《英语教学法教程》.docx

《英语教学法教程》.docx

《《英语教学法教程》.docx》由会员分享，可在线阅读，更多相关《《英语教学法教程》.docx（69页珍藏版）》请在冰点文库上搜索。

《英语教学法教程》

　一名合格的英语教师，不仅要具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学基本技能，既能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。

而这些能力的形成都基于我们对语言的认识和对语言学习过程的认识。

这些正是我们制作英语教学法网络课件的目的所在。

   本网络课件以《英语教学法教程》（王蔷:

2000）为基本素材，又补充了新近的教学改革理念以及大量的语言教学材料供英语教师和师范类英语专业学生学习参考。

AnInstructiontoELTMethodology

I.TheConceptofMethodology

Question1:

WhatisMethodologyandwhat

aspectdoesitcover?

ItisacourseinEnglishLanguage

Teaching.

Itmayhelpyoutobecomeagoodlanguageteacher.

ItisaimedatintroducingsometeachingtheoriesandpracticalmethodstoEnglishteachers.

Itdealswithlanguageandlanguagelearningandteaching.

Itprovideswithknowledgeoflessonplanningandclassroommanagement.

Itfocusesontheteachingoflanguagecomponents;thatis,pronunciation,vocabularyandgrammar.

Italsofocusesontheteachingofthefourlanguageskills;thatis,listening,speaking,readingandwriting.

Itshowshowtheselanguagecomponentsandskillsaretaughtandpracticedinandoutoftheclassroom.

Itisaboutlanguageassessment

Itintroducestheusersofthebooktotheevaluation,selectionandadaptationoftextbooksandsoon.

Italsoshowshowteacherswillbeabletointegratetheseareas,languagecomponentsandtheteachingofthefourlanguageskills（orfive:

plustranslation）.

Question2:

Whyareourchildren/peoplelearningEnglish?

Theyhavetopasstheexaminations.

Theycanhelpforeignvisitors.

It’snecessaryiftheywanttoenteruniversity.

Learningaforeignlanguageisanintellectualchallenge.

Theycanusecomputersmoreeasily.

Theyneedtokeepintouchwithwhatisgoingonintheirprofessionworldwide.

Englishwillbeveryimportanttogetajobintrade.

Englishwillbeusefulforthemtotravelabroad.

TheywillbeabletoreadandlistentoinEnglish.Thiscanimprovetheirknowledgeoftheworld.

Ofcourse,therearenorightorwronganswers.ButwhattheyaredoingintheEnglishclassisgainingskillsthatmighthelptheminlife.

Question3:

Howdo/didyoustudyEnglish?

Differentstudentsstudyindifferentways.

AllroadsleadtoRome/English.

Question4:

HowwasEnglishtaughtinthepast?

Thefollowingquestionsmayhelpyoutoanswertheformerquestion.

Whathappenedatthebeginningofeachlesson?

Howdidyouhavetoprepareforthelesson?

Howdidyoufeelduringyourlesson?

Whatstepdidtheteacherfollow?

Whatdidyou&theteacherdoinclass?

Howmuchhomeworkdidyouhave?

Whatdidyouenjoymostaboutyourclasses?

Hereissomethingthatyoushouldalwayskeepinmindasateacher:

Yourrelationshipwithyourstudentsandwiththesubjectyouareteachingwillalwayshaveanimportanteffectonthestudentslearning.

Question5

Whatislanguage?

Languageisameansofcommunicationwithotherpeople.

Question6:

Sowhatistheaimorpurposeoflanguageteaching?

 Communication.

Question7:

Howmanylanguageteachingmethodsorapproachesdoyouknow?

thegrammar-translationmethod

thedirectmethod

theaudio-lingualmethod

thesituationallanguageteaching

thecognitiveapproach

thesilentway

thetotalphysicalresponsemethod

thecommunicativeapproach

thenaturalapproach

thefunctional-notionalmethod,etc.

II.CurrentTeachingMethodsandApproaches

IncurrentlanguageclassesinChina,itisverypopulartoapplythefollowingteachingmethods,whicharemorepopularandpractical:

1.Theobjectiveteachingmethod

It’s3keyelements:

TeachingObjectives,objectiveactivitiesandteachingevaluation.

2.Five-stepTeachingMethod

（1）Revision

（2）Presentation（3）Drill（4）Practice（5）Consolidation

Eachclasscontainsatleast3parts:

● Reviewlearnedlanguagematerials

● Teachnewlanguagecomponents:

phonetics,vocabularyand

          grammar.

● Carryoutvariousformsof4skills’activities.

3.TheIntegralTeachingMethod

Itisquitesimilartothecommunicativeapproach,whichwillbediscussedindetailandfullyinUnit2.

Question8:

Whatisagoodlanguageteacher?

