Teaching by Principles : an Interactive Approach to Language Pedagogy /
Interactive approach to language pedagogy.
H. Douglas Brown & Heekyeong Lee.
- 4th ed.
- White Plains, NY : Pearson Education, 2015.
- xvi, 668 p. : ill. ; 24 cm.
Includes bibliographical references (pages 589-627) and indexes.
PART I. FOUNDATIONS FOR CLASSROOM PRACTICE CHAPTER 1. Getting Started A Classroom Observation Analyzing the Lesson For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 2. A Century of Language Teaching What Do We Mean by Method? Changing Winds and Shifting Sands The "Early" Years Classical and Grammar Translation Methods Gouin's Series Method The Direct Method The Audiolingual Method The "Designer" Methods Era Community Language Learning Suggestopedia The Silent Way Total Physical Response and the Natural Approach The Dawning of a New Era Notional-Functional Syllabuses Communicative Language Teaching For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 3. Contextualizing Communicative Approaches The Postmethod Condition The Dysfunction of the Theory-Practice Dichotomy An Informed Eclectic Approach General Approaches Learner-Centered Instruction Task-Based Language Teaching Theme-Based Instruction Experiential and Project-Based Learning Strategies-Based Instruction Other Collaborative Approaches Specific Approaches Content-Based Language Teaching Immersion and Sheltered Models Bilingual Education Workplace and Vocational L2 Instruction Language for Specific Purposes Corpus-Based Teaching For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 4. Teaching by Principles Automaticity Reward Self-Regulation Identity and Investment Interaction Languaculture Agency For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 5. Agency in Language Learning Approaches to Understanding Agency Agency and Self-Efficacy Agency, Rewards, and Motivation Agency and Embodiment Cognition, Emotion, and Agency Agency in a Sociopolitical Context Enacting the Principle of Agency in L2 Classrooms Encourage Learners to Do Language Allow Learners' Voice to Develop Promote Perceptual Learning and Affordances Guide Students to Develop Self-Regulating Strategies For the Teacher: Activities (A) & Discussion (D) For Your Further Reading PART II. CONTEXTS OF LEARNING AND TEACHING CHAPTER 6. Teaching Across Age Levels Teaching Children: The Younger, the Better? Intellectual Development Attention Span Sensory Input Affective Factors Authentic, Meaningful Language Teaching Adults: The "Adult Advantage"? Teaching "In Between" For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 7. Teaching Across Proficiency Levels Defining Proficiency Levels FSI/ILR Levels IELTS Band Scale ACTFL Proficiency Guidelines The Common European Framework of Reference (CEFR) Teaching Beginning Levels Teaching Intermediate Levels: Beyond the "Plateau" Teaching Advanced Levels For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 8. Cultural and Sociopolitical Contexts Language and Culture Culture, Discourse, and Identity Contexts of Language Learning and Teaching Globalization and Language Education English in a Globalizing World English as an International Language NESTs and NNESTs Superdiversity, Transnational, and Translingual Practice Intercultural Competence Language Policy Institutional Contexts Elementary and Secondary Schools Post-Secondary and Adult Education Institutions of Higher Education For the Teacher: Activities (A) & Discussion (D) For Your Further Reading PART III. PRACTICAL CLASSROOM CONSIDERATIONS CHAPTER 9. Curriculum and Course Design Defining Terms Overview of the Course Design Process A Personal Experience in Course Design Situation Analysis Needs Analysis Problematizing Specifying Goals Conceptualizing a Course Syllabus Selecting Textbooks, Materials, and Resources Assessment Course Revision A Personal Experience: The Rest of the Story For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 10. Lesson Planning "Beneath" the Lesson Plan Format of a Lesson Plan Guidelines for Lesson Planning A Sample Lesson Plan For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 11. Techniques, Textbooks, and Materials Techniques Redefined Categorizing Techniques The Manipulation-Communication Continuum Controlled versus Open-Ended Techniques Mechanical, Meaningful, and Communicative Techniques A Taxonomy of Techniques Textbooks Textbook Adaptation Textbook Selection Other Classroom Aids and Materials For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 12. Technology in Language Learning and Teaching Historical Developments Computer-Assisted Language Learning (CALL) Mobile-Assisted Language Learning (MALL) Benefits of Technology Integration TESOL Technology Standards Opportunities for Interaction Access to Authentic Linguistic Data and Use Enacting Agency and Identity Opportunities for Cross-Cultural Learning Principles for Using Technology in Language Teaching Classroom Applications Reading and Writing Listening and Speaking Grammar and Vocabulary Practice For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 13. Creating an Interactive Classroom Exploring Interaction Interactive Principles Interactive Teachers Interactive Students Initiating Interaction: Questioning Strategies Functions and Advantages of Teacher Questions Display and Referential Questions Categories of Referential Questions Other Means of Stimulating Interaction Group Work: The Standard Bearer of CLT Myths about Group Work Myth #1: The Teacher Is No Longer in Control of the Class Myth #2: Students Will Use Their Native Language Myth #3: Students' Errors Will Be Reinforced in Small Groups Myth #4: Teachers Cannot Monitor All Groups at Once Myth $5: Some Learners Prefer to Work Alone Myth #6: Diverse Student Learning Styles Complicate Group Work Advantages of Group Work Group Work Generates Interactive Language Group Work Offers an Embracing Affective Climate Group Work Promotes Learner Responsibility and Autonomy Group Work Is a Step Toward Individualizing Instruction Implementing Group Work in Your Classroom Classroom Language Pair Work versus Group Work Group Work Techniques Planning and Initiating Group Work Tasks Monitoring the Task Debriefing (Processing) the Task For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 14. Classroom Management General Principles of Classroom Management The Physical