任務(wù)型語(yǔ)言教學(xué) ..
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英語(yǔ)學(xué)術(shù)著..
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品牌：外語(yǔ)教學(xué)與研究出版社詳情基本信息
書(shū)名:任務(wù)型語(yǔ)言教學(xué)
原價(jià)：34.00元
售價(jià)：28.9元,便宜5.1元,折扣85
作者:(澳)紐南,黃愛(ài)鳳 導(dǎo)讀
出版社：外語(yǔ)教學(xué)與研究出版社
出版日期：2011-01-01
ISBN：9787513505178
字?jǐn)?shù)：
頁(yè)碼：222
版次：1
裝幀：平裝
開(kāi)本：16
商品重量：0.381kg
編輯推薦
暫時(shí)沒(méi)有內(nèi)容
內(nèi)容提要
DavidNunan所著的《任務(wù)型語(yǔ)言教學(xué)》是1989年英國(guó)劍橋大學(xué)出版社出版的《交際課堂的任務(wù)設(shè)計(jì)》的全新版，是一部總結(jié)了過(guò)去20年來(lái)任務(wù)型語(yǔ)言教學(xué)的理論和實(shí)踐成果的最新學(xué)術(shù)專著。該書(shū)強(qiáng)調(diào)教師發(fā)展和培訓(xùn)的范式應(yīng)是“自下而上”而不是“自上而下”的。語(yǔ)言課程和大綱的設(shè)計(jì)應(yīng)該融入學(xué)習(xí)者的知識(shí)視域和生活經(jīng)歷。把學(xué)習(xí)者和教師的知識(shí)視域和經(jīng)歷帶人課程的有效途徑是任務(wù)。任務(wù)既是方法、內(nèi)容，也是課程。這是作者的一個(gè)很重要的教師發(fā)展觀和課程觀。
新版本在原來(lái)的基礎(chǔ)上增加了“任務(wù)型語(yǔ)言教學(xué)中任務(wù)和課程的其他要素之間的關(guān)系”，“任務(wù)型語(yǔ)言教學(xué)的實(shí)證研究基礎(chǔ)”，“任務(wù)型語(yǔ)言教學(xué)中的形式教學(xué)”，以及“任務(wù)型語(yǔ)言教學(xué)中的評(píng)價(jià)”四個(gè)章節(jié)，使這本書(shū)無(wú)論從理論上還是實(shí)踐上都更趨完善。作者從一個(gè)語(yǔ)言教育實(shí)踐者和教育理論研究者的角度，用通俗易懂的語(yǔ)言，由淺入深地細(xì)數(shù)任務(wù)型語(yǔ)言教學(xué)的發(fā)展歷程，與讀者探討任務(wù)型語(yǔ)言教學(xué)實(shí)踐中的關(guān)鍵問(wèn)題，以及分析課程和教師發(fā)展之間的關(guān)系等。
目錄
導(dǎo)讀
Acknowledgements
Introduction
CHAPTER ONEWhat is task-based language teaching?
Introduction and overview
Defining 'task'
Broader curricular consideration
Communicative language teaching
Alternative approaches to syllabus design
Experiential learning
Policy and practice
Learner roles
Conclusion
References
CHAPTER TWOA framework for task-based language teaching
Introduction and overview
A task framework
Syllabus design considerations
Developing units of work
Seven principles for task-based language teaching
Conclusion
References
CHAPTER THREETask ponents
Introduction and overview
Goals
Input
Procedures
Task types
Teacher and learner roles
Settings
Conclusion
References
CHAPTER FOURAn empirical basis for task-based language
teaching
Introduction and overview
Early psycholinguistic models
Interaction, output and the negotiation of meaning
Task difficulty
Conclusion
References
CHAPTER FIVEFocus on form in task-based language teaching
Introduction and overview
Theoretical and empirical issues
Focused versus unfocused tasks
Consciousness-raising tasks
Procedural language
The place of a focus on form in an instructional sequence
Focus on form in the municative classroom
Conclusion
References
CHAPTER SIXGrading, sequencing and integrating tasks
Introduction and overview
Grading input
Learner factors
Procedural factors
Task continuity
Within-task sequencing: the information gap
Topic-based/theme-based instruction
Content-based instruction
Project-based instruction
Conclusion
References
CHAPTER SEVENAssessing task-based language teaching
Introduction and overview
Key concepts in assessment
The purposes of assessment
Self-assessment
Techniques for collecting assessment data
Criteria for assessing learner performance
Conclusion
References
CHAPTER EIGHTTasks and teacher development
Introduction and overview
The self-directed teacher
An in-service workshop
Evaluating tasks
Creating tasks
Conclusion
Post*
References
Appendix AApproaches and methods- an overview
Appendix BA unit of work based on the six-step procedure presentedin Chapter 2
Appendix CA unit of work based on the task/exercise typology inChapter 5
Appendix DGraded activities for the four macroskills
Appendix ECommon reference levels: self-assessment grid
Glossary
Author index
Subject index
