22)
11.1 Introduction
192(2)
11.2 The structural syllabus
194(5)
11.3 Notional/functional syllabuses
199(8)
11.4 The multidimensional syllabus
207(2)
11.5 Technology-assisted learning
209(2)
11.6 And finally...
211(3)
12 Ways and means
214(26)
12.1 Introduction
214(1)
12.2 Conveying language
214(6)
12.3 Practising language
220(1)
12.4 Scales (drills)
221(9)
12.5 The real thing
230(6)
12.6 Activity sequences
236(4)
13 Skills
240(21)
13.1 The four skills
240(1)
13.2 Comprehension
241(7)
13.3 Facilitating comprehension
248(6)
13.4 Writing
254(7)
14 Tests
261(18)
14.1 Introduction
261(1)
14.2 Types of test
262(1)
14.3 Approaches to language testing
263(5)
14.4 Concepts of test construction
268(4)
14.5 Test production
272(2)
14.6 Testing the four skills
274(2)
14.7 Online testing
276(1)
14.8 Some important tests
277(2)
15 When all has been said: preparing and managing lessons
279(42)
15.1 Introduction
279(1)
15.2 Lesson planning
279(10)
15.3 Error correction
289(6)
15.4 Grouping learners in class
295(4)
15.5 And in the end...
299(3)
References
302(19)
Index 321
Keith Johnson is Emeritus Professor of Linguistics and Language Education in the Department of Linguistics and English Language, University of Lancaster, UK.