怎样成为更加成功的语言学习者(圣智英语教师丛书)
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品牌: 鲁宾
基本信息·出版社：外语教学与研究出版社，圣智学习出版公司
·页码：120 页
·出版日期：2009年
·ISBN：9787560042428
·条形码：9787560042428
·包装版本：第2版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：圣智英语教师丛书
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内容简介《怎样成为更加成功的语言学习者》主要讲述了：当前，我国外语教育领域正在进行着全面而深入的改革。改革的内容涉及到外语教育的方针政策、基本理念、基本原则、教育文化、教育实施、教育评价等各个方面，也关系到新世纪亿万学生的成长和可持续发展。随着课改新理念、语言新方针和教育新策略的确定及课改的逐步推开，教师培训工作的重要性和关键作用变得越来越突出。从某种意义上说，课改能否最终获得成功，取决于广大教师对课改的认识、取决于他们的语言理论水平和实际工作能力。
对英语教师来说，新一轮的课改提出了许多新的理念和原则：强调学习者的个性发展的“以人为本”的教育思想；强调语言学习与人的可持续发展的关系；强调语言目标的新内涵：知识、技能、策略、文化和情感等；强调语境教学与综合全面评价理论的引进。所有这些具有丰富内涵的理念，都需要广大教师学习和了解。
编辑推荐《怎样成为更加成功的语言学习者》：
“圣智英语教师丛书”精选白圣智学习出版公司出版的当代语言教育领域的力作，由当今国际语言教育界的权威人士编著，国内英语教育界专家、学者撰写导读。丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域，能够满足目前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材，同时也是语言教育研究者必备的参考书。
目录
导读
Preface
Forewords
PART ONE BEFORE YOU BEGIN
Chapter 1 You，the Language Learner
Chapter 2 The Language Learning Process
Chapter 3 Clarifying Your Objectives
Chapter 4 Planning Your Language Study
Chapter 5 The Communication Process
Chapter 6 The Nature of Language
Chapter 7 Language Learning Resources
PART TWO ONCE YOU BEGIN
Chapter 8 Take Charge of Your Learning
Chapter 9 What You Know Can Help You
Chapter 10 Assessment of Strategy Use
Chapter 11 Vocabulary and Grammar
Chapter 12 Listening
Chapter 13 Reading
Chapter 14 Speaking
Chapter 15 Writing
Afterword
Appendix A
Addresses of Major Publishers of Foreign Language Materials
Appendix B
Addresses of Useful Organizations
About the AUthors
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文摘The Same Meaning Can Be Expressed in a Variety of WaysOne of the problems with the above view is the fact is that we can saythe same thing in many different ways. For example, if we wanted a win-dow closed, we could give a direct command: "Close the window！" Orwe could do so less directly by asking "Could you please close the win-dow？" However, under other circumstances, we might choose to be quiteindirect by saying "I feel cold" or "It's cold in here." The way we choose tomake this request depends on the person to whom we are talking, theimportance of the request, and even our mood at the time （social mes-sages）. The point is that at the same time that we share referential mean-ings, such as information about our knowledge or desires, we also sendvital social messages. The two occur together inseparably in personal con-versations. It is next to impossible to send one kind of message withoutthe other.
There are very few situations in which referential meaning is para-mount with little variation tolerated. An exceptional example of this isthe exchange that takes place between an air traffic controller and a pilot.In this case, variation is not possible and basic information exchange isof the essence. On the other hand, we sometimes use language only forsocial purposes with little exchange of information. For example, whenEnglish speakers ask "How are you？" they don't really want to know theanswer in detail. In most conversations, we send both referential andsocial messages at the same time, with the social side often being some-what more important.
There is much more to language differences than mere dissimilaritiesin pronunciation, grammar, and vocabulary. Communication is governedby rules that specify such things as who can participate, what the socialrelationships are, what subjects can be discussed, who initiates the con-versation, how turns are taken, who chooses the form of address, and soforth. All these vary from one speech community to another jus
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