📘 ❞ Applied Linguistics I for BA Students in English ❝ كتاب ــ Judit Sárosdy اصدار 2006

عن كتاب Applied Linguistics I for BA Students in English:
Applied Linguistics I
for BA Students in English
Judit Sárosdy
Tamás Farczádi Bencze
Zoltán Poór
Marianna Vadnay
2006


TABLE OF CONTENTS
INTRODUCTION 9…………………………………………………………………….11
1. FORMER METHODS IN TEACHING ENGLISH 11
1.1. The Grammar Translation Method ..........................................................11
1.2. The Direct Method......................................................................................12
1.3. The Audio-Lingual Method .......................................................................13
1.4. The Silent Way............................................................................................15
1.5. Suggestopedia..............................................................................................17
1.6. Community Language Learning ...............................................................18
1.7. Total Physical Response (TPR)..................................................................20
2. THE COMMUNICATIVE APPROACH 22
2.1. Communication...........................................................................................22
2.2. Characteristics of communicative classes:................................................23
2.3. Defining Communicative Competence......................................................23
3. PARTICIPANTS OF LEARNING PROCESS 26
3.1. Teacher’s roles, teaching styles..................................................................26
3.1.1. Controller................................................................................................26
3.1.2. Organiser ................................................................................................26
3.1.3. Assessor ..................................................................................................27
3.1.4. Prompter .................................................................................................27
3.1.5. Participant...............................................................................................28
3.1.6. Resource .................................................................................................28
3.2. Learner types...............................................................................................28
3.2.1. The Age of Learners ...............................................................................28
3.2.2. Learner differences .................................................................................32
3.2.2.1. Neuro-linguistic programming – Revell and Norman (1997) .............32
3.2.2.2. Multiple intelligences theory – Gardner (1983) ..................................32
3.2.2.3. Learning styles according to Willing (1987) .......................................33
4. CLASSROOM MANAGEMENT 35
4.1. Classroom interaction.................................................................................35
4.2. Classroom dynamics ...................................................................................38
4.3. Classroom arrangement – various work-forms in classes.......................39
4.3.1. Whole class grouping (Frontal/Lockstep) ..............................................40
4.3.2. Individualised learning ...........................................................................40
4.3.3. Pairwork .................................................................................................41
4.3.4. Groupwork..............................................................................................41
4.4. Discipline problems.....................................................................................42
4.4.1. Discipline................................................................................................42
4.4.2. Why discipline problems occur ..............................................................43
4.4.3. The teacher’s role in maintaining discipline...........................................44
4.4.3.1. How to prevent disruptive behaviour ..................................................44
4.4.3.2. Dealing with the rising problems.........................................................45
6
4.4.3.3. When the problem has exploded .........................................................45
4.5. Classroom management techniques ..........................................................46
4.5.1. Techniques..............................................................................................46
5. LANGUAGE SKILLS 48
5.1. A language teaching model ........................................................................48
5.1.1. Input........................................................................................................48
5.1.1.1. Roughly-tuned Input............................................................................48
5.1.1.2. Finely-tuned Input ...............................................................................48
5.1.2. Output .....................................................................................................49
5.1.2.1. Practice output .....................................................................................49
5.1.2.2. Communication output ........................................................................49
5.2. Classification of language skills .................................................................51
5.2.1. Receptive Skills ......................................................................................53
5.2.1.1. Reasons for reading and listening........................................................53
5.2.1.2. Sub-skills of Receptive Skills..............................................................53
5.2.1.3. Methodological Principles for Teaching Receptive Skills ..................54
5.2.1.3.1. The content of the texts ....................................................................54
5.2.1.3.2. Methodological Steps of Developing Receptive Skills ....................55
5.2.2. Productive Skills.....................................................................................57
5.2.2.1. Speaking ..............................................................................................57
5.2.2.2. Writing.................................................................................................60
5.2.2.3. Translation...........................................................................................64
5.2.2.4. Interpreting ..........................................................................................66
6. Vocabulary69
6.1. Selecting Vocabulary ..................................................................................69
6.2. What does it mean to know a word? .........................................................69
6.3. Active and Passive Vocabulary..................................................................71
6.4. Presenting Vocabulary ...............................................................................72
6.5. Using dictionaries........................................................................................73
7. GRAMMATICAL STRUCTURES 74
7.1. The presentation of structures...................................................................74
8. PRONUNCIATION 78
8.1. When to teach pronunciation?...................................................................78
8.2. The areas of pronunciation ........................................................................79
8.2.1. Individual sounds....................................................................................79
8.2.2. Stress.......................................................................................................80
8.2.3. Intonation................................................................................................80
8.2.4. Connected speech and fluency ...............................................................81
8.3. What materials to use to improve students’ pronunciation?..................81
9. CULTURE IN TEACHING ENGLISH 83
9.1. The definition of culture.............................................................................83
9.2. The domains of culture...............................................................................84
9.3. What culture do we teach?.........................................................................84
9.3.1. The importance of teaching achievement culture (‘big C’)....................85
7
9.3.1.1. The objectives of teaching achievement culture..................................85
9.3.2. The importance of teaching behaviour culture (‘small c’) .....................86
9.3.3. The concepts belonging to the third area of culture ...............................86
9.4. Why to teach culture?.................................................................................86
9.5. Goals of teaching culture............................................................................87
10. VISUAL, AUDIO, AUDIO-VISUAL AND DIGITAL AIDS 89
10.1. Basic principles of using tools in foreign language classes ....................89
10.2. Visuals and techniques of visualisation...................................................90
10.3. Audio resources and ways of audio-production.....................................94
10.4. Audio-visual means of education and approaches to video-production101
10.5. Information and communication technologies .....................................107
11. PLANNING 110