王蔷《英语教学法教程》总复习资料Word格式文档下载.docx
《王蔷《英语教学法教程》总复习资料Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《王蔷《英语教学法教程》总复习资料Word格式文档下载.docx(29页珍藏版)》请在冰点文库上搜索。
FunctionalView:
Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrules andthevocabularytoexpressnotionsthatperformthefunctions.Communicativeapproachesarebasedonthisviewoflanguage.
InteractionalView:
Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.
Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:
Strategicinteraction;
communicativeapproaches.
2.WhatarethemajorViewsonlanguagelearning?
Whataretheirimplicationstolanguageteaching?
Behaviouralisttheory
Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflanguagelearningisreferredtoasbehaviouralism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyinAmerica.
Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthis methodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswere
29
immediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.
Cognitivetheory
ItseemstobelargelytheresultofNoamChomsky‟sreactiontoSkinner‟sbehaviouraltheory,whichledtotherevivalofstructurallinguistics.
ThekeypointofChomsky‟stheoryisreflectedinhismostfamousquestion:
iflanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore.
Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.
Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.
Constructivisttheory:
Learningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandwhathe/shealreadyknows.
Implicationsforclassroomteaching
Teachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.
Itisbelievedthateducationisusedtodevelopthemind,notjusttorotateorrecallwhatislearned.
Teachersneedtodesignactivitiestointeractwithlearnerstofosterinventive,creative,criticallearners.
Teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners‟interestandcuriosityforlearning.
Socio-constructivisttheory:
Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD)andscaffolding.
Learningisbestachievedthroughthedynamicinteractionbetweentheteacher
andthelearnerandbetweenlearners.Withtheteacher‟sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers‟support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.
Unit2CommunicativePrinciplesandActivities
1.ThegoalofCLTistodevelopstudents‟communicativecompetence.
2.Whatiscommunicativecompentence?
Trytolistsomeofitscomponentsandtheirimplicationtoteaching.
Communicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.
Linguisticcompetence---knowledgeofthelanguageitself,itsformandmeaning
Pragmaticcompetence---theappropriateuseoflanguageinsocialcontextDiscoursecompetence---one‟sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation)
Strategiccompetence---strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources
Fluency----one‟sabilityto„linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation
Implicationsforteachingandlearning:
Linguisticcompetence
Teachersneedtohelplearners
----achieveaccuracyinthegrammaticalformsofthelanguage;
----pronouncetheformsaccurately;
----usestress,rhythm,andintonationtoexpressmeaning;
----buildarangeofvocabulary;
----learnthescriptandspellingrules;
----achieveaccuracyinsyntaxandwordformation.
Pragmaticcompetence
---learntherelationshipbetweengrammaticalformsandfunctions;
---usestressandintonationtoexpressattitudeandemotion;
---learnthescaleofformality;
---understandanduseemotivetone;
---usethegrammaticalrulesoflanguage;
---selectlanguageformsappropriatetotopic,listener,orsetting,etc.
Discoursecompetence
----takelongerturns,usediscoursemarkersandopenandcloseconversations;
----appreciateandbeabletoproducecontextualisedwrittentextsinavarietyofgenres;
----beabletousecohesivedevicesinreadingandwritingtexts;
----beabletocopewithauthentictexts.
Strategiccompetence
Teachersneedtoenablelearners
----totakerisksinusingthelanguage;
----tousearangeofcommunicativestrategies;
----tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.„Whatdoyoucallathingthat/personwho…‟
Fluency
-----dealwiththeinformationgapofrealdiscourse;
-----processlanguageandrespondappropriatelywithadegreeofease;
-----beabletorespondwithreasonablespeedin„realtime”.
3.Whatiscommunicativelanguageteaching?
CommunicativelanguageteachingbeganinBritaininthe1960sasareplacementtoSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky'
scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,aswellasAmericansociolinguists.
Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.
Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.
Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"
controls"
thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.
4.Principlesincommunicativelanguageteaching
Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
Meaningfulnessprinciple:
Languagethatismeaningfultothelearningsupportsthelearningprocess.
5.Strongversionandweekversion
Aweakversion:
Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.
Itregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.
Astrongversion:
Strongversion:
Thestrongversionclaimsthat„languageisacquirethroughcommunication‟.Learnersdiscoverthestructuralsystemintheprocessoflearninghowtocommunicate.
Itregardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.
5.Listsomeofthecommunicativeactivities.
1)Fu