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Informationen zum Autor 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 ï¿Sabias que? Beginning Spanish, Vistazos, ï¿Quï¿ te parece?, and Ideas: Lecturas, estrategias, actividades y composiciones. He and Bill VanPatten are series editors for the McGraw-Hill Second Language Professional Series. Klappentext 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.Based on a premise that communication is the expression, interpretation, and negotiation of meaning, and not simply oral expression. Following that framework, this work helps instructors develop communicative classroom environments that blend listening, speaking, reading, and writing. Inhaltsverzeichnis Chapter 1From Atlas and Audiolingualism to AcquisitionChapter 2Working with InputChapter 3Communicating in the ClassroomChapter 4Building Toward a Proficiency GoalChapter 5Suggestions for Using Information-Exchange Tasks for Oral TestingChapter 6Issues in Learning and Teaching GrammarChapter 7Processing Instruction and Structured InputChapter 8Structured Output: A Focus on Form in Language ProductionChapter 9Suggestions for Testing GrammarChapter 10Listening ComprehensionChapter 11Comprehending Written LanguageChapter 12Writing and Composing in a Second LanguageChapter 13Issues in Testing Comprehension and in Evaluating Writing...
