Aktion	Zweigstelle	Standorte	Status	Frist	Vorbestellungen
Vorbestellen	Zweigstelle: 07., Urban-Loritz-Pl. 2a	Standorte: PN.TEE Grim / College 3e - Englisch / Regal 3e-5	Status: Verfügbar	Frist:	Vorbestellungen: 0

VERLAGSTEXT: This introduction to Teaching English as a Foreign Language bridges the gap between theoretical approaches to foreign Language teaching and the needs of students, teacher trainees, TEFL lecturers, and those teaching at the classroom level. It introduces and reflects on major issues and current trends in Language learning and teaching, such as the turns toward constructivism, differentiation, empiricism, output-orientation, inter-/transcultural learning, and multimedia. The balance of reflection and practice in each chapter enables a flexible use of this book in inductive or deductive teaching approaches. Each chapter comes with a thought-provoking cartoon, key concepts, recommended reading, study questions, and rewarding examples of classroom activities for beginners, intermediate, and advanced students. Additional material in the form of PowerPoint-Presentations for teaching TEFL and pdf-files for learners will be provided online. The complete bibliography, additional examples, and a German-English glossary compiled by C. Juchem-Grundmann will also be available online.

AUS DEM INHALT://Preface / 1 The framework: history and politics. / 1.1 Teaching English as a Foreign Language / 1.1.1 The historical perspective / 1.1.2 The international perspective . / 1.1.3 The national perspective / 1.2 Current educational standards and curricula. / 1.2.1 The Common European Framework of Reference for / Languages. / 1.2.2 Germany: new educational standards and more testing / 1.3 Teacher education in Germany . / Recommended reading / 2 Challenges of the teaching profession / 2.1 What makes a good teacher? / 2.1.1 The reflective practice model of professional / development . / 2.1.2 Personal characteristics / 2.1.3 Principles of good teaching practice. / 2.1.4 New technologies, new challenges / 2.2 What makes a good EFL teacher? / 2.2.1 Knowledge and competences regarding oneself. / 2.2.2 Knowledge and competences regarding learners / 2.2.3 Knowledge and competences regarding content. / 2.2.4 Knowledge and competences regarding pedagogy / 2.2.5 Knowledge and competences regarding context / 2.3 Education in the 21st century . / 2.3.1 Paradigm shift / 2.3.2 Teacher professional development and action research ., / Recommended reading / 3 TEFL as a transdisciplinary project. / 3.1 Definitions and link disciplines. / CONTENTS / 3.2 Language acquisition and learning in Psychology and / Linguistics 40 / 3.2.1 Behaviorism: feeding the parrot 42 / 3.2.2 Nativism: genes, genes, genes. 43 / 3.2.3 Cognitivism: the mind as processor 45 / 3.2.4 Constructivism: the creative mind. 51 / 3.2.5 Sociolinguistic, Sociocultural, and Interactionist / Approaches: the social agent. 53 / Recommended reading. 57 / 4 From methods to principles . 59 / 4.1 Approach - method ? technique 60 / 4.2 Teacher-orientation 61 / 4.2.1 Grammar-Translation Method: the knowledge of rules 61 / 4.2.2 Direct Method: situated listening and speaking. 62 / 4.2.3 Audiolingual/Audiovisual Method: habit formation. 63 / 4.3 Student-orientation 66 / 4.3.1 Communicative Language Teaching: authentic / communication 66 / 4.3.2 Task-based Language Teaching: problem-solving 68 / 4.3.3 Collaborative and Participatory Methods: social and / critical agency 72 / 4.4 Subject-orientation: Bilingual Teaching or Content and / Language Integrated Learning. 75 / 4.5 Age and stage: early language learning and transition. 78 / 4.6 Individual differences and factors 81 / 4.7 Postmethod principles in a nutshell. 84 / Recommended reading. 88 / 5 Grammar and vocabulary 89 / 5.1 Communication and competence 90 / 5.1.1 Todays consensus. 