Chapter 1. Language Assessment 1. Principles of Language Assessment 2. Types of Tests in the Classroom 3. The Purposes of Tests 4. Alternatives in Assessment 5. A Computer Adaptive Test 6. Principles for Constructing Multiple-choice Items 7. Item Characteristics 8. Cloze Tasks Chapter 2. Theories of Second Language Acquisition 1. Behaviorism 2. Universal Grammar 3. Cognitivism 4. Sociocultural Theory 5. Input Hypothesis 6. Interaction Hypothesis 7. Noticing Hypothesis 8. Output Hypothesis 9. Interlanguage Theory 10. Attention-processing Model Chapter 3. Input, Output, and Interaction in SLA 1. Input in SLA 2. Output in SLA 3. Interaction in SLA 4. Meaning negotiation 5. Feedback 6. Interference & Error Analysis Chapter 4. Language in Context 1. Communicative Competence 2. BICS (Basic Interpersonal Communicative Skills) vs. CALP (Cognitive/Academic Language Proficiency) 3. Additive and Subtractive Bilingualism 4. Pragmatics 5. Speech Acts 6. Politeness 7. Discourse Analysis 8. Conversation Analysis 9. Hedge 10. The Influence of Environment on Language 11. Acculturation 12. Non-verbal Communication Chapter 5. Learner Aspects 1. Learning Styles 2. Learning Strategies 3. Motivation 4. Facilitative and Debilitative Anxiety 5. Attribution Theory 6. Self-efficacy Chapter 6. Syllabus and Approaches 1. Syllabus 2. Curriculum Development 3. Content-based Instruction 4. Project-based Learning 5. The Lexical Approach 6. Task-based Instruction Chapter 7. Teaching Grammar 1. Focus-on Form/Forms/Meaning 2. Two Approaches to Teaching Grammar 3. Consciousness-raising 4. Types of Teaching Grammar Chapter 8. Teaching Vocabulary 1. Incidental and Intentional Vocabulary Learning 2. Procedural and Declarative Knowledge in Vocabulary Learning: Communication and Language Learner's Lexicon 3. Productive vs. Receptive Vocabulary 4. Depth of Vocabulary Knowledge 5. Denotative Meaning and Connotative Meaning (Denotation vs. Connotation) 6. Vocabulary in the Classroom 7. Collocational and Lexical Phrases 8. Corpus Linguistics Chapter 9. Teaching Reading 1. Bottom-up Model: Data-driven/Text Bound 2. Top-down Model: Knowledge-driven/Concept-driven 3. Interactive Model of Reading and Interactive-compensatory Model 4. Schema Theory 5. Reading Activities: Extensive and Intensive Reading, Critical Reading, Jigsaw Reading 6. Reading Strategies 7. SQ3R Technique of Reading 8. Signpost Questions 9. Barrett's Taxonomy of Reading Comprehension Chapter 10. Teaching Writing 1. Approaches to Writing 2. A Genre-based Approach 3. Contrastive Rhetoric Theories 4. Coherence and Cohesive Devices 5. Types of Classroom Writing Performance 6. Dictocomp 7. Writing Assessment: Holistic and Analytic Scoring Chapter 11. Teaching Listening 1. Approaches to Listening: Bottom-up and Top-down 2. The Views of Listening: Product and Process 3. Features of Real-world Listening Input 4. Listening Materials 5. Classifying Listening Tasks 6. Register and Formality 7. Information Transfer Chapter 12. Teaching Speaking and Pronunciation 1. Features of Spoken Discourse 2. Speech Styles 3. Functions of Speaking 4. Speaking Activities in Classroom 5. Pronunciation Chapter 13. Materials 1. Authentic Materials & Authenticity: Sources and Choices 2. Material Adaptation 3. Simplification and Elaboration Chapter 14. Multi-media and Classroom Management 1. Three Phases of CALL 2. Blended Learning 3. Hypertext 4. Classroom Management