Teaching English as a foreign language: an introduction
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Stuttgart
J.B. Metzler Verlag
[2018]
|
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030190215&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030190215&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Physical Description: | X, 295 Seiten Illustrationen |
| ISBN: | 9783476044792 |
Staff View
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Record in the Search Index
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Foreword
IX
History and Hvttnodi; 1
1.1 Background: milestones of ELT history in Germany and
Europe since ca. 1800 ....................................... 2
12 Methods as an anchor of language teaching across the
centuries...................................................... 4
1.3 Foreign language education (FLE) and English language
education (ELE) as academic disciplines in Germany ........ 10
1.4 Conclusion: reasons for studying ELT/ELE history ........... 15
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Institution a
English at D
¿seel Foreign Langu
fferent Levels
ge Learni
ng
The German EFL classroom as part of the European education
system..................................................
First encounters with foreign languages—EFL in the primary
classroom ..............................................
EFL at secondary level I—preparing learners for private and
professional lives .....................................
Preparing learners for an academic career—EFL at secondary
level II................................................
Training on and for the job—EFL in vocational schools ..
New paths in foreign languages education................
Conclusion..............................................
17
17
24
27
31
33
34
37
3 Teachers of English as a Foreign Language —Experience and
Professional Development 39
3.1 Between experiential knowledge and formal academic
education: English language teachers’ mind-sets................ 40
3.2 Characteristics of the good English language teacher:
reflective practice and professionalism........................ 42
3.3 Professional development and models of language teacher
education.................................................... 49
3.4 Future challenges of the English language teaching
profession .................................................... 52
3.5 Conclusion..................................................... 55
.............................................. 57
4.1 EFL in the 21st century between learning and education ........ S8
4.2 Language learners from a psycholinguistic point of view:
learners as non-trivial machines processing language ........ 59
4.3 Language learners from a socio-cultural point of view:
learners as human beings and meaning makers ................ 64
4.4 Implications for the EFL classroom............................. 68
4.5 Conclusion..................................................... 71
5 English Language Learning—An SLA-based Approach
....................................... 73
5.1 Why every foreign language teacher needs to know about
second language acquisition................................ 73
5.2 The theoretical basis of second language learning ......... 75
5.3 Interlanguage and the foreign language classroom .......... 83
5.4 Input—output—interaction revisited ........................ 86
5.5 Conclusion: a role for psycholinguistics in the EFL classroom 88
6 Receptive Competences — Reading, Listening, Viewing
..................... 89
6.1 Reading, listening and viewing as interactive processes... 90
6.2 Reading, listening and viewing as complex competences..... 94
6.3 Challenges of receptive processes in foreign language
contexts................................................. 96
6.4 Implications for teaching reading, listening and viewing ... 98
6.5 Questions of assessment.................................. 104
6.6 Conclusion ................................................ 108
7 Productive Competences —Speaking, Writing, Mediating
.......................................... 109
7.1 Speaking: the nature of spoken discourse and how to teach it 109
7.2 Writing: the process of writing and how to teach it ...... 122
7.3 Foreign language mediation: new skills for English language
teaching............................................... 128
7.4 Conclusion.......................................... 131
8 Focus on Form —The Lexico -Grammar Approach
....................................... 133
8.1 Lexico-grammar ......................................... 133
8.2 Building lexical knowledge.............................. 140
8.3 Selecting, presenting and practising lexical items ..... 143
8.4 Building grammatical knowledge ......................... 148
8.5 Implications for the communicative English classroom ... 154
8.6 Conclusion.............................................. 157
Learning* Oioos* cQwU’otM• 159
9 i What is culture? Definitions and concepts ...................... 160
9 2 Intercultural approaches: concepts, models and dimensions .. 163
9 3 Tlanscultural perspectives in culture pedagogy ................. 166
9 4 Teaching literature and culture................................. 170
9 5 Teaching culture in and beyond the classroom: three teaching
examples ......................*............................... 172
9.6 Conclusion...................................................... 175
10 Literature and Film
approacnmg Mtttonai
Text:
net Media
177
10.1 Literature matters: a rationale for teaching literature and film 177
10.2 Literature and film—concepts and competences ............ 180
10.3 Literary genres and text selection ...................... 183
10.4 Teaching literature and film—approaches and methods...... 186
10.5 Perspectives for the literature classroom................ 190
10.6 Conclusion............................................... 194
11 Principles and Methods —Focus on Learners, Content
and Tasks 195
11.1 The communicative turn and its implications .............. 196
11.2 Focus on learners ....................................... 199
11.3 Focus on content........................................... 203
11.4 Task-based language learning ............................ 206
11.5 Conclusion ................................................ 209
12 Media-Assisted Foreign Language Learning —Concepts
and Functions 211
12.1 Basic definitions ......................................... 212
12.2 From textbooks to multimedia learning environments......... 216
12.3 Current technological and pedagogical trends and
developments .............................................. 226
12.4 Conclusion................................................. 230
13 Settings—Teaching in and beyond the English Language
Classroom 233
13.1 inside the English language classroom ..................... 234
13.2 Beyond the English language classroom ..................... 238
13.3 The classroom as a social meeting place.................... 242
13.4 The Internet and English language education .............. 243
13.5 Conclusion: the impact of settings on English language
learning opportunities
245
.. 249
14.1 Assessment: what is it and what is important about it? ... 250
14.2 The why: purposes of assessment .......................... 253
14.3 Effective assessment design............................... 254
14.4 Beyond testing: aiternatives in assessment ............... 262
14.5 Conclusion and outlook: current trends in classroom-based
language assessment....................................... 266
15 A i t h^rc
=- ? • .
i.o muiiagruipny
17 Index..........
267
269
293
teal and creative practical considerations, the central princi-
ples and competence domains of modern foreign language
teaching are discussed. Starting with the main classroom
agents (teachers and learners), the chapters outline a variety
of content areas (language, literature, cultural issues) and
thoroughly review materials, media and methods. Additional
chapters are concerned with the historical development of
English language teaching, its current institutional organisa-
tion as well as assessment and evaluation.
|
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| discipline | Pädagogik Anglistik / Amerikanistik |
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| title | Teaching English as a foreign language an introduction |
| title_auth | Teaching English as a foreign language an introduction |
| title_exact_search | Teaching English as a foreign language an introduction |
| title_full | Teaching English as a foreign language an introduction Carola Surkamp/Britta Viebrock (eds.) |
| title_fullStr | Teaching English as a foreign language an introduction Carola Surkamp/Britta Viebrock (eds.) |
| title_full_unstemmed | Teaching English as a foreign language an introduction Carola Surkamp/Britta Viebrock (eds.) |
| title_short | Teaching English as a foreign language |
| title_sort | teaching english as a foreign language an introduction |
| title_sub | an introduction |
| topic | Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Englischunterricht Einführung Lehrbuch |
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