AgoodEnglishteachershouldhave（strong）ethicdevotion,（certaindesirable）personalstyleand（necessary）professionalqualities.

                   E.D.

          P.S.                       P.Q.

Question9:

Howcanyoubecomeagoodlanguageteacher?

Languagetraining:

asoundcommandofEnglish

Learnfromothers’experience

Learnreceivedknowledge,suchaslanguagetheories,methodology,education,psychology,etc.

Learnfromone’sownexperience

Practicemakesperfect

Keeponreflectingonwork,etc.

III.TheEvaluationofaTeacherinSchool

● Moralcharacter

● Ability

● Workattendance

● Achievement

Andsomeothersocialelements:

AformulathatmaymakeaVIT（veryimportantteacher）:

IQ＋EQ=VIT/VIP

IV.FourBasicSkills/AbilitiesofaTeacher

1.Lessonplanning（Preparelessonscreativelyandimaginatively）

2.Lessonpresenting（Presentlessonspracticallyandtheoretically）

3.Lessonteaching（Teachlessonseffectivelyandefficiently）

4.Lessonassessing（Assesslessonsobjectivelyandimpartially）

Thatistosay,first,prepareyourlessonwell;second,makeclearaboutyourlessontoothers;third,carryoutyourlessonplanwellandfourthevaluateyourlessonappropriately.

V.Consideration

Whathaveyoulearnedinthislecture?

Whatcanbethemostusefultoyou?

Whatdoyouthinkyoucanapplytoyourteaching?

Howwillyouintendtodealwiththeproblemsifyouhaveanyinthiscourse?

Whatproblemsdoyouthinkyouwillmeetwithinyourteaching?

Andhowwillyoudealwiththem?

VI.Generalassignmentforthiscourse:

Beclearabouthowtoprepare,teach,presentandevaluatealesson,andprepareforthefinalexam.

Unit1LanguageandLearning

1.1Question1

Whatisthechallengethelanguage

 teacherisconfrontedwith?

Learners:

Differentreasons/ways/understanding/

capabilities/Differentlanguagelevels

Thechallengethatthelanguageteacherisconfrontedwithishowteachingmethodologycancaterforlearnerswhohavemoredifferencesthancommonalities.

1.2Question2

Whatisthequestionthatallapproachesoflanguageteachingshouldanswer?

Thequestionis“Whatislanguage?

”

Question3

Whatarethethreedifferentviewsoflanguagethatlanguageteachingandlearningpracticehavebeeninfluencedby?

Theyarethestructuralview,thefunctionalviewandtheinteractionalview.

Question4

Howdoesthestructuralviewseelanguage?

Howdoesthefunctionalviewseelanguage?

Howdoestheinteractionalviewseelanguage?

Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansofdoingthings.Learnerslearn alanguageinordertobeabletodothingswithfunctionalactivities.

Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontext.

1.3 Question5

Thelanguagelearningtheoryunderliesateachingapproachormethod.Thistheorycanbebroadlydividedintotwokinds:

WhatareProcess-orientedtheoriesconcernedwith?

→

Howthemindprocessesnewinformation.

WhatdoCondition-orientedtheoriesemphasize?

→

Thenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.

Question6

Whatisthebehavioristtheoryoflanguagelearning?

BehavioralpsychologistSkinner,basedonthetheoryofconditioning,suggestedlanguageisalsoaformofbehavior.Itcanbelearnedinthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism,whichhasthreemajorstages,“stimulus,response,andreinforcement（Harmer）”.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher（e.g.:

theaudio-lingualmethod.）

WhatistheCognitivetheoryoflanguagelearning?

Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:

ifalllanguageislearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

Solanguageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.

CanapersonwhoseEnglishisverygoodbecomeaqualifiedteacher?

1.4Question7

Howmanygroupsofelementscancontributetothequalitiesofagoodlanguageteacher?

And whatarethey?

3groups:

ethicdevotion,professionalqualitiesandpersonalstyles

（Moreadjectives:

E.DGroup:

co-operative,responsible,devotional,diligent,dood-conducting,faithful,honest,frank…

P.SGroup:

communicativesociable,imaginative,tidyandneat,active,good-tempered,friendly,graceful（handsome）...

P.QGroup:

knowledgeable,stimulating,inspiring,observant,skillful,equal,experienced…

1.5Question8

Howmanystagesdoesthedevelopmentofprofessionalcompetenceforalanguageinvolve?

Andwhatarethey?

3stages:

languagetraining↔others’experience/receivedknowledge/ownexperiencepractice↔reflection→professionalcompetence（goal）

Professionalcompetenceis“amovingtarget”,towardswhichprofessionalstravelalltheirprofessionallifebutwhichisneverfinallyattained.

Question9

Whatis“pseudopractice”?

Itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervisionoftheir