英语学习动机的激发与培养策略PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter One Motivational Strategies in EFL Classrooms1

1.1 Introduction1

1.2 Definition of motivation1

1.3 Types of motivation2

1.4 Motivation constructs2

1.5 Motivational teaching in EFL classrooms3

1.5.1 Motivational teaching practice3

1.5.2 Strategies to initiate and sustain motivation in EFL classrooms5

1.5.3 Designing communicative tasks under the guidance of motivational strategies6

1.6 Conclusion7

Chapter Two Promoting Group Cohesiveness in Language Classes8

2.1 Introduction8

2.2 Group cohesiveness and language class8

2.2.1 Definition of group cohesiveness8

2.2.2 Three components of group cohesiveness9

2.2.3 Language class as a social group9

2.2.4 Advantages of promoting cohesiveness in a class group9

2.3 Promoting group cohesiveness in language classrooms10

2.3.1 Teachers'awareness and appropriate behavior10

2.3.2 Integrating group cohesiveness tasks into language teaching11

2.3.2.1 Promoting acceptance among students11

2.3.2.2 Promoting cooperation among students12

2.3.2.3 Establishing group goals,constructive group rules and norms12

2.3.2.4 Identifying,inviting and assigning student roles12

2.4 Challenges for teachers to build a cohesive group13

2.5 Conclusion13

Samples of promoting group cohesiveness tasks13

Task 1：Building group rules13

Task 2：Name poems14

Task 3：Introduction of peers16

Task 4：Listening to peers17

Task 5：Good memories of class18

Chapter Three Laughter in Grammar Classrooms21

3.1 Introduction21

3.2 Grammar teaching in EFL classrooms22

3.2.1 Grammar as the teaching focus22

3.2.2 Problems with grammar teaching23

3.2.3 Form and meaning23

3.3 Understanding jokes24

3.3.1 Definition of jokes25

3.3.2 Categories of jokes25

3.3.3 The language of jokes26

3.3.4 The culture context of jokes27

3.4 Justifications for using jokes to teach grammar27

3.4.1 Meaningful contexts27

3.4.2 Affective factors28

3.4.3 Retention28

3.4.4 Creative language use29

3.5 Risks of using jokes to teach grammar30

3.6 Guidelines of using jokes to teach grammar31

3.6.1 Instructing how to appreciate jokes31

3.6.2 Adapting jokes32

3.6.3 Laughter in interaction32

3.6.4 Selecting jokes32

3.7 Techniques of using jokes to teach grammar33

3.7.1 Analysis33

3.7.2 Correcting errors34

3.7.3 Expansion35

3.7.4 Reconstruction36

3.7.5 Reformulation36

3.7.6 Production37

3.8 Conclusion37

Samples of grammar tasks38

Task 1：Exploring structures of simple past tense38

Task 2：Singular and plural forms of nouns40

Task 3：Completing jokes with proper prepositions42

Task 4：Sorting out jokes44

Task 5：Inserting adverbs or adverb phrases to jokes45

Chapter Four Group Work and Communication Strategy Training48

4.1 Introduction48

4.2 Definition of group work in language class48

4.3 Justifications for integrating group work in language class49

4.4 Making group work effective50

4.4.1 Establishing an English speaking atmosphere50

4.4.2 Keeping discipline50

4.4.3 Designing appropriate cooperative tasks51

4.4.4 Reducing the use of mother tongue52

4.4.5 Driving away the fear of making mistakes54

4.4.6 Nurturing tolerance of ambiguity54

4.5 Facilitating the progress of group work with communication strategies55

4.5.1 Definition of CSs55

4.5.2 Types of CSs for training56

4.5.3 Teachability of CSs58

4.5.4 Procedures and techniques of teaching CSs58

4.6 Conclusion59

Samples of speaking tasks60

Task 1：Environmental protection60

Task 2：Responsibility and new term goals62

Task 3：Favorite jobs63

Task 4：My pet64

Task 5：Oral communication strategies65

Chapter Five Graded Readers and Authentic Reading Materials67

5.1 Introduction67

5.2 Graded readers67

5.2.1 Definition of graded readers67

5.2.2 Types of graded readers67

5.2.2.1 Adapted literature68

5.2.2.2 Language learner literature68

5.3 Authentic materials68

5.3.1 Definition of authentic materials68

5.3.2 Types of authentic materials69

5.3.2.1 Literature as authentic materials69

