McLaren, N. y D. Madrid (eds.)(1996): A Handbook for TEFL. Alicante: Marfil (550 pags.) Dep. Legal: A‑391‑1996, ISBN: 84‑268‑0875‑1.

 

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                                                                 CONTENTS

INTRODUCTION

Chap. 1: THE SOCIAL CONTEXT OF EFLJosé M. Vez (University of Santiago)

1     THE WORLD OF ENGLISH LANGUAGE TEACHING

            1.1       EFL, ESL and ESP

            1.2       English in education

            1.3       English for cross-cultural communication

2     ENGLISH LANGUAGE TEACHING AND THE WORLD

            2.1       Language and society

            2.2       Trends in sociolinguistics/sociology of language

            2.3       The social context for learning EFL

3     LANGUAGE AS A SOCIAL INSTRUMENT

            3.1       Language learning and the social self

            3.2       Discourse and language learning

            3.3       The learning of culture in EFL

 

 

Chap.2: STUDENT CHARACTERISTICS

Placido Bazo (University of La Laguna)

1     OPERATIONAL THINKING - PIAGET`S APPROACH

2     ALTERNATIVES TO PIAGET`S MODEL

3     SCHOOLING AND COGNITIVE DEVELOPMENT

4     THE APPLICATION OF THEORY TO PRACTICE

5     CONDITIONS FOR FOREIGN LANGUAGE LEARNING

            5.1. Learner age, cognitive and learning factors

            5.2. Social, affective and linguistic factors related to regard to general Knowledge factors 

            5.3. Learner needs, purpose, interests, attitude and

                    motivation

 

 

Chap. 3.  LEARNING FOREIGN LANGUAGES: LEARNER STRATEGIES 

Marisol Valcárcel, Yvette Coyle and Mercedes Verdú (University of Murcia)

1     FOREIGN LANGUAGE LEARNING

            1.1       Second Language versus Foreign Language

            1.2       The scope of Second Language Acquisition

            1.3       Foreign Language Education/Foreign Language Acquisition

2     SECOND LANGUAGE ACQUISITION THEORIES 

3     THE LEARNING PROCESS

            3.1       Processes, strategies and techniques

            3.2       Strategies for Foreign Language Learning strategies

            3.3       A tentative taxonomy for Foreign Language Strategies

 

 

Chap. 4: THE FL TEACHER

Daniel Madrid (University of Granada)

1     THE IMPORTANCE OF THE FL TEACHER

2     THE TEACHER'S PERSONAL CHARACTERISTICS

3     TEACHING MODELS

            3.1       Classical Humanism

            3.2       Technological models

            3.3       The progressive movement

4     FL TEACHER EDUCATION AND DEVELOPMENT

            4.1       Personality traits

            4.2       Models for the education of ML teachers

5     ROLES OF FL TEACHERS

 

Chap. 5: THE FOREIGN LANGUAGE CLASSROOM

Daniel Madrid (University of Granada)

1     THE FL CLASSROOM

            1.1       Eye-contact and control of the class

            1.2       Non-verbal communication (para-language)

            1.3       Teacher movement

            1.4       Student participation

            1.5       Teacher talk

            1.6       Student-teacher relationships

2     INTERACTION AND GROUPING IN THE EFL CLASSROOM

            2.1       The placing of desk and chairs

            2.2       Classroom interaction

3     MOTIVATION IN THE EFL CLASSROOM 

4     BASIC TEACHING STRATEGIES IN THE EFL CLASSROOM

            4.1       The design of teaching units

            4.2       Planning and preparing the English class

            4.3       The teaching process

 5    HOMEWORK

6     CHECKING AND CORRECTING THE STUDENT'S PERFORMANCE

7     CLASSROOM DISCIPLINE

 

 

Chap. 6: FOREIGN LANGUAGE TEACHING METHODS

Fernando Cerezal Sierra (University of Alcalá)

1     THE CONCEPTS OF APPROACH, METHOD AND TECHNIQUE AND THE THREE

       MAJOR GENERAL PROBLEMS IN FLT

2     METHODS AS DEVE­LOPMENT OF A COMMUNITY OF LINGUISTS,

       RE­SEARCHERS AND TEACHERS

            2.1  Methods as part of a paradigm

            2.2  The Traditional or Grammar-Translation Method

            2.3  The Natural or Direct Method

            2.4  The structuralist methods

            2.5  The Communicative Ap­proach or Com­municative Language

                 Teaching

            2.6  Other proposed FLT methods

2.7    New moves: the procedural approaches

 

Chap. 7: SYLLABUS DESIGN AND IMPLICATIONS FOR TEACHING UNITS .....

Juan Jesús Zaro (University of Málaga.)

