Theories and Practices in Second Language Learning and Teaching
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『Theories and Practices in Second Language Learning and Teaching』은 영어를 제2언어로 가르치는데 필요한 기본적이고 전반적인 언어습득의 이론과 실제 영어수업을 계획하는데 필요한 내용을 학습할 수 있도록 구성되어 있다. 또한 영어교사를 희망하는 전공자들에게 적합한 전문 도서로서 이론과 실제의 균형을 추구함으로써 기존의 영어교수 이론서와 차별을 두었다.
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출판사 리뷰
이 책은 영어를 제2언어로 가르치는데 필요한 기본적이고 전반적인 언어습득의 이론과 실제 영어수업을 계획하는데 필요한 내용을 학습할 수 있도록 구성되어 있다. 또한 영어교사를 희망하는 전공자들에게 적합한 전문 도서로서 이론과 실제의 균형을 추구함으로써 기존의 영어교수 이론서와 차별을 두었다. 학습자의 언어습득 과정의 이해와 개개인의 특성을 이해하는 것은 제2언어를 가르치는데 있어서 매우 중요한 부분이다. 이에 총 10장으로 구성된 이 책은 언어습득이론과 언어학습에 영향을 미치는 학습자 개인의 특성을 다루었다. 그리고 언어기술의 4가지 영역인 듣기, 말하기, 읽기, 쓰기 지도법과 문법지도 및 수업계획과 평가의 방법 등을 소개하였다. 이 책을 통해 영어습득과 교수법에 대한 실직적인 이론과 실제를 얻기를 기대한다.
목차
목차
PREFACE … 4
CH. 1 Second Language Acquisition Theories
Behaviorists' Perspectives on Language Learning … 17
Perspectives on Frist Language Learning … 18
Perspectives on Second Language Learning … 19
Contrastive Analysis … 20
Behaviorism, Contrastive Analysis, and Second Language Teaching … 22
Counter Evidence to the Contrastive Analysis Hypothesis … 22
Innativists' Perspectives on Language Learning … 25
Universal Grammar (UG) … 26
UG in First Language Acquisition … 27
UG in Second Language Acquisition … 28
Second Language Learning Theory within UG: The Monitor Model … 30
Acquisition-learning hypothesis … 31
Monitor hypothesis … 32
Natural order hypothesis … 33
Input hypothesis … 33
Affective filter hypothesis … 35
Critics on Krashen's view … 36
Cognitivists' Views on Language Acquisition … 38
Information Processing Models … 38
Automaticity and proceduralization through practice … 40
Restructuring … 40
Learner Languages from Cognitive Views … 43
Error analysis … 44
Input, Interaction, Output, and Attention in Second Language Acquisition … 46
Input in Language Acquisition … 47
Input for comprehension vs. acquisition … 48
Interaction in Second Language Learning … 49
Interaction hypothesis … 50
Corrective feedback in interaction … 53
Output in Second Language Learning … 58
Attention in Second Language Learning … 62
Noticing hypothesis … 63
Sociocultural Theory … 65
Zone of Proximal Development … 66
Other Regulation and Self-Regulation … 67
Chapter Concluding Remarks … 69
CH. 2 Learner Individual Differences Motivation … 74
Language Learning Aptitude … 77
Learning Styles … 80
Personality … 83
Willingness to Communicate … 85
Learning Strategies … 86
Age … 90
Effects of Age on Second Language Learning … 91
Some empirical studies into age and second language learning … 91
Explanations for age-related phenomenon … 95
Chapter Concluding Remarks … 96
CH. 3 Teaching Methods and Approaches Early Approaches to Language Teaching … 102
The Grammar-Translation Method … 102
The Direct Method … 103
The Audiolingual Approach … 104
More Recent Approaches to Language Teaching … 105
The Cognitive Approach … 105
The Affective-Humanistic Approach … 106
The Comprehension Approach … 107
The Communicative Approach … 107
Communicative language teaching … 108
Content-based instruction … 113
Task-based instruction … 115
Chapter Concluding Remarks … 117
CH. 4 Teaching Listening Process of Listening Comprehension: Top-down vs.
