欧洲现代语言中心语言研究论文、书籍下载
http://www.ecml.at/Home/tabid/59/language/en-GB/Default.aspx欧洲现代语言中心（The European Centre for Modern Languages)是欧洲委员会(Council of Europe)下属的一个机构。专门从事语言教学与学习改革工作。
The ECML is a Council of Europe institution based in Graz, Austria. In cooperation with the Language Policy Division of the Council the Centre functions as a catalyst for reform in the teaching and learning
of languages.牋 It assists its stakeholders in member states in bringing language education policies and practices together.
该中心聘用了不少语言方面的专家，研究语言教育、教学改革、二语习得、跨文化交际等，出了不少这方面的论文集、专著，大都可免费下载（直接下载或简单注册），感兴趣的书友可以去瞧瞧。跨文化交际研究方面，有不少Miachale Byram的专著、合著。
详细出版目录可见：http://www.ecml.at/Portals/1/documents/ECML-ListOfPublications.pdf
搜索出版物：http://www.ecml.at/Resources/ECMLPublications/tabid/277/language/en-GB/Default.aspx
例如：
语言教育
BLOGS: web journals in language education
http://www.ecml.at/tabid/277/PublicationID/10/Default.aspx
Description
Weblogs (or blogs) are possibly the most visible of the Web 2.0 technologies, described by some as “push-button publishing for the people”. One commentator describes blogs as “impressive spontaneous acts of decentralised journalism”, while another talks of the power of blogs to “transform both writers and readers from audience to public and from consumer to creator”. This publication is one of the outcomes of an ECML project which, over the course of three years, investigated the design of an educational blogging platform and its use in the language classroom. It is intended for the adventurous language teacher who wishes to harness the potential of the writable Web in his or her language class, the teacher trainer who promotes a social constructivist paradigm, and the educational software designer who seeks to create flexible educational tools which incorporate “subversion”.
DOTS: Developing Online Teaching Skills
http://www.ecml.at/tabid/277/PublicationID/76/Default.aspx
Description
Many language teachers want to use up-to-date technology in their teaching but often do not have the time or resources for the necessary training.This training kit presents bite-size activities for ten popular tools that even the busiest language professionals can fit into their schedule. Working through training units which can be completed in around 30 minutes, teachers will get to know the uses and pedagogic benefits of online tools and learn how to integrate them into their language classes.
On the workspace users can join a community of language professionals and online teaching experts to watch video clips of experts explaining their use of tools and discuss different experiences and needs. They can also create their own training activities, upload materials for others to use and translate the existing activities into various languages.
WHAT IS ITS ADDED VALUE?
• The training kit for language teachers contains 30 bite-size activities for self-training in using Moodle, wikis, forums, blogs, audio-conferencing, Audacity, online surveys, YouTube, podcasting and quizzes.
• The offline version of the activities (on the datastick) can be used without access to the Internet.
• The online version (on the workspace) contains additional interactive features and
encourages collaboration with others.
Learner autonomy: The teachers' views
http://www.ecml.at/tabid/277/PublicationID/52/Default.aspx
Description
Learner Autonomy- The Teachers' View is the result of a research project initiated during ECML workshop No.8/97 entitled 'Aspects of Teaching Methodology in Bilingual Classes at Secondary School Level' which was held in Graz in May 1997. As the title suggests the project set out to be a research exercise which aimed to identify teachers' attitudes towards Learner Autonomy. The project set off with the hypothesis that teachers considered some areas of teaching and learning as more suitable than others for the implementation of Learner Autonomy. Teachers in several European countries were then asked to respond to questionnaires regarding their own views on Learner Autonomy. The main aim of the questionnaire was to investigate the extent to which students are responsible for their own learning. It also asked teachers whether or not their students should be involved in choices regarding, for example, the selection of their textbooks or the positioning of desks and seating arrangements. The results of the questionnaire provide educational boards with a valuable insight into contrasting teaching methodologies throughout Europe and help to identify the optimum learning conditions for students
二语习得书籍
Second Language Acquisition. The Interface between theory and practice
http://www.ecml.at/LinkClick.aspx?fileticket=/oW/wPuvuWs=&tabid=174&language=en-GB
Summary of findings of a project-based linguistics seminar held at the Department of English Studies of the University of Graz, Austria. October 2002 - January 2003.
Description: What theories of second language acquisition influence modern language teaching? What role does the ECML play in mediating between theory and practice? To what extent does classroom practice reflect current theories? Summary of the conclusions of a seminar on linguistic based on a project developed in the English Studies Institute of the University of Graz (Austria) from October 2002 to January 2003.
Authors: Martin Hanak-Hammerl and David Newby
Language: English
跨文化交际书籍
Social identity and the European dimension: Intercultural competence through foreign language learning
http://www.ecml.at/tabid/277/PublicationID/53/Default.aspx
Michael Byram, Manuel Tost Planet
Description
The origins of the publication lie in a workshop in 1995 organised jointly by the Modern Languages Division of the Council of Europe in Strasbourg and the ECML in Graz. The subject of the book is the introduction of a cultural dimension into foreign language teaching, in particular, to develop learners' intercultural competence. The book demonstrates how teachers can realise these aims in the classroom and how teacher trainers can develop training modules to ensure teachers are well prepared for the task. During an interim meeting of the coordination team in Strasbourg in July 1996, two research groups were formed- one francophone and the other anglophone. The francophone group concentrated on the concept of social identity, in particular European identity. They were then asked to analyse and reflect on the common values, which they consider to share with other young people in Europe. The anglophone group focused on the concept of national identity. The results of these projects were presented in a workshop in May 1997 and were used in the development of modules for in-service teacher training regarding the area of social identity. The modules consisted of a number of discussions, brainstorming sessions and written exercises, which were designed to challenge learners to evaluate their own identity on both a national and European scale. The results provided teacher trainers with many valuable insights and helped them to establish guidelines for teachers to follow when integrating this concept into the students' curricula.
Mirrors and Windows: An intercultural communication textbook
http://www.ecml.at/tabid/277/PublicationID/43/Default.aspx
Intercultural experiences pose inevitable challenges to one磗 personal identity and communication skills. One has to learn how to deal with unexpectedness, ambiguity and otherness as well as the resulting culture bumps or culture shock. The knowledge, skills and attitudes that are necessary for successful intercultural communication have to be observed, discussed and practised. This textbook wishes to help the trainer, the teacher and the learner in this process by encouraging culture-general discussions about culture with a small \"c\" and by using a reflective approach. 谢谢楼主,优质资源信息。 mark一下，谢谢楼主 可能需要注册
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