英语学习动机的激发与培养策略
￥30.00定价
作者： 孟天
出版时间：2014年6月
出版社：天津大学出版社
- 天津大学出版社
- 9787561851036
- 53544
- 2014年6月
- H319.3
内容简介
动机作为推动学生进行学习活动的内部动因对教与学的效果有关键影响。孟天著的《英语学习动机的激发与培养策略》理论与实践相结合，对英语学习动机的激发与培养策略进行阐述，重点探讨了如何增强班级凝聚力、创造激发动机的先决条件，采用哪些教学材料、教学方法及反馈机制激发和培养学生对语法、口语、阅读、写作及反馈的兴趣，达到教学目的。
本书对英语教师、英语教研人员、英语教育专业的本科生和研究生都有参考价值。
本书对英语教师、英语教研人员、英语教育专业的本科生和研究生都有参考价值。
目录
Chapter One Motivational Strategies in EFL Classrooms
1.1 Introduction
1.2 Definition of motivation
1.3 Types of motivation
1.4 Motivation constructs
1.5 Motivational teaching in EFL classrooms
1.5.1 Motivational teaching practice
1.5.2 Strategies to initiate and sustain motivation in EFL classrooms
1.5.3 Designing communicative tasks under the guidance of motivational strategies
1.6 Conclusion
Chapter Two Promoting Group Cohesiveness in Language Classes
2.1 Introduction
2.2 Group cohesiveness and language class
2.2.1 Definition of group cohesiveness
2.2.2 Three components of group cohesiveness
2.2.3 Language class as a social group
2.2.4 Advantages of promoting cohesiveness in a class group
2.3 Promoting group cohesiveness in language classrooms
2.3.1 Teachers' awareness and appropriate behavior
2.3.2 Integrating group cohesiveness tasks into language teaching
2.3.2.1 Promoting acceptance among students
2.3.2.2 Promoting cooperation among students
2.3.2.3 Establishing group goals, constructive group rules and norms
2.3.2.4 Identifying, inviting and assigning student roles
2.4 Challenges for teachers to build a cohesive group
2.5 Conclusion
Samples of promoting group cohesiveness tasks
Task 1: Building group rules
Task 2: Name poems
Task 3: Introduction of peers
Task 4: Listening to peers
Task 5: Good memories of class
Chapter Three Laughter in Grammar Classrooms
3.1 Introduction
3.2 Grammar teaching in EFL classrooms
3.2.1 Grammar as the teaching focus
3.2.2 Problems with grammar teaching
3.2.3 Form and meaning
3.3 Understanding jokes
3.3.1 Definition of jokes
3.3.2 Categories of jokes
3.3.3 The language of jokes
3.3.4 The culture context of jokes
3.4 Justifications for using jokes to teach grammar
3.4.1 Meaningful contexts
3.4.2 Affective factors
3.4.3 Retention
3.4.4 Creative language use
3.5 Risks of using jokes to teach grammar
3.6 Guidelines of using jokes to teach grammar
3.6.1 Instructing how to appreciate jokes
3.6.2 Adapting jokes
3.6.3 Laughter in interaction
3.6.4 Selecting jokes
3.7 Techniques of using jokes to teach grammar
3.7.1 Analysis
3.7.2 Correcting errors
3.7.3 Expansion
3.7.4 Reconstruction
3.7.5 Reformulation
……
Samples of grammar tasks
Chapter Four Group Work and Communication Strategy Training
Samples of speaking tasks
Chapter Five Graded Readers and Authentic Reading Materials
Samples of reading tasks
Chapter Six The Genre Approach and Creative Writing
Samples of writing tasks
Chapter Seven Giving Feedback
Samples of giving feedback tasks
References
1.1 Introduction
1.2 Definition of motivation
1.3 Types of motivation
1.4 Motivation constructs
1.5 Motivational teaching in EFL classrooms
1.5.1 Motivational teaching practice
1.5.2 Strategies to initiate and sustain motivation in EFL classrooms
1.5.3 Designing communicative tasks under the guidance of motivational strategies
1.6 Conclusion
Chapter Two Promoting Group Cohesiveness in Language Classes
2.1 Introduction
2.2 Group cohesiveness and language class
2.2.1 Definition of group cohesiveness
2.2.2 Three components of group cohesiveness
2.2.3 Language class as a social group
2.2.4 Advantages of promoting cohesiveness in a class group
2.3 Promoting group cohesiveness in language classrooms
2.3.1 Teachers' awareness and appropriate behavior
2.3.2 Integrating group cohesiveness tasks into language teaching
2.3.2.1 Promoting acceptance among students
2.3.2.2 Promoting cooperation among students
2.3.2.3 Establishing group goals, constructive group rules and norms
2.3.2.4 Identifying, inviting and assigning student roles
2.4 Challenges for teachers to build a cohesive group
2.5 Conclusion
Samples of promoting group cohesiveness tasks
Task 1: Building group rules
Task 2: Name poems
Task 3: Introduction of peers
Task 4: Listening to peers
Task 5: Good memories of class
Chapter Three Laughter in Grammar Classrooms
3.1 Introduction
3.2 Grammar teaching in EFL classrooms
3.2.1 Grammar as the teaching focus
3.2.2 Problems with grammar teaching
3.2.3 Form and meaning
3.3 Understanding jokes
3.3.1 Definition of jokes
3.3.2 Categories of jokes
3.3.3 The language of jokes
3.3.4 The culture context of jokes
3.4 Justifications for using jokes to teach grammar
3.4.1 Meaningful contexts
3.4.2 Affective factors
3.4.3 Retention
3.4.4 Creative language use
3.5 Risks of using jokes to teach grammar
3.6 Guidelines of using jokes to teach grammar
3.6.1 Instructing how to appreciate jokes
3.6.2 Adapting jokes
3.6.3 Laughter in interaction
3.6.4 Selecting jokes
3.7 Techniques of using jokes to teach grammar
3.7.1 Analysis
3.7.2 Correcting errors
3.7.3 Expansion
3.7.4 Reconstruction
3.7.5 Reformulation
……
Samples of grammar tasks
Chapter Four Group Work and Communication Strategy Training
Samples of speaking tasks
Chapter Five Graded Readers and Authentic Reading Materials
Samples of reading tasks
Chapter Six The Genre Approach and Creative Writing
Samples of writing tasks
Chapter Seven Giving Feedback
Samples of giving feedback tasks
References
