CÍMLAP
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CONTENTS, INTRODUCTION |
Contents
Introduction
1. Former methods in teaching english
1.1. The Grammar Translation Method
1.2. The Direct Method
1.3. The Audio-Lingual Method
1.4. The Silent Way
1.5. Suggestopedia
1.6. Community Language Learning
1.7. Total Physical Response (TPR)
2. The communicative approach
2.1. Communication
2.2. Characteristics of communicative classes
2.3. Defining Communicative Competence
3. Participants of learning process
3.1. Teacher's roles, teaching styles
3.1.1. Controller
3.1.2. Organiser
3.1.3. Assessor
3.1.4. Prompter
3.1.5. Participant
3.1.6. Resource
3.2. Learner types
3.2.1. The Age of Learners
3.2.2. Learner differences
3.2.2.1. Neuro-linguistic programming - Revell and Norman (1997)
3.2.2.2. Multiple intelligences theory - Gardner (1983)
3.2.2.3. Learning styles according to Willing (1987)
4. Classroom management
4.1. Classroom interaction
4.2. Classroom dynamics
4.3. Classroom arrangement - various work-forms in classes
4.3.1. Whole class grouping (Frontal/Lockstep)
4.3.2. Individualised learning
4.3.3. Pairwork
4.3.4. Groupwork
4.4. Discipline problems
4.4.1. Discipline
4.4.2. Why discipline problems occur
4.4.3. The teacher's role in maintaining discipline
4.4.3.1. How to prevent disruptive behaviour
4.4.3.2. Dealing with the rising problems
4.4.3.3. When the problem has exploded
4.5. Classroom management techniques
4.5.1. Techniques
5. Language skills
5.1. A language teaching model
5.1.1. Input
5.1.1.1. Roughly-tuned Input
5.1.1.2. Finely-tuned Input
5.1.2. Output
5.1.2.1. Practice output
5.1.2.2. Communication output
5.2. Classification of language skills
5.2.1. Receptive Skills
5.2.1.1. Reasons for reading and listening
5.2.1.2. Sub-skills of Receptive Skills
5.2.1.3. Methodological Principles for Teaching Receptive Skills
5.2.1.3.1. The content of the texts
5.2.1.3.2. Methodological Steps of Developing Receptive Skills
5.2.2. Productive Skills
5.2.2.1. Speaking
5.2.2.2. Writing
5.2.2.3. Translation
5.2.2.4. Interpreting
6. Vocabulary
6.1. Selecting Vocabulary
6.2. What does it mean to know a word?
6.3. Active and Passive Vocabulary
6.4. Presenting Vocabulary
6.5. Using dictionaries.
7. Grammatical structures
7.1. The presentation of structures
8. Pronunciation
8.1. When to teach pronunciation?
8.2. The areas of pronunciation
8.2.1. Individual sounds
8.2.2. Stress
8.2.3. Intonation
8.2.4. Connected speech and fluency
8.3. What materials to use to improve students' pronunciation?
9. Culture in teaching english
9.1. The definition of culture
9.2. The domains of culture
9.3. What culture do we teach?
9.3.1. The importance of teaching achievement culture ('big C')
9.3.1.1. The objectives of teaching achievement culture
9.3.2. The importance of teaching behaviour culture ('small c')
9.3.3. The concepts belonging to the third area of culture
9.4. Why to teach culture?
9.5. Goals of teaching culture
10. Visual, audio, audio-visual and digital aids
10.1. Basic principles of using tools in foreign language classes
10.2. Visuals and techniques of visualisation
10.3. Audio resources and ways of audio-production
10.4. Audio-visual means of education and approaches to video-production
10.5. Information and communication technologies
11. Planning
11.1. General principles of course design
11.2. General principles of syllabus design
11.2.1. Planning a syllabus
11.2.2. Types of syllabuses
11.3. Short-term planning - Lesson plans
11.3.1. Pre-planning
11.3.2. The plan
11.3.3. A sample lesson plan
12. Feedback and error correction
12.1. Feedback
12.2. Kinds of feedback
12.3. Error correction
12.4 Errors versus mistakes
12.4.1. Mistakes
12.4.2. Slips and attempts
12.4.3. Performance versus competence
12.4.4. Errors
12.5. Teachers' attitude to errors
12.5.1. Interlanguage
12.6. What are the most important causes of errors?
12.6.1. Language transfer - interference
12.6.2. Intraference
12.6.3. Overgeneralization
12.6.4. Teaching-induced errors
12.7. Types of errors
12.8. Responding to oral errors
12.8.1. Accuracy
12.8.2. Indication of incorrectness
12.8.3. Ways of correction
12.8.4. Fluency
12.9. Correction of written errors
13. Evaluation
13.1. Assessment
13.1.1 Forms of assessment
13.2. Measurement
13.3. Tests
13.4. Criteria of good tests
13.4.1. Validity
13.4.2. Reliability