1     DESIGNING SYLLABUSES: TYPES AND MODELS

            1.1  Basic Syllabus Types

            1.2  The Scope of Foreign Language Teaching

            1.3  Recent Models of Syllabus Design

2     CRITERIA FOR SYLLABUS DESIGN: THE SPANISH CASE

            2.1  The Syllabuses for Primary and Secondary

            2.2  Basic Premises

            2.3  Objectives

            2.5  Contents

3     WAYS OF ORGANIZING THE SYLLABUS

 

 

Chap. 8: LISTENING COMPREHENSION

Neil McLaren (University of Granada)

1     LISTENING FROM THE POINT OF VIEW OF THE LEARNER

            1.1  Listening and second language acquisition: some brief comments

            1.2  What is listening?

            1.3  Listening as a complex and active process

2     SKILLS AND SUB-SKILLS INVOLVED

3     TEACHING LISTENING: INITIAL POINTS

4     TASKS AND ACTIVITIES: A BRIEF TAXONOMY

5     EAR-TRAINING ACTIVITIES

6     LISTENING INPUT AND VOCABULARY ACQUISITION

7     THE "SIMPLIFIED" - "AUTHENTIC" DISTINCTION

8     LISTENING AS "INPUT" AT THE PRIMARY STAGE

            8.1 Listening to dialogues

            8.2 Listening to narratives

            8.3 Some comments on audio-visual transfer at the

                elementary level 

 

 

Chap. 9: ORAL COMMUNICATION  

Gabriel Tejada Molina and Jesús M. Nieto García (University of Jaén)

 

1 IMPORTANCE OF ORAL INTERACTION IN FOREIGN LANGUAGE LEARNING: THEORIES

2 COMMUNICATIVE PROCEDURES AND STRATEGIES FOR ENCOURAGING ORAL LANGUAGE

                        2.1  Planning for oral interaction ......................

                        2.2  Communication strategies ...........................

                        2.3  Reasons and roles for communication ................

3 RESOURCES AND TECHNIQUES FOR ORAL INTERACTION IN THE CLASSROOM

                        3.1  Listening and pre-communicative phase ..............

                        3.2  Communicative activities for fluency ...............

4 TECHNIQUES FOR TEACHING PRONUNCIATION .............................

                        4.1  An interlinguistic approach to pronunciation .......

                        4.2  Establishing priorities ............................

                        4.3  The notation system ....................

 

Chap. 10: READING ...................................................

Anthony Bruton (University of Seville)

 

1          READING HABITS IN ENGLISH .....................................

2          READING WANTS (AND NEEDS) .....................................

3          CLASSROOM OPTIONS .............................................

                        3.1       Teacher-Fronted Reading Activities ................

                        3.2       Independent Reading ...............................

4          READING ALOUD .................................................

5          RESPONSE TO TEXT ..............................................

6          ELICITING RESPONSES ...........................................

7          TEACHER-FRONTED READING .......................................

                        7.1       Selection of Texts ................................

                        7.2       Organizing Pedagogical Sequences ..................

8          INDEPENDENT READING ...........................................

                        8.1       Novels/ Readers ...................................

                        8.2       Shorter Texts .....................................

 

 

 

Chap 11: WRITING  ...................................................

Antonio Bueno González (University of Jaén)

 

1          THE WRITING SKILL: AN OVERVIEW ................................

2          WRITTEN COMMUNICATION: ESSENTIAL FEATURES .....................

3          THE PROCESS APPROACH TO WRITING ...............................

4          RESOURCES AND TECHNIQUES FOR THE DEVELOPMENT OF WRITING IN A

            FOREIGN LANGUAGE ..............................................

5          WRITING ACTIVITIES ............................................

                        5.1       Controlled ........................................

                        5.2       Guided ............................................

                        5.3       Free ..............................................

6          TOWARDS LEARNER WRITING AUTONOMY ..............................

 

 

Chap. 12: LINGUISTIC AND COMMUNICATIVE COMPETENCE ...................

M0 Concepción Pérez Martín (Complutense University, Madrid)

 

1          THE CONCEPTS OF LINGUISTIC COMPETENCE AND COMMUNICATIVE COMPETENCE

2          TEACHING AND LEARNING GRAMMAR .................................

                        2.1       What is grammar? ..................................

                        2.2       The place of grammar ..............................

                        2.3       Why teach grammar .................................

                        2.4       How to teach grammar? .............................

                        2.5       The teaching/learning of grammar for young learners

3          TEACHING AND LEARNING VOCABULARY ..............................

                        3.1       What does it mean to know a word? .................

                        3.2       Selection and organization of vocabulary items ....

                        3.3       Approaching and expanding vocabulary ..............

                        3.4       Learning vocabulary in the early stages ...........

 

 

Chap. 13: SOCIOLINGUISTIC AND SOCIOCULTURAL COMPETENCE ..............

