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Table Of Contents

1.1. The Grammar Translation Method
1.2. The Direct Method
1.3. The Audio-Lingual Method
1.4. The Silent Way
1.5. Suggestopedia
1.6. Community Language Learning
1.7. Total Physical Response (TPR)
2.1. Communication
2.2. Characteristics of communicative classes:
2.3. Defining Communicative Competence
3.1. Teacher’s roles, teaching styles
3.1.1. Controller
3.1.2. Organiser
3.1.3. Assessor
3.1.4. Prompter
3.1.5. Participant
3.1.6. Resource
3.2. Learner types
3.2.1. The Age of Learners
3.2.2. Learner differences
3.2.2.1. Neuro-linguistic programming – Revell and Norman (1997)
3.2.2.2. Multiple intelligences theory – Gardner (1983)
3.2.2.3. Learning styles according to Willing (1987)
4.1. Classroom interaction
4.2. Classroom dynamics
4.3. Classroom arrangement – various work-forms in classes
4.3.1. Whole class grouping (Frontal/Lockstep)
4.3.2. Individualised learning
4.3.3. Pairwork
4.3.4. Groupwork
4.4. Discipline problems
4.4.2. Why discipline problems occur
4.4.3. The teacher’s role in maintaining discipline
4.4.3.1. How to prevent disruptive behaviour
4.4.3.2. Dealing with the rising problems
4.4.3.3. When the problem has exploded
4.5. Classroom management techniques
4.5.1. Techniques
5.1. A language teaching model
5.1.1. Input
5.1.1.1. Roughly-tuned Input
5.1.1.2. Finely-tuned Input
5.1.2. Output
5.1.2.1. Practice output
5.1.2.2. Communication output
5.2. Classification of language skills
5.2.1. Receptive Skills
5.2.1.1. Reasons for reading and listening
5.2.1.2. Sub-skills of Receptive Skills
5.2.1.3. Methodological Principles for Teaching Receptive Skills
5.2.1.3.1. The content of the texts
5.2.1.3.2. Methodological Steps of Developing Receptive Skills
5.2.2.1. Speaking
5.2.2.2. Writing
5.2.2.3. Translation
5.2.2.4. Interpreting
6.1. Selecting Vocabulary
6.2. What does it mean to know a word?
6.3. Active and Passive Vocabulary
6.4. Presenting Vocabulary
6.5. Using dictionaries
7.1. The presentation of structures
8.1. When to teach pronunciation?
8.2. The areas of pronunciation
8.2.1. Individual sounds
8.2.2. Stress
8.2.3. Intonation
8.2.4. Connected speech and fluency
8.3. What materials to use to improve students’ pronunciation?
9.1. The definition of culture
9.2. The domains of culture
9.3. What culture do we teach?
9.3.1. The importance of teaching achievement culture (‘big C’)
9.3.1.1. The objectives of teaching achievement culture
9.3.2. The importance of teaching behaviour culture (‘small c’)
9.3.3. The concepts belonging to the third area of culture
9.4. Why to teach culture?
9.5. Goals of teaching culture
10.1. Basic principles of using tools in foreign language classes
10.2. Visuals and techniques of visualisation
10.3. Audio resources and ways of audio-production
10.4. Audio-visual means of education and approaches to video-production
10.5. Information and communication technologies
11.2.1. Planning a syllabus
11.2.2. Types of syllabuses
11.3. Short-term planning – Lesson plans
11.3.1. Pre-planning
11.3.2. The plan
11.3.3. A sample lesson plan
12.1. Feedback
12.2. Kinds of feedback
12.3. Error correction
12.4 Errors versus mistakes
12.4.1. Mistakes
12.4.2. Slips and attempts
12.4.3. Performance versus competence
12.4.4. Errors
12.5. Teachers’ attitude to errors
12.5.1. Interlanguage
12.6. What are the most important causes of errors?
12.8.1. Accuracy
12.8.2. Indication of incorrectness
12.8.3. Ways of correction
12.8.4. Fluency
12.9. Correction of written errors
13.1. Assessment
13.1.1 Forms of assessment
13.2. Measurement
13.3. Tests
13.4. Criteria of good tests
13.4.1. Validity
13.4.2. Reliability
13.4.2.1. Reliability of scoring
13.5. The relationship of validity and reliability
13.6. The relationship between teaching and testing
13.7. Practicality
13.8. Test types
13.8.1. Aptitude tests
13.8.2. Placement tests
13.8.3. Achievement tests
13.8.4. Progress tests
13.8.5. Diagnostic tests
13.8.6. Proficiency tests
13.8.6.1. Concepts of proficiency
13.9. Tests of grammar and usage
13.9.1. The most common task types (Heaton, 1995)
13.10. Assessing receptive skills (reading and listening)
13.10.1. The most widely used task types
13.11. Assessing productive skills (writing and speaking)
13.11.1 The most common task types for testing written performance
13.11.2. Scoring productive writing tests
13.11.3. Assessing speaking skills
13.11.4. The most common task types
13.11.5. Scoring speaking tests
13.12. Language examinations in Hungary
13.12.1. Accredited language proficiency examinations
14.1. The basic principles of course-book evaluation
14.2. Basic steps and types of course-book evaluation
14.3. General characteristics of course-books
14.4. Main criteria for selecting course-books
14.5. Specific criteria to evaluate the content of course-books
14.6. Basic principles for organising the content
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Published by Waffa Elwafi

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Published by: Waffa Elwafi on Nov 11, 2011
Copyright:Attribution Non-commercial

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