The Practice Of English Language Teachingdoc - Ning.doc

longman handbooks for language teachersthe practice of english language teaching new edition - jeremy harmeran introduction to english language teaching - john haycraftteaching oral english new edition - donn byrnecommunication in the classroom - edited by keith johnson and keith morrowteaching english through english - jane willisteaching english with video - margaret allanusing computers in the language classroom - christopher jones and sue fortescueteaching english pronunciation - joanne kenworthywriting english language tests new edition - j.b. heatonteaching writing skills new edition - donn byrneteaching listening - mary underwoodteaching on holiday courses - nick dawsonprocess writing - ron white and valerie arndtteaching literature - ronald carter and michael n. longjacknowledgementswe are grateful to the following for permission to reproduce copyright material;david attenborough productions ltd & bbc enterprises ltd for an extract from the recordinggroundwell broadcast 13.4.84, radio 4, released by arrangement with bbc enterprises ltd,(p) bbc 1982 & 1984; cambridge university press for an extract from a way with words i bys redman & r ellis (pub 1989); heinemann publishers (oxford) ltd for extracts fromlistening links by m geddess & o sturbridge (pub 1978) & an extract from the heinemannenglish wordbuilder by g wellman & english language arts (pub 1989); the authors agentfor an adaptation of an extract by ian jack from granta 25 (pub penguin, 1988); longmangroup uk ltd for extracts from the listening file by j harmer & s elsworth (pub 1989);macmillan education ltd for an extract from contemporary english book 6, teachers guideby r rossner, p shaw, j shephard & j taylor (pub 1980); thomas nelson & sons ltd forextracts from in their own words by t boyd (pub 1988); oxford university press for extractsfrom fast foward 1 by v black et al (pub 1986), an extract from english in situations byrobert oneill (pub 1970) & extracts from headway upper intermediate by j soars & l soars(pub 1987); penguin books ltd for the recipe polenta from mediterranean food by elizabethdavid (penguin books, revised edition, 1965), copyright (c) elizabeth david, 1958, 1965;pergamon press pic for an extract from grammar in action by c frank & m rinvolucri (pub1983).i * it we are grateful to the following for their permission to reproduce copyright material andphotographs:aspect picture library for page 192. bbc/sir david attenborough for page 226. beken ofcowes limited for page 195. cambridge university press for pages 84, 109, 118, 126, 127(top), 149, 163 (bottom), 165, 176, 194, 207 and 208. camera press limited for page (bottom left and right). canada wide for page 197. collins publishers limited for pajculver pictures for page 113. englang for page 228 (top). ronald grant archive for (top left). heinemann publishers (oxford) limited for pages 112 and 222. impact phcle garsmeur for page 205. just seventeen for page 203. macmillan publishers for pagtand 218. thomas nelson & sons limited for pages 217 (tpp), 217 (bottom) and 228 (inetwork/sparham for page 202 (top right). oxford university press limited for pages164 and 226. penguin books limited for pages 99 and 100. we have been unable to tncopyright owner for the illustrations on page 127 (middle and bottom), and would apprany information to enable us to do so.all other examples have been taken from titles published by longman group uk limi tjeremy harmerthe practice ofenglish languageteachingnew editioninlongman %london and new yorkrlongman group uk limited,longman house, burnt mill, harlow,essex cm20 2je, englandand associated companies throughout the world.distributed in the united states of americaby longman publishing, new york longman group uk limited 1991all rights reserved; no part of this publication may be reproduced, stored in a retrieval system,or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,or otherwise, without the prior written permission of the publishers.first published 1991third impression 1992isbn 0582 04656 4british library cataloguing in publication dataharmer, jeremy 1950-the practice of english language teaching. - (longmanhandbooks for language teachers).1. non-english speaking students. curriculum subjects:english language. teachingi. title428.2407library of congress cataloging in publication dataharmer, jeremy.the practice of english language teaching/jeremy harmer. newed.p. cm. - (longman handbooks for language teachers)includes bibliographical references (p. 285) and index.isbn 0-582-04656-41. english languagestudy and teachingforeign speakers.i. title. ii. series.pe1128.a2h34 1991428.007dc20 90-48696set in 10/12 pt timesproduced by longman singapore publishers pte ltdprinted in singaporecontents90-48696part a:backgroundissuespreface1 why do people learn languages?1.1 reasons for learninglanguages1.2 success in language learning1.3 motivational differences1.4 conclusionsdiscussion/exercises/references2 what a native speaker knows2.1 pronunciation2.2 grammar2.3 vocabulary2.4 discourse2.5 language