Theories and Practices in Second Language Learning and Teaching

김지현 저자(글)

계명대학교출판부 · 2017년 06월 26일

책 소개

『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.

작가정보

저자(글) 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.

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

출판사 서평

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.

기본정보

ISBN	9788975857843 ( 8975857840 )
발행(출시)일자	2017년 06월 26일
쪽수	312쪽
크기	153 * 226 * 19 mm / 527 g
총권수	1권