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Teaching by Principles
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New or Used: $63.25
New or Used: $63.25

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Table of Contents

PART I. FOUNDATIONS FOR CLASSROOM PRACTICE Chapter 1 Getting Started A Classroom ObservationBeneath the LessonTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 2 A "Methodical" History of Language Teaching Approach, Method, and TechniqueChanging Winds and Shifting SandsThe Grammar Translation MethodGouin and the Series MethodThe Direct MethodThe Audiolingual MethodCognitive Code Learning"Designer" Methods of the Spirited 1970s Community Language Learning Suggestopedia The Silent Way Total Physical Response The Natural ApproachFunctional SyllabusesTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 3 The Post-Method Era: Toward Informed Approaches The Dysfunction of the Theory-Practice DichotomyAn Enlightened, Eclectic ApproachCommunicative Language TeachingTask-Based Language Teaching Learner-Centered Instruction Cooperative Learning Interactive Learning Whole Language Education Content-Based Instruction Other Candidates for CLT ApproachesTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 4 Teaching by Principles Cognitive Principles Automaticity Meaningful Learning The Anticipation of Reward Intrinsic Motivation Strategic Investment AutonomySocioaffective Principles Language Ego Willingness to Communicate The Language-Culture ConnectionLinguistic Principles The Native Language Effect Interlanguage Communicative CompetenceTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 5 Intrinsic Motivation in the Classroom Defining Motivation A Behavioral Definition Cognitive DefinitionsIntrinsic and Extrinsic MotivationIntrinsic Motivation in EducationIntrinsic Motivation in the Second Language ClassroomTopics for Discussion, Action, and ResearchFor Your Further Reading PART II. CONTEXTS OF LEARNING AND TEACHING Chapter 6 Teaching Across Age Levels Teaching Children Intellectual Development Attention Span Sensory Input Affective Factors Authentic, Meaningful LanguageTeaching AdultsTeaching TeensTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 7 Teaching Across Proficiency Levels Defining Proficiency LevelsTeaching Beginning LevelsTeaching Intermediate LevelsTeaching Advanced LevelsTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 8 Sociocultural, Political, and Institutional Contexts Cultural ContextsSecond and Foreign Language ContextsEnglish as an International LanguageNon-native English-speaking TeachersLanguage Policy IssuesInstitutional Contexts Elementary and Secondary Schools Post-Secondary and Adult EducationTopics for Discussion, Action, and ResearchFor Your Further Reading PART III. DESIGNING AND IMPLEMENTING CLASSROOM LESSONS Chapter 9 Curriculum Design An Overview of the Curriculum Design ProcessSituation AnalysisNeeds AnalysisProblematizingSpecifying GoalsConceptualizing a Course SyllabusSelecting Textbooks, Materials, and ResourcesAssessmentProgram EvaluationTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 10 Lesson Planning Format of a Lesson PlanGuidelines for Lesson PlanningSample Lesson PlanTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 11 Techniques and Materials Techniques RedefinedCategorizing Techniques: A Bit of HistoryA Taxonomy of TechniquesTextbooksOther Texts and Visual AidsTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 12 Technology in the Classroom Non-Computer-Based TechnologyComputer Assisted Language Learning (CALL)CALL, CMC, TMLL, or What?Principles and Benefits of CALLUses of CALL in the Language ClassroomTopics for Discussion, Action, and ResearchSome Useful Web ResourcesFor Your Further Reading Chapter 13 Initiating Interaction in the Classroom What is Interaction?Interactive PrinciplesRoles of the Interactive TeacherForeign Language Interaction AnalysisQuestioning Strategies for Interactive LearningTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 14 Sustaining Interaction through Group Work Advantages of Group WorkExcuses for Avoiding Group WorkImplementing Group Work in Your Classroom Classroom Language Selecting Appropriate Group Techniques Planning Group Work Monitoring the Task DebriefingTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 15 Classroom Management The Physical Environment of the ClassroomYour Voice and Body LanguageUnplanned Teaching: Midstream Lesson ChangesTeaching Under Adverse