语言教学中的课程设计(语言学文库－第3辑)——中国规模宏大，有深远影响力的国外语言学文库，语言教学实践必备（非二手）

随着对语言教学的深入研究，人们逐渐认识到，语言教学并非应用语言理论的简单实践，而是与教学相关的多种要素的综合反映。一个建立在课程设计基础上的语言教学观是非常必要的。 本书通过丰富的教学应用实例介绍了课程设计中的以下环节：需求分析、对教学环境的分析、教学目标的设定、教学大纲的设计、教材的开发和修订、课程评估。

Series editor's preface

Preface

1 The origins of language curriculum development

Historical background

Vocabulary selection

Grammar selection and gradation

Assumptions underlying early approaches to syllabus design

Discussion questions and activities

Appendix 1 Entries from A General Service List of EnglishWords

Appendix 2 Entries from Cambridge English Lexicon

Appendix 3 Part of an early English grammatical syllabus

References

2 From syllabus design to curriculum development

The quest for new methods

Changing needs for foreign languages in Europe

English for specific purposes

Needs analysis in ESP

Communicative language teaching

Emergence of a curriculum approach in language teaching

Discussion questions and activities

Appendix 1 Example of scientific writing

Appendix 2 Words found often in academic reading materials

References

3 Needs analysis

The purposes of needs analysis

What are needs?

The users of needs analysis

The target population

Administering the needs analysis

Procedures for conducting needs analysis

Designing the needs analysis

Making use of the information obtained

Discussion questions and activities

Examples of needs analyses

Appendix 1 Designing a questionnaire

Appendix 2 Needs analysis questionnaire for Cantoneselearners

Appendix 3 Needs analysis questionnaire for non-English-backgroundstudents

References

4 Situation analysis

Societal factors

Project factors

Institutional factors

Teacher factors

Learner factors

Adoption factors

Profiling the factors identified in the situation analysis

Discussion questions and activities

Appendix 1 Situation analysis profile

Appendix 2 Matrix for identifying factors in curriculum renewalprocess

References

5 Planning goals and learning outcomes

The ideology of the curriculum

Stating curriculum outcomes

Nonlanguage outcomes and process objectives

Discussion questions and activities

Appendix 1 Behavioral objectives

Appendix 2 Listening and conversation skills

Appendix 3 ESOL standards for grades 4-8

References

6 Course planning and syllabus design

The course rationale

Describing the entry and exit level

Choosing course content

Determining the scope and sequence

Planning the course structure

Preparing the scope and sequence plan

Discussion questions and activities

Appendix 1 Proficiency descriptions for the domain ofspeaking

Appendix 2 Description of performance levels; writing

Appendix 3 Band descriptors for oral interaction skills

Appendix 4 Grammar items and their sequence in a first-year Englishcourse

Appendix 5 Threshold level syllabus

Appendix 6 Skills syllabus for listening and speaking

Appendix 7 Designing a course from texts

Appendix 8 A unit from Passages 1

Appendix 9 Part of the scope and sequence chart from NewInterchange, vol. 1

References

7 Providing for effective teaching

The institution

The teachers

The teaching process

The learning process

Discussion questions and activities

Appendix 1 Institutional mission statement

Appendix 2 Best practice in English language teaching

Appendix 3 Assessment criteria for teaching practice

Appendix 4 Checklist for evaluating a teacher's lesson

Appendix 5 Qualities and competencies of a good Englishteacher

Appendix 6 Self-evaluation of a teacher's lesson

Appendix 7 Student appraisal form

Appendix 8 Peer appraisal form

References

8 The role and design of instructional materials

Authentic versus created materials

Textbooks

Evaluating textbooks

Adapting textbooks

Preparing materials for a program

Managing a materials writing project

Monitoring the use of materials

Discussion questions and activities

Appendix l Guidelines for developing reading activities

Appendix 2 Checklist for evaluation and selection of coursebooks

Appendix 3 Case study of materials development project

References

Approaches to evaluation

Purposes of evaluation

Formative evaluation

Illuminative evaluation

Summative evaluation

Issues in program evaluation

Procedures used in conducting evaluations

Discussion questions and activities

Appendix Examples of program evaluations

References

Author index

Subject index