《英语教学法教程（第二版）》讲义.docx
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第1章语言和语言学习
1.1复习笔记
第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：
1.Howdowelearnlanguages?
我们如何习得语言？
2.\^ewsonlanguage语言观点
3.Thestructuralviewoflanguage结构主义语言理论
4.Thefunctionalviewoflanguage功能主义语言理论
5.Theinteractionalviewoflanguage交互语言理论
6.Whatarethecommonviewsonlanguagelearning?
关于语言学习的普遍观点
7.process-orientedtheoriesandcondition-orientedtheories强调过程的语言学习理论和强调条件的语言学习理论
8.Thebehavioristtheory行为主义学习理论
9.Cognitivetheory认知学习理论
10.Constructivisttheory建构主义理论
11.Socio-constructivisttheory社会建构主义理论
12.Whatmakesagoodlanguageteacher?
如何才能成为一个好的语言老师
13.Teacher’sprofessionaldevelopment
教师专业技能发展本章考点：
我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：
I.Howdowelearnlanguages?
II.Viewsonlanguage
1.Thestructuralviewoflanguage
2.Thefunctionalviewoflanguage
3.Theinteractionalviewoflanguage
III.Viewsonlanguagelearningandlearningingeneral
1.Thebehavioristtheory
2.Cognitivetheory
3.Constructivisttheory
4.Socio-constructivisttheory
IV.Whatmakesagoodlanguageteacher?
V.Howcanonebecomeagoodlanguageteacher?
VI.Anoverviewofthebook
Unit1LanguageandLanguageLearning 第1章语言和语言学习
Thischapterservesasanintroductionforsettingthesceneforthis 这一章主要是为有关教学法的方法论做
methodologycourse.Itdiscussesissuesconcerningviewsonlanguage 介绍，这里介绍了语言理论或对语言的认识，
andlanguagelearningorlearningingeneralwiththebeliefthatsuch 语言学习和普遍学习，及它们对教师教学方
viewswillaffectteachers，waysofteachingandthuslearners，waysof
式
的影响，本章也讨论了一个好的英语教师具
learning.Thequalitiesofagoodlanguageteacherisalsodiscussedin 的素质。
备
ordertoraisetheparticipants’awarenessofwhatisrequiredforagoodEnglishteacher.
I.Howdowelearnlanguages?
I.我们如何习得语言
Muchofhumanbehaviourisinfluencedbytheirexperiences.The 大多数人类行为受到过往经验的影响。
语
waylanguageteachersteachintheclassroomistosomeextent 言老师在课堂上的教学方式也会受到它们学
influencedbythewaytheylearnedlanguages.Thisisespeciallytruein 习语言的方式的影响。
特别在学习外语时尤
为
foreignlanguageteaching. 如此。
Thechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.
II.X^ewsonlanguage II.语言理论或对语言的认识
【考点：
结构主义语言理论、功能主义语言理论、交互语言理的定义 有三种不同的观点反映了当前语言学习及具体应用】 的方法，它们是：
Threeviewsaboutthenatureoflanguage:
Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferent
viewswhichexplicitlyorimplicitlyisreflectedincurrentapproachesto
languagelearning.
1.Thestructuralviewoflanguage 1.结构主义语言理论
Thestructuralviewoflanguageisthatlanguageisasystemof 结构主义语言理论是指语言是各因素在
structurallyrelatedelementsforthetransmissionofmeaning. 结构上相互联系的传递意义的系统。
（1）Theseelementsareusuallydescribedasphonologicalunits
（phonemes） 结构主义语言学重视共时语言（也就是口
①grammaticalunits（phrases,clauses,sentences） 语）的研宄，特别着重于分析、描写语言的
结
②grammaticaloperations（adding,shifting,joiningor 构系统；从不孤立地看待语言要素，认为语
transformingelements）
言
的一切都奠定在关系的基础上。
③lexicalitems（functionwordsandstructurewords） 语言是一个完整的符号系统，具有分层次
（2）Targetoflanguagelearning 的形式结构；在描写语言结构的各个层次时，
Thetargetoflanguagelearning,inthestructuralview,isthemastery 特别注重分析各种对立成分。
ofelementsofthissystem.