CircumstancesTeachers' Roles and StylesCreating a Positive Classroom ClimateTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 16 Strategies-Based Instruction Strategic InvestmentGood Language LearnersStyles of Successful Language Learning Awareness and ActionDeveloping Student Self-awareness of Styles How to Teach Strategies in the Classroom "Packaged" Models of SBI Topics for Discussion, Action, and ResearchFor Your Further Reading PART IV. TEACHING LANGUAGE SKILLS Chapter 17 Integrating the Four Skills Why Integrated Skills?Models of Skills Integration Content-Based Instruction Task-Based Language TeachingTheme-Based InstructionExperiential LearningThe Episode HypothesisAn Integrated LessonTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 18 Teaching Listening Listening Comprehension in Pedagogical ResearchAn Interactive Model of Listening ComprehensionTypes of Spoken LanguageWhat Makes Listening Difficult?Microskills and Macroskills of ListeningTypes of Classroom Listening PerformancePrinciples for Teaching Listening SkillsListening Techniques from Beginning to AdvancedAssessing Listening in the Classroom On Understanding the terms Assessment and Test Assessing Types of Listening and Micro- and MacroskillsTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 19 Teaching Speaking Oral Communication Skills in Pedagogical ResearchTypes of Spoken LanguageWhat Makes Speaking Difficult?Micro- and Macroskills of Oral CommunicationTypes of Classroom Speaking PerformancePrinciples for Teaching Speaking SkillsTeaching ConversationTeaching PronunciationFocus on Form and Error TreatmentAssessing Speaking in the Classroom Item Types and Tasks for Assessing SpeakingTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 20 Teaching Reading Research on Reading a Second LanguageGenres of Written LanguageCharacteristics of Written LanguageMicro- and Macroskills for Reading ComprehensionStrategies for Reading ComprehensionTypes of Classroom Reading PerformancePrinciples for Teaching Reading SkillsTwo Reading LessonsAssessing ReadingTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 21 Teaching Writing Research on Second Language WritingTypes of Written LanguageCharacteristics of Written Language: A Writer's ViewMicro- and Macroskills for WritingTypes of Classroom Writing PerformancePrinciples for Teaching Writing SkillsAssessing Writing Evaluation Checklists Writing Assessment TasksTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 22 Form-Focused Instruction The Place of GrammarTo Teach or Not to Teach GrammarIssues About How to Teach GrammarGrammar TechniquesGrammar Sequencing in Textbooks and CurriculaCurrent Issues in Vocabulary TeachingPrinciples for Teaching VocabularyTopics for Discussion, Action, and ResearchFor Your Further Reading PART V. ASSESSING LANGUAGE SKILLS Chapter 23 Language Assessment: Principles and Issues Testing, Assessing, and TeachingPrinciples of Language Assessment Practicality Reliability Validity Content Validity Face Validity Construct Validity Authenticity WashbackKinds of TestsHistorical Developments in Language AssessmentCurrent Issues in Language AssessmentTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 24 Classroom-Based Assessment Norm-Referenced and Criterion-Referenced TestsSome Practical Steps to Test ConstructionTurning Existing Tests into more Effective ProceduresAlternatives in AssessmentScrutinizing the AlternativesTopics for Discussion, Action, and ResearchFor Your Further Reading PART VI. LIFELONG LEARNING Chapter 25 Teacher Development Peak PerformersThe "Good" Language TeacherClassroom ObservationClassroom-Based "Action" ResearchTeacher Collaboration: Learning from each otherJournals, Teaching Portfolios, Reading, and WritingTopics for Discussion, Action, and ResearchFor Your Further Reading Chapter 26 Teachers for Social Responsibility Critical PedagogyHot Topics in the Language ClassroomMoral Dilemmas and Moral ImperativesAgents for ChangeTopics for Discussion, Action, and ResearchFor Your Further Reading BibliographyName Index Subject Index

About the Author

Dr. H. Douglas Brown, a professor in the MA-TESOL program at San Francisco State University, has written many articles, teacher training books, and textbooks on language pedagogy. A past president of TESOL and recipient of the James A. Alatis Award for Distinguished Service, Dr. Brown has lectured to English language teaching audiences around the world.

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