90 / 5.1.2 Speech production and Interlanguage 91 / 5.2 Teaching and learning grammar. 96 / 5.2.1 Choices and approaches. 96 / 5.2.2 Selected approaches 98 / 5.2.2.1 Focus on form. 99 / 5.2.2.2 Task-based Language Teaching. 101 / 5.2.2.3 Acquisition-based Method. 102 / 5.3 Teaching and learning vocabulary 104 / 5.3.1 Psycholinguistic basics. 104 / 5.3.2 Structuring vocabulary lessons 107 / 5.3.3 Teaching activities. 109 / Vt / 5.3.4 Learning strategies 112 / Recommended reading. 113 / 6 Language competences, learning strategies, / and the individual learner 115 / 6.1 Key competences and skills. 117 / 6.1.1 An integrative approach 117 / 6.1.2 Receptive skills: reading and listening 122 / 6.1.3 Productive skills: writing and speaking. 128 / 6.1.4 Mediation and intercultural competence. 133 / 6.1.5 Authentic communicative tasks and activities. 136 / 6.2 Learning strategies and learner types. 138 / 6.2.1 Learning strategies 138 / 6.2.2 Learner types. 140 / 6.3 Heterogeneous groups and inclusion. 141 / 6.3.1 Heterogeneous groups 141 / 6.3.2 Inclusion. , 144 / Recommended reading 149 / 7 Intercultural and transcultural learning. 151 / 7.1 From Landeskunde to intercultural learning 153 / 7.1.1 Culture and language . 153 / 7.1.2 From Landeskunde to Cultural Studies and intercultural / competence. 155 / 7.1.3 Concepts of intercultural competence 159 / 7.2 Toward transcultural competence 163 / 7.2.1 Global issues and global education. 163 / 7.2.2 Assessing and evaluating inter- and transcultural / competence. 166 / 7.3 Ten principles. 168 / Recommended reading. 172 / 8 Literature matters 173 / 8.1 Functions of literature . 175 / 8.1.1 Personal interest . 175 / 8.1.2 Institutional interest . 176 / 8.2 Approaches to teaching literature 177 / 8.2.1 Analytical approaches: nothing but the text . 178 / 8.2.2 Making sense: subjective response and dialog. 180 / 8.2.3 Context and culture as conditions of meaning , 182 / 8.2.4 'Doing' literature: task-based and creative work. 187 / 8.3 Literature for all levels. 190 / Recommended reading 196 / COHITHÏS / 9 Media: a balanced approach / 9.1 Media pedagogy and media literacy. / 9.2 Potential. / 9.3 Media repertoire / 9.4 Digital technologies: new horizons, new challenges / 9.5 Four examples of media use / 9.5.1 Writing and illustrating a picture book / 9.5.2 Weather reports with fun / 9.5.3 Telling stories in pictures / 9.5.4 Platform-based literature project / Recommended reading. / 10 Lesson planning and classroom management / 10.1 Lesson frameworks. / 10.2 Using the textbook and other material / 10.3 Planning a lesson / 10.3.1 Advance reflection / 10.3.2 Structuring a lesson . / 10.3.3 Models for lesson planning. / 10.3.4 Generic structure of a lesson plan. / 10.3.5 Assessing and evaluating lessons / 10.4 The lesson in progress / 10.4.1 Teacher talk and student talk . / 10.4.2 Optimizing classroom interaction. / Recommended reading / 11 Materials design / 11.1 Curricula and textbooks. / 11.1.1 Curriculum design / 11.1.2 The textbook: friend or foe? / 11.2 Designing effective materials / 11.2.1 Materials and tasks. / 11.2.2 Basic tips for designing worksheets. / 11.3 Digitally designed matexdals / Recommended reading. / 12 Assessment and evaluation. / 12.1 Achievement as social parameter / 12.2 Functions of assessment and evaluation / 12.3 Assessment and testing / 12.3.1 Parameters and criteria / 12.3.2 Subjective factors / 12.3.3 Toward a fair assessment culture / Vi n / 12.4 What are we testing and how? 276 / 12.4.1 The process of testing 276 / 12.4.2 Teaching objectives. 277 / 12.4.3 Typology of tests and tasks 281 / 12.5 Grading 284 / 12.5.1 Grading scales. 284 / 12.5.2 Alternative assessment formats. 286 / 12.6 Correcting mistakes 287 / 12.7 Practical examples 289 / Recommended reading 291 / References / Index. 333 / Acknowledgments . 339