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Introduction
Part �� Principles of Language Teaching
��Chapter 1 New Trends in Foreign Language Teaching and Learning
����1.1 Change in research from teaching-centered research to learning-centered research
������1.1.1 From seeking best teaching method to SLA research
������1.1.2 Focus on the language learner
������1.1.3 Learning process and description of learner language
����1.2 Change in learning content and test
������1.2.1 Language use and communicative competence
������1.2.2 Communicative language teaching(CLT)
������1.2.3 Content-based language learning
������1.2.4 Communicative testing
����1.3 Change in learning mode and resource
������1.3.1 E-learning: an important form of English language learning��in the future
������1.3.2 Educational resources and English languge teaching (ELT)
����1.4 Emphasis on cultural factors
������1.4.1 What is culture?
������1.4.2 Language and culture
������1.4.3 Integrating cultural factors in language teaching
����1.5 A new model in language teaching: the constructivist model
����Questions and tasks
��Chapter 2 Views on Language and Language Learning
����2.1 Schools of linguistics and their views on language learning
������2.1.1 Traditional grammar
������2.1.2 Structural linguistics
������2.1.3 Universal grammar
������2.1.4 Functional linguistics��pragmatics and discourse analysis
������2.1.5 Cognitive linguistics
������2.1.6 Summary
����2.2 Views on language and syllabus design
������2.2.1 Learning is taken as a first principle
������2.2.2 Acquisition is taken as a first principle
������2.2.3 Language use is taken as a first principle
����2.3 What is there to learn: proficiency in a foreign language
������2.3.1 Grammatical competence
������2.3.2 Sociolinguistic competence
������2.3.3 Strategic competence
����2.4 Conclusion
����Questions and tasks
��Chapter 3 Learning Theories, Acquisition Theories and Language Teaching
����3.1 Learning theories and language teaching
������3.1.1 Behaviorism
������3.1.2 Humanism
������3.1.3 Cognitivism
������3.1.4 Constructivism
������3.1.5 Summary
����3.2 Transfer, memory and language learning
������3.2.1 Language transfer
������3.2.2 Memory
����3.3 SLA Theories and their implication for language teaching
������3.3.1 Krashen��s input hypothesis theory
������3.3.2 Schumann��s acculturation theory
������3.3.3 Multidimentional model
������3.3.4 Summary
����3.4 Conclusion: reorienting language teaching
������3.4.1 Combining learning and acquisition
������3.4.2 Combining lower-order learning and higher-order learning
��Questions and tasks
��Chapter 4 The Conversion of Foreign Language Teaching and Learning Style
��Chapter 5 Language Teacher and Learner
Part �� Practices of Language Teaching
��Chapter 6 Teaching Pronunciation, Vocabulary and Grammar
��Chapter 7 Teaching Receptive Skills��Listening and Reading
��Chapter 8 Teaching Productive Skills��Speaking and Writing
��Chapter 9 Integrating the Four Skills
��Chapter 10 Educational Technology and ELT
��Chapter 11 Learning Strategy Training
Part �� Classroom Management and Evaluation
��Chapter 12 Class Management
��Chapter 13 Lesson Planning
��Chapter 14 Language Testing
Reference
Glossary