《外語教學法》是2012年3月1日智慧財產權出版社出版的圖書，作者是茹克葉·穆罕默德。本書系統地總結分析國內現有的教學法教材基礎上，力求引入其他教學法教材所沒有的內容。
基本介紹
圖書簡介：,圖書目錄：,前言/序言,
圖書簡介：
《外語教學法》共14章，系統地總結國內外語言教學的歷史和發展，教師教育以及教師的課堂語言等，是一本內容涵蓋較全的教學法教材。本書不僅可作為高等院校英語專業研究生教學法課程的教材，同時可作為英語專業本科生“英語教學法”課程的重要參考書及用於各類外語教師的培訓課程。
圖書目錄：
CONTENTS
Chapter One Theories on Language Teaching
1.1 Theories on Language Teaching
1.2 Krashen's Theory on Language Acquisition
1.3 Role of Mother Tongue in Second Language Acquisition
1.4 Conclusion
Chapter Two Brief History of Language Teaching
2.1 The Influence of Greek Education
2.2 Struggle between Traditional and Progressive Approaches
2.3 The Figures Who Influenced Language Teaching
2.4 The Relationship between English and Other Languages
2.5 Conclusion
Chapter Three Classroom Management
3.1 Classroom Management
3.2 Teachers' Role
3.3 Lesson Planning
3.4 Class Atmosphere
3.5 Large EFL Classes
3.6 Conclusion
Chapter Four Listening and Speaking Instruction
4.1 Introduction to Listening
4.2 Principles of Listening Teaching
4.3 Listening Instruction in the Classroom
4.4 An Example of Listening Instruction
4.5 Introduction to Speaking
4.6 Principles for Teaching Speaking
4.7 Classroom Activities
4.8 Examples of Speaking Activities
4.9 Conclusion
Chapter Five Reading Instruction
5.1 Introduction to Reading
5.2 Principles of Reading Instruction
5.3 Reading Instruction in the Classroom
5.4 An Example of Reading Instruction
5.5 Conclusion
Chapter Six Writing Instruction
6.1 Introduction to Writing
6.2 Principles of Writing Instruction
6.3 Writing Instruction in the Classroom
6.4 An Example of Writing Instruction
6.5 Conclusion
Chapter Seven Pronunciation Teaching
7.1 Introduction to English Pronunciation Teaching and Learning
7.2 Types of Pronunciation Errors in China
7.3 Tentative Explanations for Students?ˉ Pronunciation Errors
7.4 Several Ways to Teach Pronunciation
7.5 Suggestions for English Pronunciation Teaching and Learning
7.6 The Future of Pronunciation Teaching
7.7 Conclusion
Chapter Eight Vocabulary Teaching and Learning
8.1 Introduction: Vocabulary Teaching and Learning in Its Current State
8.2 What Needs to Be Taught and Learned
8.3 How Should Vocabulary Teaching and Learning Occur
8.4 Conclusion
Chapter Nine Grammar Teaching
9.1 The Role of Grammar in Language Teaching
9.2 What Can Learners Learn about Grammar
9.3 What Can Teachers Teach about Grammar
9.4 Conclusion
Chapter Ten Integrating Skills
10.1 Why Should the Skills Need to Be Integrated
10.2 Basic Forms of Integrating Skills
10.3 Integration-Oriented Language Teaching Approaches
10.4 Conclusion
Chapter Eleven Observation of Teacher Talk
11.1 Definition of Teacher Talk
11.2 Types of the IRF Model
11.3 Analysis of Teacher Talk
11.4 Questioning and Its Pragmatic Function
11.5 Evaluating and Its Pragmatic Function
11.6 Teacher's Voice
11.7 Conclusion
Chapter Twelve Foreign Language Teacher Education
12.1 Conceptual Foundation of Foreign Language Teacher Education
