外语教学.docx

外语教学.docx

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外语教学

Chapter2AspectsofForeignLanguageTeaching

TeachingGuide

Thischaptercontains7partsandthemaincontentisalmostthesameasthatofChapter2inStudents’Bookexceptthecontentaboutsyllabusdesigninsection2.3.2andthreenewpartsadded.Intheoriginalchapter2,thecontentconcerningsyllabusdesign（section2.2.2）ismoreabstractandmoremacro,buttherelevantcontentinthisbookisintroducedinamorespecificandmoremicroway,whichcanhelpreaderstoconductthepracticesinamoreoperationalway.Forexample,in“Implementation”weprovidethreeactivitiesconcerningsyllabusdesign,syllabusidentificationandFLTprinciples.

2.1TeachingObjectives

Throughthestudyofthischapter,studentsshouldbeableto:

1.understandviewsoflanguageandforeignlanguageteaching.

2.understandforeignlanguageteachingsyllabus.

3.understandforeignlanguageteachingprinciples.

4.understandaimsandobjectivesofforeignlanguageteachingandlearning.

2.2InterpretingChapterContent

Thischaptermainlydealswiththefollowingfourissues:

2.2.1TwoViewsofLanguageandForeignLanguageTeaching

1.TheStructuralView

Thisviewseeslanguageintermsofthebitsandpiecesbymeansofwhichitisputtogether（seethediagramonP13Students’book）.

2.TheFunctionalView

Thisviewisconcernedwithlanguageasaninstrumentofsocialinteractionratherthanasasystemthatisviewedinisolation.Itconsiderstheindividualasasocialbeingandinvestigatesthewayinwhichheorsheacquireslanguageandusesitinordertocommunicatewithothersinhisorhersocialenvironment.

Accordingtothefunctionalists,languagehasthreemainfunctions:

descriptive,expressiveandsocial.

1）.Thedescriptivefunctionoflanguageistoconveyfactualinformation.Thisisthetypeofinformationwhichcanbestatedordeniedandinsomecaseseventested.

e.g.Itmustbewellbelowtendegreesoutside.

2）.Theexpressivefunctionoflanguageistosupplyinformationaboutthespeaker,hisorherfeelings,preferences,prejudices,andpastexperiences.

e.g.I’mnotinvitingtheSmithsagain.

3）.Thesocialfunctionoflanguageservestoestablishandmaintainsocialrelationsbetweenpeople.

e.g.Willthatbeall,Sir）.

Iflanguageteachingfollowsafunctionalview,thelanguagecontentofacoursewillbearrangedintermsoffunctionstogetherwiththelanguageitemsneededforthem.

2.2.2ForeignLanguageTeachingSyllabus

1.DefinitionofSyllabus

Thesyllabusisadescriptionofthecontentsofacourseandtheorderinwhichtheyaretobetaught.Itprovidestheoverallorganizingprincipleforwhatistobetaughtandlearned.Itmaybebasedongrammaticalitemsandvocabulary,thelanguageneededfordifferenttypesofsituations,orthemeaningsandcommunicativefunctionswhichthelearnerneedstoexpressinthetargetlanguage.

2.TypesofSyllabus

Therearemanytypesofsyllabusessuchasgrammaticalsyllabus,task-basedsyllabus,skill-basedsyllabus,topic-basesyllabus,content-basedsyllabus,lexicalsyllabus,product-orientedvs.process-orientedsyllabus,syntheticvs.analyticsyllabus,evenintegratedsyllabus（multi-syllabus）.Ofthesevarioustypes,eachhasitsowncharacteristicsandmaybeappliedtodifferentcourses.However,someofthesedifferenttypesmaybeoverlappedinsomeaspects（i.e.situationalvs.topic-basedsyllabus）,andthesyllabusforacourseisusuallybasedonacombinationoftwoormoreofthesetypes.Therearegenerallyfivebroadtypesofsyllabusesforforeignlanguageteaching:

A.grammarorstructural;B.functional-notional;C.situational;D.skill-based;E.topic-based.

Simplepast:

regularverbs

Thepassive

Formationofadverbs

Type3conditionals

Gerundsandinfinitives

A:

GrammarorStructural

（organizedaccordingtoalistofgrammaticalstructuresandonethatwillreadilyberecognizedbymostEnglishlanguageteachers.）

（a）Makingsuggestions

（b）Location

AskingfordirectionsDuration

GivingadviceAbility

Introducingyourself

B:

Functional-notional

（basedonthecommunicativeandinterpersonalusestowhichlanguageisputand,incontrasttotheformalstructuralsystemofthefirsttype,highlightswhatpeopledothroughlanguage.）

Intherestaurant

Atahotel

Inthepostoffice

Atthegarage

C:

Situational

（presentsasetofeverydaysituationsorsettings.）

Makingnotesfromatalk

Readingforinformation

Usingadictionary

Writinganexamanswer

D:

Skill-based

（focusesonlanguageskills,andconcernedwithwhatlearnersdoasspeakers,listeners,readers,andwriters.）

Spacetravel

Intelligencetests

Smoking

Theweather

E:

Topic-based

（usestopicsorthemesasitsstartingpoint.）

3.DesignofSyllabuses

The importantthingtodoinsyllabusdesignistodecidewhattoincludeinthesyllabus.Belowisalistofpossiblecomponentsofsyllabuses.