Bottom-up Processes … 122
Transactional and Interactional Languages … 124
Classroom Instruction … 127
Selecting Listening Materials … 127
Relevance … 127
Authenticity … 127
Task difficulty … 130
Types of text feature … 132
Using Three Stages of Listening … 132
Pre-listening stage … 133
While-listening stage … 135
Post-listening stage … 139
Developing Listening Strategies … 140
Chapter Concluding Remarks … 142
CH. 5 Teaching Speaking Different Types of Speaking Events … 148
The Foundation of Competent Second Language Speaking … 149
Fluency and Accuracy … 150
Appropriacy … 150
Authenticity … 152
Corpus-based second language instruction … 153
Conversation analysis … 154
Classroom Instruction … 154
Accuracy-Oriented Tasks vs. Fluency-Oriented Tasks … 154
Accuracy-based activities … 155
Fluency-based activities … 158
Sample activities … 160
Balancing activities … 164
Selecting Activity … 165
Corrective Feedback in Teaching Speaking … 165
Which error to correct … 167
When to correct the errors … 168
How to correct the errors … 168
Teaching Pronunciation … 170
Chapter Concluding Remarks … 172
CH. 6 Teaching Reading Reading Processes … 176
Intensive Reading and Extensive Reading … 177
Authenticity of Reading Materials … 179
Classroom Instruction … 182
Developing and Utilizing Learners' Background Knowledge … 182
Selecting Proper Reading Materials … 183
Using Reading Aloud in the Classroom … 184
Working on Fluent Reading … 185
Teaching Reading Strategies … 186
Implementing Three Stages of Reading … 188
Pre-reading stage … 188
While-reading stage … 189
Post-reading stage … 189
Triggering Learner Motivation … 194
Chapter Concluding Remarks … 196
CH. 7 Teaching Writing Differences between Written and Spoken Languages … 200
Genres and Register … 201
Formal Writing and Informal Writing … 202
Product-Oriented vs. Process-Oriented Writing … 202
Coherences and Cohesion … 204
Classroom Instruction … 207
Balancing Product and Process … 207
Using Process-Oriented Writing to Teach Writing Process … 207
Using Collaborative Writing … 212
Making Feedback Helpful and Meaningful … 214
Types of Classroom Writing Activities … 215
Chapter Concluding Remarks … 220
CH. 8 Teaching Grammar Principles for Teaching Grammar … 224
Deductive vs. Inductive Approaches … 224
Form-Meaning-Function Mapping … 227
Classroom Instruction … 230
Presentation-Practice-Production vs. Task-Based Grammar Instruction … 230
Presentation-practice-production (PPP) … 230
Task-based grammar instruction … 232
Characteristics of PPP vs. task-based grammar instruction … 234
Input-Based Grammar Instruction … 235
Input enhancement … 236
Processing instruction … 237
Classroom Techniques and Activities … 240
Chapter Concluding Remarks … 243
CH. 9 Planning a Lesson Designing a Plan … 248
Lesson Objectives … 248
Activities and Procedures … 250
Consolidation … 251
Implementing the Plan … 252
Reflecting the Lesson … 253
Chapter Concluding Remarks … 253
CH. 10 Assessment and Testing Types of Assessment … 257
Informal and Formal Assessment … 258
Formative and Summative Assessment … 259
Discrete-Point Tests and Integrative Tests … 259
Norm-Referenced and Criterion-Referenced Tests … 262
Achievement Tests … 263
Diagnostic Tests … 263
Proficiency Tests … 264
Placement Tests … 265
Principles of Assessment … 265
Reliability … 265
Validity … 269
Content validity … 269
Criterion validity … 270
Construct validity … 271
Practicality … 271
Authenticity … 272
Washback … 272
Alternative Assessment … 273
Portfolios … 274
Reflective Journals … 276
Chapter Concluding Remarks … 277
GLOSSARY … 278
BIBLIOGRAPHY … 290
CH. 1 Second Language Acquisition Theories
Behaviorists' Perspectives on Language Learning … 17
Perspectives on Frist Language Learning … 18
Perspectives on Second Language Learning … 19
Contrastive Analysis … 20
Behaviorism, Contrastive Analysis, and Second Language Teaching … 22
Counter Evidence to the Contrastive Analysis Hypothesis … 22
Innativists' Perspectives on Language Learning … 25
Universal Grammar (UG) … 26
UG in First Language Acquisition … 27
UG in Second Language Acquisition … 28
Second Language Learning Theory within UG: The Monitor Model … 30
Acquisition-learning hypothesis … 31
Monitor hypothesis … 32
Natural order hypothesis … 33
Input hypothesis … 33
Affective filter hypothesis … 35
Critics on Krashen's view … 36
Cognitivists' Views on Language Acquisition … 38
Information Processing Models … 38
Automaticity and proceduralization through practice … 40
Restructuring … 40
Learner Languages from Cognitive Views … 43
Error analysis … 44
Input, Interaction, Output, and Attention in Second Language Acquisition … 46
Input in Language Acquisition … 47
Input for comprehension vs. acquisition … 48
Interaction in Second Language Learning … 49
Interaction hypothesis … 50
Corrective feedback in interaction … 53
Output in Second Language Learning … 58
Attention in Second Language Learning … 62
Noticing hypothesis … 63
Sociocultural Theory … 65
Zone of Proximal Development … 66
Other Regulation and Self-Regulation … 67
Chapter Concluding Remarks … 69
CH. 2 Learner Individual Differences Motivation … 74
Language Learning Aptitude … 77
Learning Styles … 80
Personality … 83
Willingness to Communicate … 85
Learning Strategies … 86
Age … 90
Effects of Age on Second Language Learning … 91
Some empirical studies into age and second language learning … 91
Explanations for age-related phenomenon … 95
Chapter Concluding Remarks … 96
CH. 3 Teaching Methods and Approaches Early Approaches to Language Teaching … 102
The Grammar-Translation Method … 102
The Direct Method … 103
The Audiolingual Approach … 104
More Recent Approaches to Language Teaching … 105
The Cognitive Approach … 105
The Affective-Humanistic Approach … 106
The Comprehension Approach … 107
The Communicative Approach … 107
Communicative language teaching … 108
Content-based instruction … 113
Task-based instruction … 115
Chapter Concluding Remarks … 117
CH. 4 Teaching Listening Process of Listening Comprehension: Top-down vs.