12.2 An Important Paradigm in Teacher Development?aCritical Reflection
12.3 Some Current Approaches to Professional Development for Foreign
Language Teachers
12.4 Activities and Procedures for Teacher Preparation of Classes
12.5 Teacher Supervision
12.6 Conclusion
Chapter Thirteen History of Foreign Language Teaching at Home and Abroad
13.1 Historical Development of Foreign Language Teaching in China
13.2 Language Teaching at Present
13.3 Overall Developmental History of Foreign Language Teaching in the World
13.4Conclusion
Chapter Fourteen Main Genres of Language Teaching Methods
14.1 Main Language Teaching Methods
14.2 Conclusion
References
Chapter One Theories on Language Teaching
1.1 Theories on Language Teaching
1.2 Krashen's Theory on Language Acquisition
1.3 Role of Mother Tongue in Second Language Acquisition
1.4 Conclusion
Chapter Two Brief History of Language Teaching
2.1 The Influence of Greek Education
2.2 Struggle between Traditional and Progressive Approaches
2.3 The Figures Who Influenced Language Teaching
2.4 The Relationship between English and Other Languages
2.5 Conclusion
Chapter Three Classroom Management
3.1 Classroom Management
3.2 Teachers' Role
3.3 Lesson Planning
3.4 Class Atmosphere
3.5 Large EFL Classes
3.6 Conclusion
Chapter Four Listening and Speaking Instruction
4.1 Introduction to Listening
4.2 Principles of Listening Teaching
4.3 Listening Instruction in the Classroom
4.4 An Example of Listening Instruction
4.5 Introduction to Speaking
4.6 Principles for Teaching Speaking
4.7 Classroom Activities
4.8 Examples of Speaking Activities
4.9 Conclusion
Chapter Five Reading Instruction
5.1 Introduction to Reading
5.2 Principles of Reading Instruction
5.3 Reading Instruction in the Classroom
5.4 An Example of Reading Instruction
5.5 Conclusion
Chapter Six Writing Instruction
6.1 Introduction to Writing
6.2 Principles of Writing Instruction
6.3 Writing Instruction in the Classroom
6.4 An Example of Writing Instruction
6.5 Conclusion
Chapter Seven Pronunciation Teaching
7.1 Introduction to English Pronunciation Teaching and Learning
7.2 Types of Pronunciation Errors in China
7.3 Tentative Explanations for Students?ˉ Pronunciation Errors
7.4 Several Ways to Teach Pronunciation
7.5 Suggestions for English Pronunciation Teaching and Learning
7.6 The Future of Pronunciation Teaching
7.7 Conclusion
Chapter Eight Vocabulary Teaching and Learning
8.1 Introduction: Vocabulary Teaching and Learning in Its Current State
8.2 What Needs to Be Taught and Learned
8.3 How Should Vocabulary Teaching and Learning Occur
8.4 Conclusion
Chapter Nine Grammar Teaching
9.1 The Role of Grammar in Language Teaching
9.2 What Can Learners Learn about Grammar
9.3 What Can Teachers Teach about Grammar
9.4 Conclusion
Chapter Ten Integrating Skills
10.1 Why Should the Skills Need to Be Integrated
10.2 Basic Forms of Integrating Skills
10.3 Integration-Oriented Language Teaching Approaches
10.4 Conclusion