Antonio Bueno (University of Jaén)

 

1          CONCEPTS ......................................................

                        1.1  Sociolinguistic competence .........................

                        1.2  Sociocultural competence ...........................

2          THE ACHIEVING OF SOCIOLINGUISTIC COMPETENCE ...................

                        2.1  Language as a social vehicle .......................

                        2.2  Language use: functional analysis ..................

                        2.3  The teaching of communicative functions ............

3          TEACHING SOCIOCULTURAL ASPECTS ................................

                        3.1  The concept of culture .............................

                        3.2  Attitudes and values ...............................

                        3.3  Cultural syllabus design ...........................

 

 

Chap. 14: DISCOURSE AND FOREIGN LANGUAGE TEACHING METHODOLOGY .......

Miquel Llobera (University of Barcelona)

 

1          DISCOURSE AND FLT: AN EMERGING LINGUISTIC MODEL FOR THE FL CLASSROOM

                        1.1   A comprehensive model of discourse  ...............

2          PARTICIPATION FRAMEWORK .......................................

                        2.1       Status ............................................

                        2.2       Sex roles .........................................

                        2.3       Social role and stereotyping ......................

                        2.4       Distance ..........................................

                        2.5       Face-saving .......................................

3          DISCOURSE STRUCTURE AND INFORMATION ...........................

                        3.1       Implicature and Co-operative Principle ............

                        3.2       Theme and rheme ...................................

                        3.3       The concepts of Field, Tenor and Mode .............

4.         SPEECH ACT THEORY

                        4.1.      Speech events ....................................

                        4.2.      Conversations ....................................

                        4.3.      Speech acts to manage discourse ..................

5.         TURN TAKING AND REPAIRTING

 

 

Chap. 15: GAMES AND SONGS IN TEACHING ENGLISH .......................

Juan Bestard Monroig (University of Castilla - La Mancha)

 

1          THE USE OF SONGS IN THE FOREIGN-LANGUAGE CLASS ................

                        1.1  Singing songs ......................................

                        1.2  Working with songs .................................

                        1.3  Some activities with song lyrics ...................

2          GAMES IN FOREIGN-LANGUAGE TEACHING ............................

                        2.1  Games for language learning ........................

                                                2.1.1  Language games  ......................

                                                2.1.2  Interaction games ....................

 

 

 

Chap. 16: AUDIO-VISUAL AND TECHNICAL RESOURCES ......................

M0 Sagrario Salaberri Ramiro (Inspector)

 

1          USING VISUAL AIDS .............................................

                        1.1   The blackboard ....................................

                        1.2   Realia ............................................

                        1.3   Flashcards ........................................

                        1.4   Wallcharts and posters ............................

2          USING TECHNICAL RESOURCES  ....................................

                        2.1   The overhead projector ............................

                        2.2   The cassette recorder .............................

                        2.3   The video .........................................

                        2.4   Computers .........................................

                        2.5   The language lab: a sophisticated model ...........

3          TEXTBOOK ANALYSIS .............................................

4          THE ROLE OF THE TEACHER: COPING WITH DIVERSITY WHEN USING

            AUDIOVISUAL AND TECHNOLOGICAL RESOURCES .......................

 

 

 

Chap. 17: THE TEACHING OF LITERATURE ................................

Jesús Muros (University of Granada)

 

1          REASONS FOR STUDYING LITERATURE IN THE EFL CLASSROOM .......

2          APPROACHES TO TEACHING LITERATURE .............................

                        2.1   How to teach literary texts .......................

                        2.2   General principles ................................

3          APPROACHES TO LITERARY ANALYSIS ...............................

                        3.1   What is literary language? ........................

                        3.2   Stylistic analysis ................................

4          STUDENTS' DIFFICULTIES WITH LITERARY TEXTS ....................

                        4.1  Text Structure and Content .........................

                        4.2  Language ...........................................

5          DEVELOPING MATERIALS ..........................................

 

 

 

Chap. 18: TESTING AND ASSESSMENT ....................................

Manuel Rico Vercher (Inspector) and Celia Rico Pérez

(Unversity "Alfonso X El Sabio")

 

1          EXAMS AND EVALUATIONS IN THE NEW SPANISH EDUCATIONAL REFORM. METHODOLOGICAL CONSIDERATIONS .........................

2          SELF-ASSESSMENT, FORMATIVE ASSESSMENT, CONTINUOUS ASSESSMENT AND FORMAL ASSESSMENT: THEIR IMPORTANCE AND IMPLICATIONS  ................

3          ASSESSMENT THROUGHOUT THE DIFFERENT STAGES OF INSTITUTIONAL EDUCATION .......................................

            3.1       Primary Education .......................................

            3.2       Secondary Education - obligatory stage ..................

            3.3       Upper secondary: Bachillerato ...........................

4          PATTERNS OF ASSESSMENT FOR THE DIFFERENT EDUCATIONAL STAGES

5          TESTING DISCOURSE COMPETENCE  .................................

6          TESTING SOCIO-CULTURAL COMPETENCE .............................

7          COMPUTER-ASSISTED EVALUATION  .................................

 

 

BIBLIOGRAPHY.........................................................