Environment of the Classroom Sight, Sound, and Comfort Seating Arrangements Chalkboard (Whiteboard) Use Equipment Your Voice and Body Language Unplanned Teaching: Midstream Lesson Changes Teaching Under Adverse Circumstances Teaching Large Classes Teaching Multiple Proficiency Levels in the Same Class "Target Language Only" in the Classroom? Compromising with the "Institution" Discipline Cheating Teachers' Roles and Styles Roles Teaching Styles Cultural Expectations Creating a Positive Classroom Climate Establish Rapport Balance Praise and Criticism Generate Energy For the Teacher: Activities (A) & Discussion (D) For Your Further Reading PART IV. TEACHING LANGUAGE SKILLS CHAPTER 15. Teaching Listening Integrating the Four Skills Listening Comprehension in Pedagogical Research A Historical Sketch Myths and Pedagogical Objectives An Interactive Model of Listening Comprehension Types of Spoken Language What Makes Listening Difficult? Microskills and Macroskills of Listening Types of Classroom Listening Performance Principles for Teaching Listening Skills Listening Techniques from Beginning to Advanced A Sample Listening Lesson Assessing Listening in the Classroom Disambiguating the Terms Assessment and Test Assessing Types of Listening and Micro- and Macroskills For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 16. Teaching Speaking Oral Communication Skills in Pedagogical Research Conversational Discourse Teaching Pronunciation Accuracy and Fluency Complexity Affective Factors The Interaction Effect Intelligibility Corpus-Based Data on Spoken Language Genres of Spoken Language Types of Spoken Language What Makes Speaking Difficult? Micro- and Macroskills of Oral Communication Types of Classroom Speaking Performance Principles for Teaching Speaking Skills Teaching Conversation Oral Communication for Academic Purposes Discussions Presentations Teaching Pronunciation Meaningful Minimal Pairs Other Oral Communication Techniques Focus on Form and Error Treatment The Role of Feedback How to Treat Errors Assessing Speaking in the Classroom Item Types and Tasks for Assessing Speaking Evaluating and Scoring Speaking Tests For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 17. Teaching Reading Research on Reading in a Second Language Genres of Written Language Characteristics of Written Language Micro- and Macroskills for Reading Comprehension Strategies for Reading Comprehension Types of Classroom Reading Performance Principles for Teaching Reading Skills Two Reading Lessons Assessing Reading For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 18. Teaching Writing Research on Second Language Writing Types of Written Language Characteristics of Written Language: A Writer's View Micro- and Macroskills for Writing Types of Classroom Writing Performance Imitative or Mechanical Writing Intensive or Controlled Writing Self-Writing Display Writing Real Writing Principles for Teaching Writing Skills Two Writing Lessons Assessing Writing in the Classroom Evaluation Checklists Writing Assessment Tasks For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 19. Teaching Grammar and Vocabulary Grammar Three Dimensions of Grammar Grammar and Discourse Emergent Grammar Approaches to Form-Focused Instruction Explicit Presentation of Forms Implicit Presentation of Forms Focus on Form Feedback on Errors A Lexicogrammatical Approach Principles for Teaching Grammar Grammar Techniques Grammar Vocabulary Historical Perspectives Strategies for Teaching Vocabulary For the Teacher: Activities (A) & Discussion (D) For Your Further Reading PART V. ASSESSING LANGUAGE SKILLS CHAPTER 20. Language Assessment Principles and Issues Defining Test and Assessment Principles of Language Assessment Practicality Reliability Validity Authenticity Washback Kinds of Tests Proficiency Tests Diagnostic Tests Placement Tests Achievement Tests Aptitude Tests Issues in Language Assessment Large-Scale Tests of Language Ability Authenticity Performance-Based Assessment Expanding the "IQ" Concept of Intelligence Alternatives in Classroom-Based Assessment The "Social Turn" and Language Assessment Critical Language Assessment For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 21. Classroom-Based Assessment Norm-Referenced and Criterion-Referenced Tests Some Practical Steps to Test Construction Transforming and Adapting Existing Tests Alternatives in Assessment Portfolios Journals Conferences Observations Self- and Peer-Assessments Scrutinizing the Alternatives Maximizing Practicality and Reliability Performance-Based Assessment For the Teacher: Activities (A) & Discussion (D) For Your Further Reading PART VI. LIFELONG LEARNING CHAPTER 22. Teacher Development Peak Performers Effective Language Teachers Classroom Observation Classroom-Based "Action" Research Teacher Collaboration: Learning from Each Other Further Avenues of Professional Development The Multiple Roles of a Language Teacher For the Teacher: Activities (A) & Discussion (D) For Your Further Reading CHAPTER 23. Teachers for Social Responsibility Critical Pedagogy Teaching as a Subversive Activity Some Cautionary Observations Controversial Issues in the Language Classroom Moral Dilemmas and Moral Imperatives Agents for Change For the Teacher: Activities (A) & Discussion (D)
"Teaching by Principles is a widely acclaimed methodology text used in language teacher education programs around the world. In this fourth edition, Dr. H. Douglas Brown and Dr. Heekyeong Lee offer a comprehensive survey of practical language teaching options firmly anchored in current research on second language acquisition and pedagogy. Features of the Fourth Edition: a comprehensive update on current issues, new research findings, and innovative classroom teaching techniques, with additional and reworked chapters to reflect this information; a description and analysis of new foundational principles, including: agency, identity, languaculture, communities of practice, embodied cognition and self-regulation; pre-reading organizers at the beginning of each chapter Frequent strategies and pedagogical "tips" in each chapter; numerous "classroom connections" to stimulate practical applications of concepts and principles; end-of-chapter group activities, discussion topics, and suggested additional readings, and a glossary of technical terminology." (Back Cover)