LearnerBased Teaching in ELT Class 附初三英语训练+语法记忆口诀.docx

LearnerBased Teaching in ELT Class 附初三英语训练+语法记忆口诀.docx

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LearnerBasedTeachinginELTClass附初三英语训练+语法记忆口诀

Learner-BasedTeachinginELTClass

以学生为主体的英语课堂教学

Abstract

Theauthorarguesthatwiththeprocessofteachingconceptandthepopularityofmoderninformationmedia,traditionaldidacticteachingisnotthemosteffectivemethod.Forvariousreasons,traditionalteachingtendstofocusononeortwolanguageskillsandignoretheothers.OnepossiblesolutiontobridgethegapbetweenELTclassandreallifelanguageuseistheadoptionofLearner-basedTeaching,whichhasbeeninsyllabusdesignandinthemethodologyofforeignlanguageteaching.TheemphasisofLearner-basedTeachingisthatallclassactivitiescanbedoneusinginformationthatthelearnersthemselvesbringtotheclass.Furthermore,asLearner-basedTeachingpatterngoes,theemphasishereisonLearnerIndependenceinthegroupmoderatherthanindividualself-studymode.Theultimategoalofthelearner-basedTeachinginELTclassistoenablethestudentstousetheforeignlanguageineverydaylifewhennecessary.Learner-basedTeachinghasitsadvantages:

itcanraisestudents’interestandmotivation.Amongitsadvantagesisitspowerasatoolforteachers’development.Noteachertakingthisroutecanfailtodevelopbothasapersonandasaprofessional.Theapproachoffersanexcitingandrewardingalternativetothoseteacherswillingtotryit.Itundoubtedlytakescouragetocastoffthesecurityofcontrolandpre-determinedmaterials,totrusttothepowerofprocessandoflearner-input,buttherewardsarecorrespondinglygreat.AnefficientELTclassneedsLearner-basdTeaching.

Keywords:

Learner-BasedTeaching;TraditionalPedagogy;ELT.

以学生为主体的英语课堂教学

内容摘要

作者认为随着教学思想的发展和现代信息传播的流行，传统迂腐的教学法已不是最有效的方法了。

传统的教学法倾向于单种技能而忽略其他。

近年来，在教学大纲设计和外语教学法中，一个可能填补英语教学法与现实生活语言使用之间空白问题的方法就是采用以学生为主体的英语教学法。

此种教学法强调使用学生带入班级的信息来组织教学，并相信全部学习活动均可以在学生自身经验的基础上进行。

而且，它强调的不是个人自学而是在群体学习过程中的学习自主性。

它最终的目的是使学生能够在日常生活中“随心所欲”的使用外语。

此种教学法优点颇多，它能提高学生的学习兴趣和动力，并还能有力的促进教师自身人格与专业发展。

从原先充满安全操作的教学转向相信学习过程的力量和学生输入的力量，这无疑是需要勇气的，但相应的回报也将是巨大的。

一个效率高的英语教学课堂需要以学生为主体的英语教学。

关键词：

学生为主教学法；传统教学法；英语教学.

Learner-BasedTeachinginELTClass

ThesisStatement

Throughthelinguistictheoriesandthecurrentsituation,onecanseethatleaner-basedteachingshouldbeadoptedwidelyinEnglishLanguageTeachingclass.

