内容

目次

Preface; Acknowledgements; PART ONE: Basic issues; Introduction; 1 Thelearning part; The learning process; Learners' aims; Learners'expectations; The eclectic approach; 2 The language part; Linguisticanalysis; Rules and explanations; Communicative competence; 3 Theanalysis part; The inevitable numbers; The research question; Furtherreading; PART TWO: What learners need to know; Introduction; Analysisin terms of communicative competence; Analysis from the 'inside'perspective; Analysis of needs at four levels of generality; 4 Globalneeds analysis; A welfare case; An agricultural case; An engineeringcase; Involving the learners; 5 Grammatical-rhetorical needs analysis;1. Form and function in native speaker performance; For specialpurposes: written language; For special purposes: spoken language; 2.Inherent variability in native speaker performance; Eyewitnessaccounts; Native speakers aren't perfect; 6 Review of techniques;Further reading; PART THREE: What learners do and do not know;Introduction; 7 Grammatical competence; 1. Investigating grammaticalcompetence; Stating the rules; Discrete-point and integrative measures;Grammaticality judgments and making corrections; 2. Variability inlearner language; Degrees of accuracy; The influence of cohesion andcommunicative pressure; 8 Sociolinguistic competence; 'What would yousay if ...'; On teaching speech acts; 1. Investigating learners'sociolinguistic skills; Taking turns; Have we got the right script?; 2.An alternative approach; Fostering interactive learning; The fourcomponents; Frameworks for reflection; 9 Strategic competence; 1. Usinga task-based methodology; 'The three legs'; 'The arm of the chair is... when you use for to write'; 2. Communication strategies; 3.Fostering strategic competence; Classroom activities; Identifying theessential structure; Maintaining a balance; 10 Some methodologicalissues in investigating learner language; The addressee; The topic; Thetask; The data analysis; Further reading; PART FOUR: Getting thelearners' views; Introduction; Questionnaires; Diaries, observations,and interviews; 11 The confidence factor; Very confident wronganswering; Individual self-monitoring ability; Accuracy andself-monitoring; 12 The perception of improvement; Measuring changeover time; What improves when accuracy doesn't?; Conclusion andspeculations; Further reading; Bibliography; Appendices; 1 Informalneeds assessment; 2 Supermarket story; 3 Grammaticality judgmentexercise (relative clauses); 4 Tape-recording interaction by learners;5 Description tasks; 6 Assembly tasks; 7 Narrative tasks; 8Communication strategy classwork; 9 Exercises used for self-monitoringstudy; Index