基本介绍

作 者：H. H. Stern 原稿 Patrick Allen Birgit Harley

出 版 社：上海外语教育出版社

出版日期：2000-10ISBN：781046575

版 次：1

包 装：平装

开 本：32开

页 数：404页

印 张：1次

内容介绍

本书旨在帮助读者提高对具体语言教学情况的分析能力，有助于 语言教学机构和语言教师制定切合实际的教学计划和教学策略，也有 助于学生更有效地学习第二语言或外国语。

编辑推荐

《语言教学的问题与可选策略》：牛津应用语言学丛书。

文摘

Curriculum research The role of research in curriculum development So far we have identified various stages of curriculum development．In many ways，however，it would be better to describe the process as one of research and development．A research component is，or should be， woven into the process at every stage．Some of the curriculum processes which have iust been described，particularly the study of the language teaching context，needs analysis，and evaluation should in effect be regarded as research procedures．Research，however，is needed at other phases of curriculum development particularly in the selection of cur． riculum content．The required research sources will include linguistic． sociolinguistic，cultural，historical，sociological，or literary documen．tation，depending on the nature of the topic．Unfortunately，it would be unrealistic to expect that basic research should always precede cur． riculum development，and in the absence of research data short．term measures must be taken．The planning of notional syllabuses has illustrated what can be done even when the research evidence lags behind developmental demands(see，for example，Wilkins 1976)． 0n a long-term basis，however，curriculum needs can stimulate research studies of a more systematic kind．In many instances a research approach could be a fruitful follow．up to intuitive curriculum decisions and could strengthen and refine the curriculum process．Thus，the con． cept of a threshold level in the Modern Languages Project of the Council of Europe served as an intuitively developed guide，and as such formed a hypothesis for what might be a minimal or threshold level of second language mastery．Ideally，it should have been followed up by an empiri．

目录

Editors'preface Introduction PART ONE Policy and practice 1 Language teaching analysis 2 Managing the second language curriculum PART TWO Defining objectives 3 Language teaching objectives PART THREE Content options 4 The language syllabus：pronunciation 5 The language syllabus：grammar 6 The language syllabus：functional analysis 7 The communicative activities syllabus 8 T11e cultural syllabus 9 The general language education syllabus PART FOUR Teaching strategies 10 The intralingual-crosslingual dimension 11 The analytic-experiential dimension 12 The explicit-implicit dimension Conclusion Bibliography and dtation index Index

作者简介

作者：（加拿大）斯特曼（H.H.Stern）