Bottom-up Processes … 122
Transactional and Interactional Languages … 124
Classroom Instruction … 127
Selecting Listening Materials … 127
Relevance … 127
Authenticity … 127
Task difficulty … 130
Types of text feature … 132
Using Three Stages of Listening … 132
Pre-listening stage … 133
While-listening stage … 135
Post-listening stage … 139
Developing Listening Strategies … 140
Chapter Concluding Remarks … 142
CH. 5 Teaching Speaking Different Types of Speaking Events … 148
The Foundation of Competent Second Language Speaking … 149
Fluency and Accuracy … 150
Appropriacy … 150
Authenticity … 152
Corpus-based second language instruction … 153
Conversation analysis … 154
Classroom Instruction … 154
Accuracy-Oriented Tasks vs. Fluency-Oriented Tasks … 154
Accuracy-based activities … 155
Fluency-based activities … 158
Sample activities … 160
Balancing activities … 164
Selecting Activity … 165
Corrective Feedback in Teaching Speaking … 165
Which error to correct … 167
When to correct the errors … 168
How to correct the errors … 168
Teaching Pronunciation … 170
Chapter Concluding Remarks … 172
CH. 6 Teaching Reading Reading Processes … 176
Intensive Reading and Extensive Reading … 177
Authenticity of Reading Materials … 179
Classroom Instruction … 182
Developing and Utilizing Learners' Background Knowledge … 182
Selecting Proper Reading Materials … 183
Using Reading Aloud in the Classroom … 184
Working on Fluent Reading … 185
Teaching Reading Strategies … 186
Implementing Three Stages of Reading … 188
Pre-reading stage … 188
While-reading stage … 189
Post-reading stage … 189
Triggering Learner Motivation … 194
Chapter Concluding Remarks … 196
CH. 7 Teaching Writing Differences between Written and Spoken Languages … 200
Genres and Register … 201
Formal Writing and Informal Writing … 202
Product-Oriented vs. Process-Oriented Writing … 202
Coherences and Cohesion … 204
Classroom Instruction … 207
Balancing Product and Process … 207
Using Process-Oriented Writing to Teach Writing Process … 207
Using Collaborative Writing … 212
Making Feedback Helpful and Meaningful … 214
Types of Classroom Writing Activities … 215
Chapter Concluding Remarks … 220
CH. 8 Teaching Grammar Principles for Teaching Grammar … 224
Deductive vs. Inductive Approaches … 224
Form-Meaning-Function Mapping … 227
Classroom Instruction … 230
Presentation-Practice-Production vs. Task-Based Grammar Instruction … 230
Presentation-practice-production (PPP) … 230
Task-based grammar instruction … 232
Characteristics of PPP vs. task-based grammar instruction … 234
Input-Based Grammar Instruction … 235
Input enhancement … 236
Processing instruction … 237
Classroom Techniques and Activities … 240
Chapter Concluding Remarks … 243
CH. 9 Planning a Lesson Designing a Plan … 248
Lesson Objectives … 248
Activities and Procedures … 250
Consolidation … 251
Implementing the Plan … 252
Reflecting the Lesson … 253
Chapter Concluding Remarks … 253
CH. 10 Assessment and Testing Types of Assessment … 257
Informal and Formal Assessment … 258
Formative and Summative Assessment … 259
Discrete-Point Tests and Integrative Tests … 259
Norm-Referenced and Criterion-Referenced Tests … 262
Achievement Tests … 263
Diagnostic Tests … 263
Proficiency Tests … 264
Placement Tests … 265
Principles of Assessment … 265
Reliability … 265
Validity … 269
Content validity … 269
Criterion validity … 270
Construct validity … 271
Practicality … 271
Authenticity … 272
Washback … 272
Alternative Assessment … 273
Portfolios … 274
Reflective Journals … 276
Chapter Concluding Remarks … 277
GLOSSARY … 278
BIBLIOGRAPHY … 290
저자
저자
김지현
저자 김지현은
Ji Hyun Kim is an associate professor of the Department of English education at Keimyung University. She received her bachelor's degree from Ewha Womans University and a master's degree in TESOL from State University of New York. She earned her doctoral degree in TESOL from Teachers College, Columbia University. She has published many articles on the issues related to instructed second language acquisition (SLA) including corrective feedback, learner perception, and classroom interaction. Her current research interests center on learner individual differences and second language knowledge development in instructed SLA.
Ji Hyun Kim is an associate professor of the Department of English education at Keimyung University. She received her bachelor's degree from Ewha Womans University and a master's degree in TESOL from State University of New York. She earned her doctoral degree in TESOL from Teachers College, Columbia University. She has published many articles on the issues related to instructed second language acquisition (SLA) including corrective feedback, learner perception, and classroom interaction. Her current research interests center on learner individual differences and second language knowledge development in instructed SLA.
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