Opis
Podręcznik wykorzystuje najnowsze osiągnięcia językoznawstwa, psychologii uczenia się, dydaktyki i teorii komunikacji. Przedstawia problemy dydaktyki z punktu widzenia przyswajania języka. Kładzie nacisk na aktywną rolę ucznia w procesie dydaktycznym poprzez wybór odpowiedniej strategii uczenia się. Szczególnie podkreśla wagę procesów stałych i powtarzalnych w przyswajaniu języka obcego. Krótko omawia tradycje i obecny stan dydaktyki języków obcych w Polsce i na świecie. Każdy rozdział zawiera podsumowanie, wykaz lektur uzupełniających, pytania, zadania i ćwiczenia, niezbędne w przygotowaniach do zaliczeń i egzaminów. Indeks rzeczowy i osób oraz słownik terminów znakomicie ułatwiają korzystanie z podręcznika i pomagają w przyswojeniu wiedzy. Spis treściPART ONE Where do our ideas on foreign language teaching come from? 17 1. Foreign language teaching in a historical perspective 17 1.1. The role of Latin 17 1.2. Grammar as the key to foreign language learning. The Grammar Translation Method 18 1.3. Reactions to the Grammar Translation Method 20 1.3.1. The Reform Movement 22 1.4. The Natural and the Direct Methods 23 1.5. The Reading Method 26 1.6. The current view on the role of grammar 28 1.7. The current view on the function of translation 29 1.8. The current view on the role of the text 32 Topics and review questions 32 Further reading 33 PART TWO Mainstream and alternative methods in TEFL in the second half of the 20th century 36 2. Audiolingualism in teaching English as a foreign language 36 2.1. Approach, method, technique 36 2.2. Sources of audiolingualism 36 2.2.1. Influences from psychology 37 2.2.2. Influences from linguistics 38 2.3. The Audiolingual Approach, Method and Techniques 39 2.3.1. Five audiolingual slogans and their influence on the method of teaching 40 2.3.2. Further characteristic features of the Audiolingual Method 43 2.3.3. Characteristic techniques 45 2.4. A critical look at the Audiolingual Approach, Method and Techniques 47 2.5. The current view on drill, imitation, and repetition 49 Topics and review questions 52 Further reading 52 3. The Cognitive Code Learning Theory 52 3.1. Influences from psychology 53 3.2. Influences from linguistics 55 3.3. Five slogans of the Cognitive Approach and their implications for the Cognitive Method of foreign language teaching 57 3.4. Further characteristic features of the Cognitive Method 59 3.5. Closing remarks on the Cognitive Method 62 3.6. The current view on the link between materials, meaning, and memory processes 63 Topics and review questions 64 Further reading 65 4. Developments in foreign language teaching following the Audiolingual and the Cognitive Methods 65 4.1. Pessimism regarding the search for an ideal method 65 4.2. The eclectic orientation 66 4.3. The alternative methods 67 4.3.1. The Silent Way by Caleb Gattegno 68 4.3.2. Total Physical Response by James Asher 71 4.3.3. Suggestopedia by Georgi Lozanov 73 4.3.4. Community Language Learning by Charles Curran 76 Topics and review questions 79 Further reading 80 4.4. Focus on the learner 80 4.5. Individual factors in foreign language learning 82 4.6. Individualizing foreign language instruction 84 4.7. The beginnings of Second Language Acquisition Research 86 Topics and review questions 87 Further reading 88 PART THREE Communicative Language Teaching (CLT) 90 5. The Communicative Approach to foreign language teaching 90 5.1. Foundations of the Communicative Approach 90 5.2. Interest in doing things with words 90 5.3. The notion of communicative competence 92 5.4. The importance of discourse in CLT 94 5.5. The notion of role 97 5.6. Developments in communicative syllabus design 98 6. The Communicative Method and Techniques. Evaluating CLT 101 6.1. The Communicative Method 101 6.2. Criteria of communication in CLT 101 6.3. Principles of the Communicative Method 103 6.3.1. Further issues in the Communicative Method 105 6.4. Typical activities and techniques 107 6.4.1. Structured dialogue 108 6.4.2. Jig-saw reading and listening 108 6.4.3. Role-play 109 Further reading 110 6.4.4. Drama 110 Further reading 111 6.4.5. Simulation 111 Further reading 113 6.4.6. Project 113 Further reading 115 6.5. Evaluating CLT 115 Topics and review questions 121 Further reading 122 PART FOUR The current perspective on teaching English as a foreign language 123 7. Focus on verbal communication, learning, and reasoning 123 7.1. The nature of communicative processes 124 7.2. The main components of our learning ‘equipment’ 128 7.3. Strong ties between verbal communication and learning 131 7.4. Language as a special code of verbal communication 132 7.5. Reasoning processes available to the language learner 133 Topics and review questions 134 Further reading 135 8. The whole-person involvement in verbal communication and learning 135 8.1. The learner’s contribution to the dynamics of verbal communication and learning 135 8.1.1. The role of cognitive resources 136 8.1.2. Making communicative adjustments 137