Includes bibliographical references (pages 309-323) and index.

"Since it was first established in the 1970s, the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues language acquisition and language use.

Process and Experience in Language Classroom argues the case for Communicative Language Teaching as an experiential and task driven learning process.

The author raises important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of current language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The author also discuss practical attemps to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

Process and Experience in Language Classroom is an ideal text for practising teachers, teacher educators and applied linguists more generally, who are concerned with recent developments in Communicative Language Teaching.

Michael Legutke is German Language Consultant to the Superintendent of Public Instruction in Washington State, U.S.A. Howard Thomas is Director of Studies at the Bell School, Bath." (Book Cover)

CONTENTS

Acknowledgements

1 - The modern language classroom: the case of the outmoded paradigm

1.1 The challenge of Communicative Language Teaching (CLT): shifts of paradigms

1.2 CLT: a 'glimpse' at classroom reality

1.3 CLT: missing links

2 - Theme-centred interaction in the L2 classroom

2.1 The 'culture' of the L2 classroom

2.2 The interaction potential of the L2 classroom
2.2.1 Content and process materials in classroom interaction
2.2.2 The learner and the teacher in the interactive process
2.2.3 The thematic dimension: theme and topic
2.2.4: Domains of communication

2.3 The 'dynamic balance' in themed-centre interaction

3 - From 'Humanism' into the classroom: critical criteria

3.1 Classroom activities: towards a definition

3.2 Humanistic language teaching

3.3 Humanism and educative: a brief historical perspective
3.3.1 Humanistic psychology and the climate of change
3.3.2 Key concepts of Gestalt Therapy
3.3.3 Learning in Gestalt Therapy
3.3.4 Conclusion

3.4 Criteria criteria
3.4.1 Criterion 1: Context and topicality
3.4.2 Criterion 2: Awareness
3.4.3 Criterion 3: Prior knowledge and prerequisites for learning
3.4.5 Criterion 4: Self-determination and selective authenticity
3.4.6 Criterion 5: Motivation - resistance
3.4.7: Criterion 7: Process relevance

3.5 The two premises: clarity and trust

4 - Building bricks: communicative learning tasks

4.1 Task-based language learning and exercise typologies

4.2 Communicative learning tasks
4.2.1 Trust-building activities and relaxation exercises
4.2.2 Awareness and sensibility training
4.2.3 Information-sharing activities
4.2.4 Thinking strategies and problem-solving
4.2.5 Imagination-gap, fantasy and creative explosion
4.2.6 Role-playing and creative dramatics
4.2.7 Interaction and interpersionality
4.2.8 Values clarification and discussion activities
4.2.9 Process evaluation and learner training

5 - Learning in projects (overview)

5.1 Background: towards a definition

5.2 Projects in foreign language learning
5.2.1 Encounter projects
5.2.2 Text projects
5.2.3 Class correspondence projects

Appendices: Project scenarios
Appendix 1: General structure for project work
Appendix 2: Scenario 1: Jumble aid
Appendix 3: Scenario 2: The Catcher in the Rye

6 - Issues in project learning

6.1 Process

6.2 Product

6.3 Experience
6.3.1 Learning in here and now
6.3.2 Experimentation and reflection

6.4 The cooperative classroom

6.5 The individual in the group

6.6 Aspects of implementation
6.6.1 Topic and content
6.6.2 Long-term planning and the sequencing of projects
6.6.3 The role of automatization
6.6.4 Evaluation and assessment

6.7 The institution
6.7.1 The location
6.7.2 Institutional adjustments

7 - Learner education

7.1 Broadening the concept: process competence of language learners

7.2 Components of process competence

7.3 Learner education and learner training
7.3.1 Experiences - expectations - beliefs: what the learner brings to the classroom
7.3.2 Personal growth and interpersonality
7.3.3 Learner autonomy
7.3.4 Text production
7.3.5 Peer teaching: learning through teaching
7.3.6 Learner education - an integrated approach

8 - Teacher education

8.1 Teachers and the experiential classroom

8.2 Teacher roles
8.2.1 The general role of the teacher as coordinator and facilitator
8.2.2 The teacher as manager and organizer
8.2.3 The teacher as instructor
8.2.4 The teacher as investigator and researcher

8.3 Teacher education for the process-oriented classroom
8.3.1 Pre-service teacher education
8.3.2 Initiatives in in-service teacher education
8.3.3 Teacher education: a final statement

Bibliography

Index