5.3.2.2 Newspaper as authentic materials71

5.4 Justifications for using different reading materials72

5.4.1 Developing learners'target language accuracy and fluency72

5.4.2 Making reading enjoyable73

5.4.3 Expanding students'horizons74

5.4.4 Improving learners'reading strategies74

5.4.5 Cultivating learners'genre awareness76

5.4.6 Developing learners'critical language awareness77

5.4.6.1 Definition of critical language awareness78

5.4.6.2 Steps to develop learners'critical language awareness78

5.5 Disadvantages of using graded readers as reading materials79

5.6 Selecting graded readers80

5.7 Interpreting reading materials with appraisal theory80

5.7.1 The basic overview of appraisal framework81

5.7.2 Attitude81

5.7.2.1 Affect82

5.7.2.2 Judgement83

5.7.2.3 Appreciation84

5.7.3 Graduation85

5.7.4 Engagement86

5.7.4.1 Monogloss86

5.7.4.2 Heterogloss87

5.7.5 Prosody of appraisal resources90

5.7.6 Confusion in analyzing appraisal91

5.8 Monitoring and evaluating students'progress in reading91

5.8.1 Reasons to assess reading92

5.8.2 Alternative reading assessment methods92

5.9 Conclusion94

Samples of reading tasks95

Task 1：Coping with vocabulary and interpreting the theme of a narration95

Task 2：Prediction before reading97

Task 3：Reading and reporting news98

Task 4：Understanding process texts99

Task 5：Understanding definition texts101

Chapter Six The Genre Approach and Creative Writing104

6.1 Introduction104

6.2 The genre approach104

6.2.1 Definition of genre104

6.2.2 The genre types and their generic structures105

6.3 Justifications for the genre approach107

6.3.1 Writing for different communicative purposes107

6.3.2 Connecting writing to learners'life108

6.4 Practical understandings of integrating the genre approach into classroom setting108

6.4.1 Raising genre awareness with model writing108

6.4.2 Emphasis on writing process109

6.5 Definition of creative writing112

6.6 Justifications for integrating creative writing into classroom setting113

6.6.1 Playfulness113

6.6.2 Eliciting learners'emotions and ideas113

6.6.3 Promoting learners'imagination and creativity114

6.7 Practical understandings of integrating creative writing into classroom setting114

6.7.1 Facilitating creative writing with graded readers115

6.7.2 Establishing a relaxed writing atmosphere116

6.7.3 Involving learners'emotions and inner voices116

6.7.4 Imaginative tasks117

6.7.5 Peer feedback117

6.7.6 Publishing learners'work118

6.7.7 Teachers'passion for writing119

6.8 Conclusion120

Samples of writing tasks121

Task 1：Ellipsis and repetition in writing121

Task 2：Chain poems123

Task 3：Funny definitions124

Task 4：Refining character description125

Task 5：Withholding information of characters127

Chapter Seven Giving Feedback132

7.1 Introduction132

7.2 Definition of feedback132

7.3 Functions of feedback132

7.4 Nature and sources of errors133

7.5 Accuracy and fluency134

7.6 Feedback on speaking135

7.6.1 Factors to be considered for oral error correction136

7.6.1.1 Error categories136

7.6.1.2 Interaction aims136

7.6.1.3 Teachers'and learners'roles137

7.6.1.4 Stages of error correction137

7.6.2 Recording errors138

7.6.3 Techniques for oral correction138

7.7 Feedback on writing139

7.7.1 Indirect correction139

7.7.2 Direct correction142

7.7.3 Reformulation143

7.8 Learners'negative response towards feedback144

7.9 Cultivating learners'positive attitudes towards feedback145

7.9.1 Explaining to learners the purpose of feedback145

7.9.2 Giving positive feedback145

7.9.3 Avoiding"teacher-induced"errors146

7.9.4 Knowing learners'common errors146

7.9.5 Providing necessary correction assistance146

7.9.6 Involving learners in the error correction process147

7.10 Conclusion147

Samples of giving feedback tasks148

Task 1：Giving peer feedback on oral presentation148

Task 2：Wordy sentence reformulation149

Task 3：Peer feedback150

Task 4：Nominalization in formal essays152

Task 5：Feedback reflection154

References156