13.4.2.1. Reliability of scoring
13.5. The relationship of validity and reliability
13.6. The relationship between teaching and testing
13.7. Practicality
13.8. Test types
13.8.1. Aptitude tests
13.8.2. Placement tests
13.8.3. Achievement tests
13.8.4. Progress tests
13.8.5. Diagnostic tests
13.8.6. Proficiency tests
13.8.6.1. Concepts of proficiency
13.9. Tests of grammar and usage
13.9.1. The most common task types (Heaton, 1995)
13.10. Assessing receptive skills (reading and listening)
13.10.1. The most widely used task types
13.11. Assessing productive skills (writing and speaking)
13.11.1 The most common task types for testing written performance
13.11.2. Scoring productive writing tests
13.11.3. Assessing speaking skills
13.11.4. The most common task types
13.11.5. Scoring speaking tests
13.12. Language examinations in Hungary
13.12.1. Accredited language proficiency examinations
14. Course-book evaluation
14.1. The basic principles of course-book evaluation
14.2. Basic steps and types of course-book evaluation
14.3. General characteristics of course-books
14.4. Main criteria for selecting course-books
14.5. Specific criteria to evaluate the content of course-books
14.6. Basic principles for organising the content
Bibliography
Appendix
Introduction
A complete survey with a detailed discussion of all the areas of Applied Linguistics is impossible to achieve here in the present volume. According to Péter Medgyes (1997) the discipline Applied Linguistics has got several interpretations. Some specialists mean Language Pedagogy by Applied Linguistics, while others integrate all new linguistic disciplines such as Psycholinguistics, Sociolinguistics, Pragmatics, Computer Assisted Linguistics into the term. We confine ourselves to certain areas of Language Pedagogy in this book so as to give a taste of language teaching process to BA students so that they can get some motivation and encouragement for teaching English as a foreign language and majoring as language teachers on MA level. The aim mentioned above could be achieved in two volumes. The first part of which contains the basic terms and definitions of Language Teaching Methodology. The second volume will deal with concepts such as language learning strategies, learning styles, the media and drama techniques, etc.
The structure of the present first volume of Applied Linguistics for BA students follows the traditional model of a book on methodology. Having given the historical background of language teaching methods in the first two chapters the authors follow the general model of a book on Language Pedagogy taken all the principles of Communicative Approach into consideration. According to Jenő Bárdos (2000) the basic model of language teaching methodologies consists of the following five parts: WHO teaches WHOM, WHAT and HOW, THROUGH WHAT TEACHING AIDS. In chapter 3 the participants of learning process are in focus. Readers can learn about various teacher's roles and teaching styles in the first part. It answers the question WHO. Its second part treats different learner types and learning styles to reflect on question WHOM. Having treated classroom management problems we inform our students about the nature of language teaching by presenting a language teaching model consisting of input and output stages. According to the model mentioned above developing students' receptive and productive skills are in focus. Still remaining with the question WHAT the book gives useful pieces of information about the problems of presenting and practising vocabulary, grammatical structures and developing students' pronunciation. So as to follow the model of communicative language teaching we want to arouse students' cultural awareness as well. To achieve our aims we include a chapter on culture into this part. Following Professor Bárdos's model the question HOW is to be answered in chapters on planning, giving feedback and evaluation. The fifth element of the model - 'THROUGH WHICH' - is in focus in chapters on visual, audio-visual and digital aids, and in the one focusing on course-book evaluation.
Our aim with the present work is to arouse BA students' interest in Language Pedagogy and motivate them to become English teachers. At MA courses they will have plenty of chances to gain deeper knowledge in each area of Applied Linguistics.
The authors