英语教学法复习最新精简新版Word文件下载.docx

1、 The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures i

2、n the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation. Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities:

3、 offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based

4、 on this view of language. Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using th

5、em in a whole range of communicative context. Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist the

6、oryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching pr

7、ofession, particularly in America. One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected,

8、 and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomskys reaction to Skinners behavioural theory, which led to the revival of structural linguistics.The key point of Chomskys theory

9、 is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea i

10、s clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learn

11、ing is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that

12、 education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individ

13、ual learners with an understanding of the means of arousing learners interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development（ZPD） and scaffolding.Learni

14、ng is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peers support, the learner can move to a higher level of understanding and extend his / her skills an

15、d knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students communicative competence.2. What is communicative compentence? Try to list some of its components and their implication to teaching.Communicative compentence refers to both th

16、e knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence - knowledge of the language itself, its form and meaningPragmatic competence - the appropriate use of langu

17、age in social contextDiscourse competence - ones ability to create coherent written text or conversation and the ability to understand them （ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /abil

18、ity to initiate, develop, enter, interrupt, check, or confirm in a conversation）Strategic competence - strategies one employs when there is communication breakdown due to lack of resourcesFluency- ones ability to link units of speech together with facility and without strain or inappropriate slownes

19、s or undue hesitationImplications for teaching and learning:Linguistic competence Teachers need to help learners -achieve accuracy in the grammatical forms of the language;-pronounce the forms accurately;-use stress, rhythm, and intonation to express meaning;-build a range of vocabulary;-learn the s

20、cript and spelling rules;-achieve accuracy in syntax and word formation.Pragmatic competence Teachers need to help learners-learn the relationship between grammatical forms and functions;-use stress and intonation to express attitude and emotion;-learn the scale of formality;-understand and use emot

21、ive tone;-use the grammatical rules of language;-select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners-take longer turns, use discourse markers and open and close conversations;-appreciate and be able to produce contextualised writte

22、n texts in a variety of genres;-be able to use cohesive devices in reading and writing texts;-be able to cope with authentic texts.Strategic competence Teachers need to enable learners-to take risks in using the language;-to use a range of communicative strategies;-to learn the language needed to en

23、gage in some of these strategies, e.g. What do you call a thing that/person whoFluency-deal with the information gap of real discourse;-process language and respond appropriately with a degree of ease;-be able to respond with reasonable speed in real time”.3. What is communicative language teaching?

24、Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomskys criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguist

25、s.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solv

26、ing activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasize

27、s communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and controls the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of

28、 their own learning.4. Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is

29、meaningful to the learning supports the learning process.5. Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication. It regards overt teaching of language forms and functions as necessary means for helping le

30、arners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that language is acquire through communication. Learners discover the structural system in the process of learning how to communicate. It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1