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《學習者為中心的課程設置：第二語言教學研究》系“劍橋應用語言學叢書”之一。該叢書精選自劍橋大學出版社出版的語言學和應用語言學專著，與“牛津應用語言學叢書”相輔相成，相得益彰。
《學習者為中心的課程設置：第二語言教學研究》是一部有關第二語言教學中課程設置的學術專著，向讀者展示了英語語言教學領域中的課程設置理論和實踐，貫穿于全書的主題是“以學習者為中心”的理念。本書的諸多研究實例對我國英語語言教學的研究具有借鑒作用。書中介紹的課程設置采用“自下而上”的模式，及課程設置不是簡單地按照課程設置專家、學者所提出的理論，而是基于觀察與研究語言教師在計劃、實施和評估語言課程過程中的實際舉措和想法。書中所提供的一系列研究實例進一步闡述和論證了本書提出的理論模式。
《學習者為中心的課程設置：第二語言教學研究》是一部有關第二語言教學中課程設置的學術專著，向讀者展示了英語語言教學領域中的課程設置理論和實踐，貫穿于全書的主題是“以學習者為中心”的理念。本書的諸多研究實例對我國英語語言教學的研究具有借鑒作用。書中介紹的課程設置采用“自下而上”的模式，及課程設置不是簡單地按照課程設置專家、學者所提出的理論，而是基于觀察與研究語言教師在計劃、實施和評估語言課程過程中的實際舉措和想法。書中所提供的一系列研究實例進一步闡述和論證了本書提出的理論模式。
目次
Series Editors' Preface
Preface xi
Introduction
1.1 Preamble
1.2 Linguistics and Language Teaching
1.3 Learner-Centred Curriculum Development
1.4 The Curriculum Process
1.5 The Structure of the Study
1.6 Conclusion
Curriculum Processes
2.1 Traditional Approaches to the Curriculum
2.2 ESL and Curriculum Planning
2.3 Summary
Learner-Centred Curriculum Development
3.1 Introduction
3.2 Theoretical Bases for Learner-Centred Curricula
3.3 Communicative Language Teaching and Learner-Centred
Curricula
3.4 Communicative Language Teaching - The Teacher's
Perspective
3.5 The Concept of Language Proficiency
3.6 Towards a Generalised Language Curriculum
Framework
3.7 The Teacher and the Curriculum
3.8 Summary
Pre-Course Planning Procedures
4.1 Introduction
4.2 The Starting Point
4.3 Needs Analysis
4.4 Participants in Pre-Course Planning Procedures
4.5 Grouping Learners
4.6 Resources for Planning
4.7 Investigating Needs-Analysis Procedures
4.8 Conclusion
5 Planning Content
5.1 Introduction
5.2 Content Selection - An Empirical Investigation
5.3 Analytical Approaches to Content Specification
5.4 Deriving Content from Learner Data
5.5 Grading Content
5.6 Conclusion
6 Methodology
6.1 Introduction
6.2 Methodology and Communicative Language Teaching
6.3 Acquisition in the Classroom
6.4 Stimulating Classroom Acquisition
6.5 Methodology in a Learner-Centred Curriculum
6.6 Negotiating Learning Activities
6.7 Conclusion
7 Resources for a Learner-Centred Curriculum
7.1 Introduction
7.2 Materials in a Learner-Centred Curriculum
7.3 The Community as a Resource
7.4 The Teacher as Developer of Resources
7.5 Conclusion
Assessment and Evaluation
8.1 The Place of Evaluation in the Curriculum
8.2 Some Key Concepts in Evaluation
8.3 Some Key Questions in Evaluation
8.4 The Assessment of Second-Language Proficiency
8.5 Techniques for Self-Assessment
8.6 Conclusion
Evaluation and Professional Development
9.1 Introduction
9.2 Evaluation and the Planning Process
9.3 Evaluation and the Implemented Curriculum
9.4 Evaluation and the Assessed Curriculum
9.5 Causes of Learner Failure
9.6 Evaluation and Teacher Development
9.7 Conclusion
10 The Teacher as Curriculum Developer
10.1 Introduction
10.2 The Teacher as Curriculum Developer
A National Study
10.3 Future Directions
10.4 Conclusion
References
Appendix
Subject Index
Author Index
Preface xi
Introduction
1.1 Preamble
1.2 Linguistics and Language Teaching
1.3 Learner-Centred Curriculum Development
1.4 The Curriculum Process
1.5 The Structure of the Study
1.6 Conclusion
Curriculum Processes
2.1 Traditional Approaches to the Curriculum
2.2 ESL and Curriculum Planning
2.3 Summary
Learner-Centred Curriculum Development
3.1 Introduction
3.2 Theoretical Bases for Learner-Centred Curricula
3.3 Communicative Language Teaching and Learner-Centred
Curricula
3.4 Communicative Language Teaching - The Teacher's
Perspective
3.5 The Concept of Language Proficiency
3.6 Towards a Generalised Language Curriculum
Framework
3.7 The Teacher and the Curriculum
3.8 Summary
Pre-Course Planning Procedures
4.1 Introduction
4.2 The Starting Point
4.3 Needs Analysis
4.4 Participants in Pre-Course Planning Procedures
4.5 Grouping Learners
4.6 Resources for Planning
4.7 Investigating Needs-Analysis Procedures
4.8 Conclusion
5 Planning Content
5.1 Introduction
5.2 Content Selection - An Empirical Investigation
5.3 Analytical Approaches to Content Specification
5.4 Deriving Content from Learner Data
5.5 Grading Content
5.6 Conclusion
6 Methodology
6.1 Introduction
6.2 Methodology and Communicative Language Teaching
6.3 Acquisition in the Classroom
6.4 Stimulating Classroom Acquisition
6.5 Methodology in a Learner-Centred Curriculum
6.6 Negotiating Learning Activities
6.7 Conclusion
7 Resources for a Learner-Centred Curriculum
7.1 Introduction
7.2 Materials in a Learner-Centred Curriculum
7.3 The Community as a Resource
7.4 The Teacher as Developer of Resources
7.5 Conclusion
Assessment and Evaluation
8.1 The Place of Evaluation in the Curriculum
8.2 Some Key Concepts in Evaluation
8.3 Some Key Questions in Evaluation
8.4 The Assessment of Second-Language Proficiency
8.5 Techniques for Self-Assessment
8.6 Conclusion
Evaluation and Professional Development
9.1 Introduction
9.2 Evaluation and the Planning Process
9.3 Evaluation and the Implemented Curriculum
9.4 Evaluation and the Assessed Curriculum
9.5 Causes of Learner Failure
9.6 Evaluation and Teacher Development
9.7 Conclusion
10 The Teacher as Curriculum Developer
10.1 Introduction
10.2 The Teacher as Curriculum Developer
A National Study
10.3 Future Directions
10.4 Conclusion
References
Appendix
Subject Index
Author Index
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