Teaching Language in Context, Second Edition, and Teaching Language in Context--Workbook

Autor/inn/en	Hadley, Alice Omaggio; Reiken, Elizabeth
Titel	Teaching Language in Context, Second Edition, and Teaching Language in Context--Workbook
Quelle	(1993), (628 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8384-4067-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Comparative Analysis; Comprehension; Course Organization; Cultural Awareness; Cultural Education; Difficulty Level; Error Analysis (Language); Grammar; Immersion Programs; Instructional Development; Interlanguage; Language Proficiency; Language Tests; Lesson Plans; Linguistic Theory; Listening Skills; Reading Instruction; Reading Skills; Recordkeeping; Records (Forms); Second Language Instruction; Second Language Learning; Second Languages; Skill Development; Student Evaluation; Student Records; Teacher Education; Teaching Methods; Testing Problems; Workbooks; Writing (Composition); Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Verstehen; Verständnis; Course organisation; Kurskonzept; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Schwierigkeitsgrad; Error analysis; Language; Fehleranalyse; Grammatik; Immersionsprogramm; Teaching improvement; Unterrichtsentwicklung; Zielsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Lesson planning; Unterrichtsplanung; Linguistische Theorie; Leseunterricht; Reading skill; Lesefertigkeit; Leistungsnachweis; Formularsammlung; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Schülerakte; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsbuch; Schreibübung; Schreibunterricht
Abstract	The text and accompanying workbook are designed to help second language teachers explore theories of language teaching and learning, deriving a set of hypothesized principles for classroom teaching based on the concept of proficiency and suggesting classroom techniques using them. The first two chapters outline and expand on both theoretical and practical insights into the nature of proficiency. Chapter 3 presents the hypothesized principles. The fourth chapter reviews research on the role of context in comprehension and production of discourse, and the fifth offers suggestions for contextualizing listening and reading practice. Chapters 6 and 7 provide guidelines for contextualizing practice in speaking and writing and for activities integrating all language skills. In chapter 8, the treatment of culture in language teaching is addressed. Chapter 9 presents formats for proficiency-oriented classroom testing, and the final chapter illustrates how daily lesson planning can be proficiency-oriented. Appended materials include American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, samples of error coding procedures for written work, and forms useful for course evaluation. The workbook contains exercises keyed to each chapter. (MSE)
Anmerkungen	Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042
Erfasst von	ERIC (Education Resources Information Center), Washington, DC