Chapter Eleven Observation of Teacher Talk
11.1 Definition of Teacher Talk
11.2 Types of the IRF Model
11.3 Analysis of Teacher Talk
11.4 Questioning and Its Pragmatic Function
11.5 Evaluating and Its Pragmatic Function
11.6 Teacher's Voice
11.7 Conclusion
Chapter Twelve Foreign Language Teacher Education
12.1 Conceptual Foundation of Foreign Language Teacher Education
12.2 An Important Paradigm in Teacher Development?aCritical Reflection
12.3 Some Current Approaches to Professional Development for Foreign
Language Teachers
12.4 Activities and Procedures for Teacher Preparation of Classes
12.5 Teacher Supervision
12.6 Conclusion
Chapter Thirteen History of Foreign Language Teaching at Home and Abroad
13.1 Historical Development of Foreign Language Teaching in China
13.2 Language Teaching at Present
13.3 Overall Developmental History of Foreign Language Teaching in the World
13.4Conclusion
Chapter Fourteen Main Genres of Language Teaching Methods
14.1 Main Language Teaching Methods
14.2 Conclusion
References
前言/序言
目前，國內大學的很多外語學院（系）中能夠招收並培養英語專業研究生的，數量已然不少；高校培養英語專業研究生的重要任務之一，是為社會提供、造就大量合格的、高質量的英語師資。因此，有條件的高校一般都會為英語專業研究生專門開設“英語教學法”課程。中國地質大學（北京）外國語學院為英語專業研究生專門開設“英語教學法”課程已經多年，教師們在長期教學和科研實踐中摸索出一些經驗，也做了不少理論上的探討，進行了一些總結。本書就是這方面理論與實踐的總結和探討。本書是專為高等院校英語專業研究生的教學法課程編寫的教材，同時可作為英語專業本科生“英語教學法”課程的重要參考書及用於各類外語教師的培訓課程。
本書是在較系統地總結分析國內現有的教學法教材的基礎上，力求引入其他教學法教材所沒有的內容，如國內外語言教學的歷史和發展，教師教育以及教師的課堂語言等，是一本內容涵蓋較全的教學法教材。
本書共14章。第一章主要討論語言教學理論及母語在第二語言習得中的作用，這是外語教學的基礎。第二章主要闡述外語教學的歷史，重溫歷史才能更好地把握現在。第三章討論英語教學所應當具有的特殊的課堂管理、課堂組織、課堂環境、教師的作用以及教學計畫的設定等。第四、五、六章分別討論如何更好地培養學生的英語聽說能力、閱讀能力和寫作能力。第七章討論語音教學在第二語言習得中的作用，學習語音的必要性，教師如何幫助學生學習語音等。第八章在提出辭彙教學重要性的基礎上，主要介紹了辭彙教學的方法。第九章從語法教學的重要性說起，介紹了語法教學的基本方法。第十章討論如何培養學生的綜合能力，怎樣更好地把四種語言技能結合起來。教師語言是傳播知識的重要途徑，第十一章討論了教師的課堂語言藝術及如何利用恰當的教師語言達到最好的課堂效果。第十二章主要討論教師教育和促進教師職業發展的途徑。第十三章從1862年清政府開辦的中國第一所外文學校——京師同文館談起，闡述了中國的外語教學歷史及狀況。第十四章介紹了英語教學法的主要流派及主要教學方法。
本書從計畫、設計、編寫、多次修改、試用到如今正式出版，走過了五年的探索路程。本書的編寫成員是高校外語學院的老中青教師。作為高校英語教學法的教材，本書當然還存在許多問題，還有許多我們預想中的內容沒有包括進去，需要我們在未來的實踐中進一步修改和完善。在本書的編寫過程中，我們得到了中國地質大學（北京）研究生院的大力支持，在試用過程中，學生也提出了許多寶貴的意見，外籍教師Benjamin Tobacman對全書進行了認真的審校，在此我們對他們表示衷心的感謝。
中國地質大學（北京）外國語學院院長 茹克葉·穆罕默德
2012年2月於北京
本書是在較系統地總結分析國內現有的教學法教材的基礎上，力求引入其他教學法教材所沒有的內容，如國內外語言教學的歷史和發展，教師教育以及教師的課堂語言等，是一本內容涵蓋較全的教學法教材。
本書共14章。第一章主要討論語言教學理論及母語在第二語言習得中的作用，這是外語教學的基礎。第二章主要闡述外語教學的歷史，重溫歷史才能更好地把握現在。第三章討論英語教學所應當具有的特殊的課堂管理、課堂組織、課堂環境、教師的作用以及教學計畫的設定等。第四、五、六章分別討論如何更好地培養學生的英語聽說能力、閱讀能力和寫作能力。第七章討論語音教學在第二語言習得中的作用，學習語音的必要性，教師如何幫助學生學習語音等。第八章在提出辭彙教學重要性的基礎上，主要介紹了辭彙教學的方法。第九章從語法教學的重要性說起，介紹了語法教學的基本方法。第十章討論如何培養學生的綜合能力，怎樣更好地把四種語言技能結合起來。教師語言是傳播知識的重要途徑，第十一章討論了教師的課堂語言藝術及如何利用恰當的教師語言達到最好的課堂效果。第十二章主要討論教師教育和促進教師職業發展的途徑。第十三章從1862年清政府開辦的中國第一所外文學校——京師同文館談起，闡述了中國的外語教學歷史及狀況。第十四章介紹了英語教學法的主要流派及主要教學方法。
本書從計畫、設計、編寫、多次修改、試用到如今正式出版，走過了五年的探索路程。本書的編寫成員是高校外語學院的老中青教師。作為高校英語教學法的教材，本書當然還存在許多問題，還有許多我們預想中的內容沒有包括進去，需要我們在未來的實踐中進一步修改和完善。在本書的編寫過程中，我們得到了中國地質大學（北京）研究生院的大力支持，在試用過程中，學生也提出了許多寶貴的意見，外籍教師Benjamin Tobacman對全書進行了認真的審校，在此我們對他們表示衷心的感謝。
中國地質大學（北京）外國語學院院長 茹克葉·穆罕默德
2012年2月於北京
