英语教学法重点.docx

英语教学法重点.docx

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英语教学法重点

英语教学法重点

Unit1LanguageandLearning

？

1.1HowdowelearnlanguageWelearnlanguageatdifferentages

Peoplehavedifferentexperiences

Peoplelearnlanguagesfordifferentreasons

Peoplelearnlanguagesindifferentways

Peoplehavedifferentcapabilitiesinlanguagelearning

Learningcanbeaffectedbythewayhowlanguageistaught

Learningisaffectedbythedegreeofsuccessoneisexpectto

achieve.

Thusthechallengeconfrontinglanguageteachingishowteaching

methodologycanensuresuccessfullearningbyallthelearnerswhohave

moredifferencesthanthecommonality.

1.2Whatarethemajorviewsoflanguage?

1）Structuralview:

Languageisalinguisticsystemmadeupofvarioussubsystems:

phonology,morphology,lexicologyandsyntacx.Tolearnalanguageis

tolearnitsvocabularyandstructuralrules.

英语教学法重点

2）Functionalview:

Languageisalinguisticsystemaswellasameansfordoingthings.

Learnerslearnalanguageinordertobeabletodothingswithit（use

it）.Toperformfunctions,learnersneedtoknowhowtocombinethe

grammaticalrulesandthevocabularytoexpressnotionsthatperform

thefunctions.

3）Interactionalview:

Languageisacommunicativetooltobuildupandmaintainsocial

relationsbetweenpeople.Learnersneedtoknowtherulesofalanguage

andwhere,whenandhowitisappropriatetousethem.

1.3ViewsonLanguageLearning

Twobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizes

newinformation.

Condition-orientedtheoriesemphasizethenatureofhumanand

physicalcontext.

Behavioristtheory

B.F.Skinner?

英语教学法重点

Astimulus-responsetheoryofpsychology?

Audio-lingualmethod?

Theideaofthismethodisthatlanguageislearnedbyconstant?

repetitionandthereinforcementoftheteacher.Mistakeswere

immediatelycorrected,andcorrectutteranceswereimmediately

praised.

CognitivetheoryB.

InfluencedbyNoamChomsky（revivalofstructurallinguistics）?

Languageasanintricaterule-basedsystem?

producetohimAlearneracquireslanguagecompetencewhichenables?

language.

Oneinfluentialideaofcognitiveapproachtolanguageteaching?

isthatstudentsshouldbeallowedtocreatetheirownsentencebased

ontheirownunderstandingofcertainrules.

ConstructivisttheoryC.JeanPiaget（1896—1980）?

Thelearnerconstructsmeaningbasedonhis/herownexperiences?

andwhatisalreadyknown.

Socio-constructivisttheoryD.

英语教学法重点

Vygotsky?

“ZoneofProximalDevelopment”（ZPD）;scaffolding（脚手架）?

Learningisbestachievedthroughthedynamicinteractionbetween?

theteacherandthelearnerandbetweenlearners.

1.4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommand

ofthelanguage.Thereareavarietyofelementthatcontributestothe

qualitiesofagoodlanguageteacher.Theseelementcanbecategorized

intothreegroups:

ethicdevotion,professionalqualityandpersonal

styles.

1.5Howcanonebecomeagoodlanguageteacher?

Wallace's（1991）‘reflectivemodel'（Figure1.1,p.9）?

英语教学法重点

Stage1:

languagedevelopment

Stage2:

learning,practice,reflection

Thelearningstageisthepurposefulpreparationthatalanguage

?

normallyreceivesbeforethepractice,Thispreparationcan

include:

1.Learningfromothers'experience

2.Learningthereceivedknowledge

3.Learningfromone'sownexperiences

Thepracticestage（2senses）?

Pseudopractice:

shortperiodoftimeassignedtodo

teachingpracticeaspartofone'spre-serviceeducation,

usuallyunderthesupervisionofinstructors

Therealclassroomteaching:

whatateacherundertakesafter

he/shefinishesformaleducation

Teachersbenefitfrompracticeiftheykeeponreflectingon

?

whattheyhavebeendoing

Goal:

professionalcompetence

Unit2CommunicativePrinciplesandTask-basedlanguageteaching

英语教学法重点2.1Howislanguagelearnedinclassroomsdifferentfromlanguage

usedinreallife?

LanguageusedinreallifeLanguagetaughtinthe

classroom

Tofocusonforms（structuresorToperformcertain

communtcativepatterns）functions

Useallskills,bothreceptiveTofocusononeortwolanguage

skillsskillsandignoreothers.andproductiveskills

UsedinacertaincontextToisolatelanguagefromits

context

2.2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-life

languageuse,onesolutionistoadoptCLT,thegoalofwhichisto

developstudents'communicativecompetence.