Outline

Ⅰ.Introduction

Ⅱ.TheLinguisticTheories

A.Viewsonlanguage

B.ViewsonLanguageLearning

Ⅲ.TheCurrentSituation

A.TraditionalPedagogy

B.TraditionalPedagogyandtheLanguageUseinRealLife

1.WritinginELTClass

2.RoteLearningwithoutMeaningfulContext

Ⅳ.Learner-BasedTeachinginELTClass

A.ViewsonLearner-BasedTeaching

B.AdvantagesofUsingLearner-BasedTeaching

C.WaysofUsingLearner-BasedTeaching

1.ViewsonLearner-BasedTeachinginClass

2.Teachers’RoleinLearner-BasedTeaching

3.TwoActivitiesaboutLearner-BasedTeaching

Ⅴ.Conclusion

Learner-BasedTeachinginELTClass

Ⅰ.Introduction

InteachingEnglishasaforeignlanguage,theimportanceofLearner-basedTeachinghasbeenwidelyrecognized.HoweverhowtoattaintheaimintheEnglishlanguageTeaching（ELT）classisaproblemfacedbylanguageeducatorsallovertheworld.InthepresentdissertationtheconcerninglinguistictheoriesandteacherchangesandtheadvantagesoftheLearner-basedTeachingintheELTclasswillbesurveyedandstudiedinthelightoftheChinesestudents’situation.ThepresentdissertationstressesthatLearner-basedTeachingisveryessentialintheELTclass.TheteachingoflanguageandLearner-basedTeachingareofthesameimportanceintheELTclass.Studentsandpedagogyarecloselyrelatedinforeignlanguageteachingistoenablethestudentstousetheforeignlanguageineverydaylifewhennecessary,butveryoftenthereisabiggapbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguagepedagogy.ThereareclearlinksbetweenthisapproachandthecurrenttrendtowardsLearnerAutonomy,self-directedlearning,andLearnerIndependence.Perhapsunusuallyhowever,theemphasishereisonLearnerIndependenceinthegroupmoderatherthantheindividualself-studymode.Amongitsancillaryadvantagesisinpowerasatoolforteacherdevelopment.Noteachertakingthisroutecanfailtodevelopbothasapersonandasaprofessional.FurthermoreLearner-basedTeachingoffersanexcitingandrewardingalternativetothoseteacherswillingtotryit,itundoubtedlytakescouragetocastoffthesecurityofcontrolandpre-determinedmaterials,totrusttothepowerofprocessandofLearner-input,buttherewardsarecorrespondinglygreat.

FromyearsofmyexperienceinteachingEnglishasatutorIgraduallyrealizetheimportanceofLearner-basedTeachingtoChinesestudents.Englishteachingshouldbeaimedatdevelopingstudents'communicativecompetencesothattheywouldbeabletoreactfreelyandproperwithnativespeakersofEnglishinvarioussocialsituations.Learner-basedTeachingshouldbeadoptedinELTclass.It’ssoimportant。

Ⅱ.TheLinguisticTheories

A.ViewsonLanguage

Onequestionthatallapproachesoflanguageteachingshouldansweris“Whatislanguage?

”Theanswertothisquestionisthebasisforsyllabusdesign,teachingmethods,teachingproceduresintheclassroom,andeventhetechniquesusedintheclass.Differentviewsonlanguagegeneratedifferentteachingmethodologies.Togiveaconcisedefinitionofthelanguagehasbeenanenormousamountofresearchinlanguageinthepasthalfcentury;noauthoritativeanswerhasbeengivento“Whatislanguage?

”Rather,peopletalkaboutviewsoflanguage,seeminglyallowingfororacceptingdifferenttheoriesforthemoment.However,“teachersclearlyneedtoknowgenerallywhatsortofentitytheyaredealingwithandhowtheparticularlanguagetheyareteachingfitsintothatentity（Brown,1994）.Inthepasthalfcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalview,andtheinteractionalview.Thestructuralviewseeslanguageasalinguisticsystemmadeupofsubsystem;fromphonological,morphological,lexical,etc.tosentences.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Thefunctionalviewseeslanguageasalinguisticsystembutalsoasmeansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertobeabletodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsareconceptofpresent,pastandfuturetime;theexpressionsofcertaintyandpossibility;therolesofagentandinstrumentwithinasentence;andspecialrelationshipsbetweenpeopleandobjects.Theinternationalviewconsiderslanguageasacommunicativetool.Whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople?

Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutmoreimportantlytheyneedtoknowrulesforusingtheminawholerangeofcommunicativecontexts.

Thesethreeviewspresentaneverwideroflanguage.Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.Thecommunicativeornotional-functionalviewaddstheneedtoknowhowtousetherulesandvocabularytodowhateveritisonewantstodo.Theinteractionalviewsaysthattoknowhowtodowhatonewantstodoinvolvesalsoknowingwhetheritisappropriatetodoso,andwhere,whenandhowitisappropriatetodoit.Inordertoknowthis,thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontexts.

Theunderstandingofthenatureoflanguagemayprovidethebasisforaparticularteachingmethod（RichardsandRodger,1986）,butmoreimportantly,itiscloselyrelatedtotheunderstandingoflanguagelearning.Iflanguageisconsideredtohaveafinitenumberofstructuralitems,learningthelanguageprobablymeanslearningtheseitems.Iflanguageismorethanasystemofstructure,itismoreimportantatool,thentolearnthelanguagemeanstouseit,ratherthanjuststudywhatitisandhowitisformed.

B.ViewsonLanguageLearning

Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

1）whatarepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

2）Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories（WangQiang,2000）.Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Conditional-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.Forexample,theNaturalApproach,TotalPhysicalResponseandtheSilentWayarebasedononeormoredimensionofprocessesandconditions.Atthislevel,Itistooearlytoformulateaspecificapproach,becausesomeaspectsstilltoovague,forexample,whatisdoneintheseprocesses.

Thebehaviorist