（3）Methodsbasedonthisview
Someofthelanguagelearningmethodsbasedonthisviewoflanguageare:
①theAudiolingualmethodH②TotalPhysicalResponse
H③theSilentWay
2.Thefunctionalviewoflanguage 2.功能主义语言理论
Thefunctional,orcommunicativeviewoflanguageistheviewthat 功能主义语言理论是指表示功能意义的
languageisavehiclefortheexpressionoffunctionalmeaning. 交流的工具。
Britishlinguistsdevelopedasystemofcategoriesbasedonthe 功能主义语言理论以学者的交际需要为
communicativeneedsofthelearner（JohnsonandMarrow,1981）and 基础，提出基于交际功能的教学大纲。
功能
proposedasyllabusbasedoncommunicativefunctions.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfor
主
义理论不仅把语言看作语言系统，同时把语
言看成是做事的方式。
doingthings.
Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealso
included.
（1）Herearesomeoftheareasofresearchinthisviewoflanguage:
sociolinguistics;pragmatics;semantics
（2）Targetoflanguagelearning:
Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaning
（3）Approachesandmethodsbasedonthisview （3）功能主义语言理论的方法：
交际法；Someofthelanguagelearningapproachesandmethodsbasedon 功能意念教学大纲；自然法。
thisviewoflanguageare:
CommunicativeapproachesFunctional-notionalsyllabusesTheNaturalApproach
3.Theinteractionalviewoflanguage 3.交互语言理论
Theinteractionalviewoflanguageseeslanguageprimarilyasthe 交互语言理论把语言看做是建立和维持
meansforestablishingandmaintaininginterpersonalrelationshipsand人际关系的手段，并履行人与人之间社会交
forperformingsocialtransactionsbetweenindividuals. 的功能。
际
（1）Herearesomeoftheareasofresearchinthisviewoflanguage:
（1）交互语言理论所要研宄的领域有：
interactionalanalysis 交互分析；会话分析；民族方法学conversationalanalysis
Ethnomethodology
（2）Targetoflanguagelearning:
Thetargetoflanguagelearningin
（2）目标是学会发起维持与其他人的对theinteractionalviewislearningtoinitiateandmaintainconversations 话。
withotherpeople.
（3）Approachesandmethodsbasedonthisview
Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:
Strategicinteractioncommunicativeapproaches
（4）TeachingMethodsintheLanguageClassroom:
FLteachersmust （4）语言课堂的教学方法：
providestudentswithadequateteachingmethodologyandtime,aswell 教师应该提供给学生足够的教学方法论
asappropriatevocabularyandlearningactivitiesthatwillallowforthe和时间、适当的词汇和学习活动，让他们提
developmentofverbalskills. 口语技能。
升
Thereisnosingle“BESTWAY，’toteach.Thequestionteachers 课堂上并没有教学的最好的方法，只有
mustaddressiswhichmethodsarebestemployedduringthedifferent
适
合学习的方法，教师可以根据最终目标来设
stagesoftheteachingandlearningprocessandthendesigncurriculumto 课程和教学计划。
计
meettheirfinalobjectives/goals.
HI.Whatarethecommonviewsonlanguagelearning?
m.关于语言学习的普遍观点
【考点：
强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论】
Alanguagelearningtheoryunderlyinganapproachormethod
usuallyinclude:
（1）thepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning;
（2）theconditionsthatneedtobemetinorderfor
theselearningprocessestobeactivated
process-orientedtheoriesandcondition-orientedtheories Process-orientedtheories强调过程的
Process-orientedtheoriesareconcernedwithhowthemindorganisesnewinformationsuchashabitformation,induction,making
语言
学习理论：
涉及的是智力如何组织诸如习惯
养成、做出推理、假设检验和概括等信息的过
inference,hypothesistestingandgeneralization. Condition-orientedtheories
程。
强调条件
Condition-orientedtheoriesemphasisethenatureofthehumanand
的语
言学习理论：
强调的是语言学习发生自然的
本
physicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceive,andtheatmosphere.Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.Forexample,theNaturalApproach,TotalPhysicalResponse,andtheSilentWayarebasedononeormoredimensionsofprocessesandconditions.
Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.
1.Thebehavioristtheory（Skinner）
astimulus-responsetheoryofpsychology
ProposedbybehavioralpsychologistSkinner.Hesuggestedthatlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.
Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement，，
Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless‘listenandrepeat’drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.
2.Cognitivetheory（NoamChomsky）:
Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.
Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.
ThoughChomsky’stheoryisnotdirectlyappliedinlanguageteaching,ithashadagreatimpactontheprofession.
Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontotheaudio-lingualmethod.
3.Constructivisttheory
Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.
Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.
JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.
4.Socio-constructivisttheory
Similartoconstructivisttheory,socio-constructivisttheoryrepresentedbyVygotsky（1978）emphasisesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment，（ZPD）andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbe
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