Definition:

Communicativecompetenceincludeboththeknowledgeaboutthe

languageandtheknowledgeabouthowtousethelanguageappropriately

incommunicativesituations

Fivecomponentsofcommunicativecompetence（Hedge2000）

Linguisticcompetence（语言能力）?

Theknowledgeoflanguageitself,itsformandmeaning.

Pragmaticcompetence（语用能力）?

英语教学法重点

Theappropriateuseoflanguageinsocialcontext.

Discoursecompetence（语篇能力）?

One'sabilitytocreatecoherentwrittentextorconversation

andtheabilitytounderstandthem

Strategiccompetence（策略能力）?

Strategiesoneemployswhenthereiscommunicationbreakdown

duetolackofresources.

Fluency（流利性）?

One‘sabilityto‘linkunitsofspeechtogetherwith

facilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation'

2.3Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsof

communicativecompetence,butnotjustthelinguisticcompetence.

2.4PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

involverealcommunication

2Taskprinciple：

Carryoutmeaningfultasks

英语教学法重点

3Meaningfulnessprinciple：

Meaningfullanguagetothelearner

HowattproposesaweakandastrongversionofCLT:

Weakversion

Learnersfirstacquirelanguageasastructuralsystemandthen

learnhowtouseitincommunication.

Strongversion

“languageisacquiredthroughcommunication”（Howatt,1984:

279）

2.5MajorActivityTypesofCLT

AsequenceofactivitiesrepresentedinLittlewood（1981:

86）

Pre-communicativeactivities

Structuralactivities?

Quasi-communicativeactivities类似,准,半?

Communicativeactivities（PP22-23）

Functionalcommunicationactivities?

Socialinteractionactivities?

2.6SixCriteriaforevaluatingcommunicativeclassroomactivities

（mainfeaturesofcommunicativeactivities?

）

英语教学法重点

Communicativepurpose?

Communicativedesire?

Content,notform?

Varietyoflanguage?

Noteacherintervention?

Nomaterialscontrol?

2.7WhatisTask-basedLanguageTeaching?

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefin

theuseoflanguageinreallife,butstressestheimportancetocombine

form-focusedteachingwithcommunication-focusedteaching.

Fourcomponentsofatask

Apurpose1.Acontext2.

Aprocess3.

Aproduct4.

Exercises,exercise-tasksandtasks

英语教学法重点

kindThisandbetweentasksexercises.Exercise-tasksishalfway

ofactivityconsistsofcontextualizedpracticeoflanguageitem.

2.8DifferencesbetweenPPPandTBLTradicallyTBLTislanguageuseandexperienceinstudents1Theway

differentfromPPP.

*Freeoflanguagecontrol

*Agenuineneedtouselanguagetocommunicate

*Afreeexchangeofideas

*Appropriateness&accuracyoflanguageformingeneral,not

productionofasingleform

*Agenuineneedforaccuracyandfluency

form-focusedteachingandgrammarcontextprovide2.TBLcanafor

activities.PPPis

英语教学法重点

differentinthisaspect.

■Atask-establishedcontext

Encouragedtothink,analyze,notsimplytorepeat,manipulateand?

apply

Amorevariedexposuretonaturallanguage?

Languageformsnotpre-selectedforfocus?

Learner-freeselectionoflanguage?

TBLcycleleadfromFluencytoaccuracy（+fluency）?

InTBLIntegratedskillspracticed?

2.9Howtodesigntasks?

Step1Thinkaboutstudents'needs,interests,andabilities

Step2Brainstormpossibletasks

Step3Evaluatethelist

Step4Choosethelanguageitems

Step5Preparingmaterials

2.10CLTandTBLTintheChinesecontext

ProblemswithCLT?

英语教学法重点

1.Theveryfirstandforcefulargumentiswhetheritisculturally

appropriate

2.ThesecondproblemofCLTrelatetothedesignthesyllabusfor

teachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitable

forallageleveloflearnersorallcompetenceleveloflearners.

ConstraintsofTBLT?

Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems?

ThesecondconstraintisTimeasteachershavetopreparetask-based

?

activitiesverycarefully.

Thethirdisthecultureoflearning?

TheforthisLevelofdifficulty?

Unit3

3.1Abriefhistoryofforeignlanguageteachingin

Aphaseofrestoration（1978-1985）?

Aphaseofrapiddevelopment（1986-1992）?

Aphaseofreform（1993-2000）?

Aphaseofinnovationfrom2000?

英语教学法重点

3.2DesigningprinciplesfortheNationalEnglishCurriculum

1）Aimforeducatingallstudents,andemphasize

quality-orientededucation.

2）Promotelearner-centeredness,andrespectindividual

differences.

3）Developcompetence-basedobjectives,andallowflexibilityand

adaptability.

4）Paycloseattentiontothelearningprocess,andadvocate

experientiallearningandparticipation.

5）Attachparticularimportancetoformativeassessment,and

givespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesfor

learningandusingthelanguage.

3.3GoalsandobjectivesofEnglish