skills2.6 conclusionsdiscussion/exercises/references3 what a language student should learn3.1 pronunciation3.2 grammar3.3 vocabulary3.4 discourse3.5 skills3.6 the syllabus3.7 language varieties3.8 conclusionsdiscussion/exercises/references4 language learning and language teaching4.1 learning theories and approaches4.2 foreign language learning4.3 input and output4.4 a balanced activities approach4.5 conclusionsdiscussion/exercises/referencespart b:practiceteaching the productive skills5.1 the nature of communication5.2 the information gap5.3 the communication continuum5.4 stages in language learning/teaching5.5 integrating skills5.6 speaking and writing5.7 level5.8 conclusionsdiscussion/exercises/referencesintroducing new language structure6.1 what do we introduce?6.2 the presentation of structural form6.3 a general model for introducing new language6.4 discovery techniques6.5 ihe position of writing during presentation72 26.6 introducing new language: examples736.7 conclusions90exercises/references907 practice927.1 oral practice927.2 written practice1097.3 conclusions120exercises/references1208 communicative activities1228.1 oral communicative activities122-8.2 written communicative activities1398.3 correcting written work1468.4 projects1478.5 learner training1498.6 conclusions151exercises/references1519 teaching vocabulary1539.1 language structure and vocabulary1539.2 selecting vocabulary1549.3 what do students need to know?1569.4 teaching vocabulary1599.5 examples of vocabulary teaching1619.6 the importance of dictionaries1749.7 conclusions178discussion/exercises/references179part c:managementandplanning10 receptive skills 18110.1 basic principles 18110.2 methodological principles for teaching receptive skills 18410.3 a basic methodological model for the teaching ofreceptive skills 18910.4 reading material 19010.5 listening material 21110.6 conclusions 232discussion/exercises/references 23311 class management 23511.1 the role of the teacher 23511.2 student groupings 24311.3 disruptive behaviour 24911.4 conclusions 253discussion/exercises/references 25412 planning 25612.1 planning, textbooks and the syllabus 25612.2 planning principles 25812.3 what teachers should know 26012.4 the pre-plan 26512.5 the plan 26812.6 conclusions 274discussion/exercises/references 274appendix: evaluating materials 276bibliography 285index . 289prefacesince the publication of the practice of english language teaching in 1983much has happened in the world of language teaching: new concerns haveoccupied the minds of methodologists and applied linguists; new textbookshave been written; new techniques have become fashionable. we must begrateful for all this flux and change since without it teaching would be a greyand ultimately depressing experience. but of course it isnt (exceptsometimes!). its a constantly interesting and exciting occupation and thenew discoveries and insights that we come across or which are put before usmake it more challenging and keep us on our toes where otherwise wemight become stifled by the routine of it all.with all these things going on it became clear that a new edition ofthe practice of english language teaching was necessary. in the first placethe textbook examples in the first edition were quite simply out of date.a new generation of materials is in use and this needs to be reflectedin the book. then there is the issue of methodology. in the last few yearswe have seen an awakening of interest in task-based learning, self-directedlearning, learner training, and discovery techniques to name but a few of themany concerns that have excited us all. there has also been a renaissance ofinterest in vocabulary and vocabulary teaching.these, then are some of the considerations which have promptedthis new edition. readers who are familiar with the original will find herea completely new chapter on teaching vocabulary (chapter 9). discoverytechniques appear (especially in chapters 6 and 9); there is an extendeddiscussion on language learning theory and approaches in chapter 4(including new sections on task-based learning and humanisticapproaches) and a recognition of the change in perception about whatcommunicative competence might be in chapters 2 and 3. dictation makesan appearance in chapter 7 and the chapter on communicative activities(chapter 8) includes new categories for oral and written exercises andsections on learner training and projects. in chapter 11 the discussion ofteacher roles has been expanded and clarified; there is a new section onthe use of the mother tongue. chapter 12 has a new specimen lesson jjlan.overall the many examples of textbook materials have been updatedto reflect the current style and content of such materials and mention ismade of both video and computers - both of which are considerably morecommonplace than they were when the first edition of this book waswritten.despite all these additions and changes, however, the structure of thepractice of english language teaching remains essentially the same. inpart a: background issues, we look at some of the theoretical concernswhich influence the