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
暫時(shí)沒(méi)有內(nèi)容
序言
暫時(shí)沒(méi)有內(nèi)容
目錄
基本信息
書(shū)名:任務(wù)型語(yǔ)言教學(xué)
原價(jià)：34.00元
售價(jià)：28.9元,便宜5.1元,折扣85
作者:(澳)紐南,黃愛(ài)鳳 導(dǎo)讀
出版社：外語(yǔ)教學(xué)與研究出版社
出版日期：2011-01-01
ISBN：9787513505178
字?jǐn)?shù)：
頁(yè)碼：222
版次：1
裝幀：平裝
開(kāi)本：16
商品重量：0.381kg
編輯推薦
暫時(shí)沒(méi)有內(nèi)容
內(nèi)容提要
DavidNunan所著的《任務(wù)型語(yǔ)言教學(xué)》是1989年英國(guó)劍橋大學(xué)出版社出版的《交際課堂的任務(wù)設(shè)計(jì)》的全新版，是一部總結(jié)了過(guò)去20年來(lái)任務(wù)型語(yǔ)言教學(xué)的理論和實(shí)踐成果的最新學(xué)術(shù)專著。該書(shū)強(qiáng)調(diào)教師發(fā)展和培訓(xùn)的范式應(yīng)是“自下而上”而不是“自上而下”的。語(yǔ)言課程和大綱的設(shè)計(jì)應(yīng)該融入學(xué)習(xí)者的知識(shí)視域和生活經(jīng)歷。把學(xué)習(xí)者和教師的知識(shí)視域和經(jīng)歷帶人課程的有效途徑是任務(wù)。任務(wù)既是方法、內(nèi)容，也是課程。這是作者的一個(gè)很重要的教師發(fā)展觀和課程觀。
新版本在原來(lái)的基礎(chǔ)上增加了“任務(wù)型語(yǔ)言教學(xué)中任務(wù)和課程的其他要素之間的關(guān)系”，“任務(wù)型語(yǔ)言教學(xué)的實(shí)證研究基礎(chǔ)”，“任務(wù)型語(yǔ)言教學(xué)中的形式教學(xué)”，以及“任務(wù)型語(yǔ)言教學(xué)中的評(píng)價(jià)”四個(gè)章節(jié)，使這本書(shū)無(wú)論從理論上還是實(shí)踐上都更趨完善。作者從一個(gè)語(yǔ)言教育實(shí)踐者和教育理論研究者的角度，用通俗易懂的語(yǔ)言，由淺入深地細(xì)數(shù)任務(wù)型語(yǔ)言教學(xué)的發(fā)展歷程，與讀者探討任務(wù)型語(yǔ)言教學(xué)實(shí)踐中的關(guān)鍵問(wèn)題，以及分析課程和教師發(fā)展之間的關(guān)系等。
目錄
導(dǎo)讀
Acknowledgements
Introduction
CHAPTER ONEWhat is task-based language teaching?
Introduction and overview
Defining 'task'
Broader curricular consideration
Communicative language teaching
Alternative approaches to syllabus design
Experiential learning
Policy and practice
Learner roles
Conclusion
References
CHAPTER TWOA framework for task-based language teaching
Introduction and overview
A task framework
Syllabus design considerations
Developing units of work
Seven principles for task-based language teaching
Conclusion
References
CHAPTER THREETask ponents
Introduction and overview
Goals
Input
Procedures
Task types
Teacher and learner roles
Settings
Conclusion
References
CHAPTER FOURAn empirical basis for task-based language
teaching
Introduction and overview
Early psycholinguistic models
Interaction, output and the negotiation of meaning
Task difficulty
Conclusion
References
CHAPTER FIVEFocus on form in task-based language teaching
Introduction and overview
Theoretical and empirical issues
Focused versus unfocused tasks
Consciousness-raising tasks
Procedural language
The place of a focus on form in an instructional sequence
Focus on form in the municative classroom
Conclusion
References
CHAPTER SIXGrading, sequencing and integrating tasks
Introduction and overview
Grading input
Learner factors
Procedural factors
Task continuity
Within-task sequencing: the information gap
Topic-based/theme-based instruction
Content-based instruction
Project-based instruction
Conclusion
References
CHAPTER SEVENAssessing task-based language teaching
Introduction and overview
Key concepts in assessment
The purposes of assessment
Self-assessment
Techniques for collecting assessment data
Criteria for assessing learner performance
Conclusion
References
CHAPTER EIGHTTasks and teacher development
Introduction and overview
The self-directed teacher
An in-service workshop
Evaluating tasks
Creating tasks
Conclusion
Post*
References
Appendix AApproaches and methods- an overview
Appendix BA unit of work based on the six-step procedure presentedin Chapter 2
Appendix CA unit of work based on the task/exercise typology inChapter 5
Appendix DGraded activities for the four macroskills
Appendix ECommon reference levels: self-assessment grid
Glossary
Author index
Subject index
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
暫時(shí)沒(méi)有內(nèi)容
序言
暫時(shí)沒(méi)有內(nèi)容
