MAKING COMMUNICATIVE LANGUAGE TEACHING HAPPEN / Edition 2

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Overview

Praised for its fresh and informed discussion of language instruction and language acquisition, the first edition of Making Communicative Language Teaching Happen was recognized by the Modern Language Association as one of the twenty most influential methods textbooks. The authors are both internationally recognized scholars in the field of second language acquisition research and have also written numerous successful language textbooks. The guiding principle of Making Communicative Language Teaching Happen is the premise that communication is the expression, interpretation, and negotiation of meaning, and not simply oral expression. Following that framework, Making Communicative Language Teaching Happen helps instructors develop communicative classroom environments that blend listening, speaking, reading, and writing.

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Product Details

  • ISBN-13: 9780073655178
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 5/19/2003
  • Series: Making Communicative Language Teaching Happen Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 320
  • Sales rank: 682,069
  • Product dimensions: 7.40 (w) x 9.10 (h) x 0.60 (d)

Meet the Author

James F. Lee is the Head of the Department of Spanish and Latin American Studies at the University of New South Wales, Sydney, Australia. His research interests are in the areas of second language reading comprehension, input processing, and exploring the relationship between the two. His research has appeared in a number of scholarly journals and publications, including the co-authored books with Alessandro Benati Second Language Processing: Theory, Problems and Possible Solutions (2007, Continuum) and Delivering Processing Instruction in Classrooms and Virtual Contexts (2007, Equinox). Other publications include the book Tasks and Communicating in Language Classrooms (2000, McGraw-Hill) and the co-authored book Making Communicative Language Teaching Happen, Second Edition (2003, McGraw-Hill). He has also co-authored secveral textbooks, including ¿Sabias que…? Beginning Spanish, Vistazos, ¿Qué te parece?, and Ideas: Lecturas, estrategias, actividades y composiciones. He and Bill VanPatten are series editors for the McGraw-Hill Second Language Professional Series.

Bill VanPatten is Professor and Director of Applied Linguistics and Second Language Studies at Texas Tech University. His areas of research are input and input processing in second language acquisition and the effects of formal instruction on acquisitional processes. He has published widely in the fields of second language acquisition and language teaching and is a frequent conference speaker and presenter. His publications include Making Communicative Language Teaching Happen (with James F. Lee, 2003,McGraw-Hill), From Input to Output: A Teacher’s Guide to Second Language Acquisition (2003, McGraw-Hill), Processing Instruction: Theory, Research, and Practice (2004, Lawrence Erlbaum Associates) and most recently, Theories in Second Language Acquisition: An Introduction (with Jessica Williams, 2007, Lawrence Erlbaum Associates). He is the lead author of Vistazos, ¿Sabías que...?, Destinos and Sol y viento.

Dr. VanPatten is the 2007 recipient of the Anthony Papalia Award for Excellence in Teacher Education, awarded jointly by ACTFL and NYSAFLT.

When not engaged in academic activities, he writes fiction and performs stand-up comedy. He has recently published his first work of fiction, a collection of short stories titled Chicago Tales, published by Outskirts Press (2007).

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Table of Contents

Preface
Prologue 1
Ch. 1 From Atlas and Audiolingualism to Acquisition 6
Ch. 2 Working with Input 26
Ch. 3 Communicating in the Classroom 49
Ch. 4 Building Toward a Proficiency Goal 74
Ch. 5 Suggestions for Using Information-Exchange Tasks for Oral Testing 98
Ch. 6 Issues in Learning and Teaching Grammar 116
Ch. 7 Processing Instruction and Structured Input 137
Ch. 8 Structured Output: A Focus on Form in Language Production 168
Ch. 9 Suggestions for Testing Grammar 183
Ch. 10 Listening Comprehension 195
Ch. 11 Comprehending Written Language 217
Ch. 12 Writing and Composing in a Second Language 244
Ch. 13 Issues in Testing Comprehension and in Evaluating Writing 256
App Sample Processing Instruction Lesson on the French Causative 277
References 283
Index 294
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