teaching of english as a foreign language. in part b:practice, we study materials and techniques for teaching, and in part c:management and planning, we look at how classrooms and students can beorganised and what is the best way to prepare for a lesson. the appendixon materials evaluation should help anyone who is in a position to select thetextbook which their students are going to use.the practice of english language teaching deals specifically withthe teaching of english as a foreign language (efl). it is not focusedespecially on english as a second language (esl) although much of thecontent of the book can be applied to that slightly different teachingsituation. the book is directed at the teaching of general english: theteaching of english for specific purposes (esp) is of course mentioned, butdoes not form a major part of the work.in the first edition of this book i acknowledged the help and examplethat i had received from a number of people, especially richard rossner,walter plumb and jean pender, to say nothing of the exceptional readerscomments from donn byrne and jane willis, tim hunts encouragementat longman and the support and professional advice which i received fromanita harmer. their influence remains in this new edition, especially thatof richard rossner with whom i have been able to discuss many of theissues that a handbook like this raises and who has read some of the newversion, offering constructive comment and criticism in the most positiveand encouraging fashion.both anita harmer and (at longman) damien tunnacliffe haveprovided encouragement and incentive for me to get on and complete thisnew version. in their different ways their enthusiasm for the project hashelped me to tackle what turned out to be a bigger job than at firstanticipated. as editor, helena gomm has helped to make the whole processbearable and alyson lee has cheerfully steered the book through its finalstages.i have been extremely fortunate in the comments i have received fromjulian edge which have been stimulating and often amusing. more thanonce he has been able to suggest ways out of certain problems, for whichi am very grateful. i also had useful comments from nick dawson.since the practice of english language teaching was published i havehad the good fortune to work with a large number of language teachers inmany different countries. the comments they have made and the feedbacki have received about methodology in general (and this book in particular)have been immensely helpful during this period.to all these people, many thanks. i can only hope that they will lookupon the results of their influence and endeavours with pleasure.jeremy harmercambridge 19911 why do people learnlanguages?in this chapter we are going to look at the reasons people have for learning languages (especially english), and the reasons for their success as language learners.part a:backgroundissues1.1reasons for learning languages1.2success in language learning1.2.1motivation1.2.2extrinsic motivation1.2.3intrinsic motivation1.3motivational differences1.3.1children1.3.2adolescents1.3.3adult beginners1.3.4adult intermediate students1.3.5adult advanced students1.4conclusionsdiscussion/exercises/referencesss1.1reasons forlearninglanguageswhy do people want to learn foreign languages? why do people want tostudy english? is it for pleasure? is it because they want to understandshakespeare? maybe they want to get a better job. there are a number ofdifferent reasons for language study and the following list (which is notexhaustive) will give an idea of the great variety of such reasons.(a) school curriculumprobably the greatest number of language students in the world do itbecause it is on the school curriculum whether they like it or not! for manyof these students english, in particular, is something that both they and theirparents want to have taught. for others, however, the study of languages issomething they feel neutral (or sometimes negative) about.(b) advancementsome people want to study english (or another foreign language) becausethey think it offers a chance for advancement in their professional lives.they will get a better job with two languages than if they only know theirmother tongue. english has a special position here since it has become theinternational language of communication.(c) target language communitysome language students find themselves living in a target languagecommunity (either temporarily or permanently). a target languagecommunity (tlc) is one where the inhabitants speak the language whichthe practice of english language teachingthe student is learning; for students of english an english-speaking countrywould be a tlc. the students would need to learn english to survive inthat community.(d) english for specific purposes1the term english for special or specific purposes has been applied tosituations where students have some specific reason for wanting to learn thelanguage. for example, air traffic controllers need english primarily toguide aircraft through the skies. they may not use the language at all apartfrom this. business exec