《英语教学新概念》是2004年中国科学技术出版社出版的图书，作者是刘书森。该书在梳理和介绍英语教学的新理念和趋势的基础上，提出了新型的英语教学模式——建构主义教学模式。
内容提要
本书包括“是什么”和“如何做”两大方面的内容：一是
阐述了英语教学的语言学、心理学和二语习得的理论基础，二是讨论了在课堂教学中 实践上述理论的方法技巧，把英语教学的理论层面和实践层面整合起来。
该模式与传统英语教学模式形成鲜明的对比，反映了建构主义心理学、
人本主义心理学 、素质教育理念和二语习得理论等在外语教学中的应用。全书以建构主义模式为框架阐述了英语教学理论与实践的新发展, 提出了以培养交际能力为目的，学习与习得相结合，低阶学习与高阶学习相结合，教学方式和学习方式的转型，以及重视学习者个别差异和教师发展等新型 外语教学理念。
全书分三大部分：英语教学原理、英语教学实践及课堂管理和评估。
原理部分为1—5章：结合中国英语教学的实际，介绍了应用语言学、
心理语言学、
社会语言学 、二语习得等相关领域的最新成果；重点介绍建构主义心理学在英语教学中的应用，并提出建构主义的英语教学模式。对交际教学和
人本主义心理学在英语教学中的应用提出了独到的见解；阐述了建构主义模式下教学方式的转型、师生角色的转变。
英语教学实践为6—11章：不但介绍了具体教学方法和技巧，而且在综合语言能力的培养、学习任务的设计、教育技术与英语教学、学习者策略训练等新课题方面进行了大胆的探索。
课堂管理和评估为12—14章：涉及课堂管理、教师的备课、教学评估的多样化等课题。
书后附有英汉术语对照表和参考文献，便于读者自学和对自己感兴趣的专题作深入的学习和研究。
图书目录
Introduction
Part Ⅰ Principles of Language Teaching
Chapter 1 New Trends in Foreign Language Teaching and Learning
1.1 Change in research from teaching-centered research to learning-centered research
1.1.1 From seeking best teaching method to SLA research
1.1.2 Focus on the language learner
1.1.3 Learning process and description of learner language
1.2 Change in learning content and test
1.2.1 Language use and communicative competence
1.2.2 Communicative language teaching(CLT)
1.2.3 Content-based language learning
1.2.4 Communicative testing
1.3 Change in learning mode and resource
1.3.1 E-learning: an important form of English language learning in the future
1.3.2 Educational resources and English languge teaching (ELT)
1.4 Emphasis on cultural factors
1.4.1 What is culture?
1.4.2 Language and culture
1.4.3 Integrating cultural factors in language teaching
1.5 A new model in language teaching: the constructivist model
Questions and tasks
Chapter 2 Views on Language and Language Learning
2.1 Schools of linguistics and their views on language learning
2.1.1 Traditional grammar
2.1.2 Structural linguistics
2.1.3 Universal grammar
2.1.4 Functional linguistics，pragmatics and discourse analysis
2.1.5 Cognitive linguistics
2.1.6 Summary
2.2 Views on language and syllabus design
2.2.1 Learning is taken as a first principle
2.2.2 Acquisition is taken as a first principle
2.2.3 Language use is taken as a first principle
2.3 What is there to learn: proficiency in a foreign language
2.3.1 Grammatical competence
2.3.2 Sociolinguistic competence
2.3.3 Strategic competence
2.4 Conclusion
Questions and tasks
Chapter 3 Learning Theories, Acquisition Theories and Language Teaching
3.1 Learning theories and language teaching
3.1.1 Behaviorism
3.1.2 Humanism
3.1.3 Cognitivism
3.1.4 Constructivism
3.1.5 Summary
3.2 Transfer, memory and language learning
3.2.1 Language transfer
3.2.2 Memory
3.3 SLA Theories and their implication for language teaching
3.3.1 Krashen’s input hypothesis theory
3.3.2 Schumann’s acculturation theory
3.3.3 Multidimentional model
3.3.4 Summary
3.4 Conclusion: reorienting language teaching
3.4.1 Combining learning and acquisition
3.4.2 Combining lower-order learning and higher-order learning
Questions and tasks
Chapter 4 The Conversion of Foreign Language Teaching and Learning Style
Chapter 5 Language Teacher and Learner
Part Ⅱ Practices of Language Teaching
Chapter 6 Teaching Pronunciation, Vocabulary and Grammar
Chapter 7 Teaching Receptive Skills—Listening and Reading
Chapter 8 Teaching Productive Skills—Speaking and Writing
Chapter 9 Integrating the Four Skills
Chapter 10 Educational Technology and ELT
Chapter 11 Learning Strategy Training
Part Ⅲ Classroom Management and Evaluation
Chapter 12 Class Management
Chapter 13 Lesson Planning
Chapter 14 Language Testing
Reference
Glossary