Aims/Goals

Generalstatementsaboutwhatmustbeaccomplishedbytheendofthecourse.

Objectives/Targets/Requirements

Specificstatementsaboutwhatcontentorskillsthatstudentsmustmasterinordertoattain

thegoals.

Non-languageoutcomes

Affectcultivation,suchasconfidence,motivation,interest

Learningstrategies,thinkingskills,interpersonalskills,etc.

Culturalunderstanding

Learningcontents

Knowledge:

vocabularylist,grammaritems

Skills:

listening,speaking,readingandwriting

Functionsandnotions

Topics

Culture

Implementation

Approaches/methodologies

Teachingprinciples

Teachingsuggestions

Recommendationoftextbooks/materials

Assessment/Evaluation:

Who,what,howandforwhatpurposes

Whoshouldcarryoutassessment/evaluation?

Whatshouldbeevaluated?

Howisevaluationbestdone?

Forwhatpurposesshouldevaluationbedone?

Proficiencytests

4.ChangesinForeignLanguageTeachingandtheImplications

ThemajorshiftsinforeignlanguageteachingaresummarizedinthediagramonP.20.（Students’book）

Thesechangeshavetheimplicationthattheintegrationofthefourskillsisthemostplausibleapproachtotakewithinacommunicativeorinteractiveframework.UsuallyalessoninanintegratedEnglishclassmightinclude:

1）apre-readingdiscussionofthetopictoactivateschemata;

2）listeningtoalectureoraseriesofinformativestatementsaboutthetopicofapassagetoberead;

3）afocusonacertainreadingstrategy,e.g.scanning;

4）writingaparagraphofasectionofthereadingpassage.

2.2.3PrinciplesofForeignLanguageTeaching

Teachingandlearningareinterrelatedwitheachother.Teachingcannotbedefinedapartfromlearning.Teachingisguidingandfacilitatinglearning,enablingthelearnertolearn,settingtheconditionsforlearning.Ourunderstandingofhowthelearnerlearnswilldetermineourphilosophyofeducation,ourteachingstyle,ourapproach,methods,andclassroomtechniques.

AccordingtoH.D.Brown（1994）,forforeignlanguageteachingtherearethreebroadsetofprincipleswhichinclude12specificprinciples（seethefollowingdiagram）:

Cognitiveprinciples:

relatemainlytomentalandintellectualfunctions,includingautomaticity,meaningfullearning,theanticipationofreward,intrinsicmotivationandstrategicinvestment.

Affectiveprinciples:

morecentraltotheemotionalprocessingofhumanbeings,includinglanguageego,self-confidence,risk-takingandthelanguage-cultureconnection.

Linguisticprinciples:

centeronlanguageitselfandonhowlearnersdealwiththesecomplexlinguisticsystems,includingthenativelanguageeffect,interlanguageandcommunicativecompetence.

2.2.4AimsandObjectivesofForeignLanguageTeachingandLearning

1.GeneralAim---todevelopstudent’scommunicativecompetence

Foreignlanguageteachingandlearningusedtofocusonimpartingthelanguageknowledgetothelanguagelearners,butnowitsgeneralaimistodevelopstudents’communicativecompetenceinthetargetlanguage,whichdemonstratesashiftofemphasisfromanarrowfocusonlanguageasaformalsystemtothesocialandculturalknowledgewhichspeakersneedinordertounderstandanduselinguisticforms（Hedge,2002:

45）.

AccordingtoHymes（1972）,communicativecompetenceconsistsoflinguistic/grammaticalcompetence,discoursecompetence,socioculturalcompetence,andstrategiccompetence.

Communicativecompetence

Linguistic/GrammaticalDiscourseSocioculturalStrategic

competencecompetencecompetencecompetence

knowledgeofsentencelevel

grammaticalforms

phonological

knowledge

syntactic

knowledge

morphological

knowledge

Lexicalknowledge

discourse

pronunciation

spelling

grammar

vocabulary

Linguisticcompetencereferstotheabilitytorecognizethelexical,morphological,syntactic,andphonologicalfeaturesofalanguage,thesentence-levelgrammaticalforms,andtomakeuseofthesefeaturestointerpretandformwordsandsentences.

Discoursecompetenceisconcerned,inoraltexts,withtheabilitytoperformtheturnsindiscourse,tomaintaintheconversationandtodevelopthetopic;whileinwrittencontext,theabilitytounderstandandinterprettherelationshipsthroughformaldevicesandtocreatecoherentwrittentexts.

Social-culturalcompetencereferstoanabilitytointeracteffectivelywithpeopleofdifferentsocialandculturalbackgrounds.Socio-culturalcompetencecomprisesfourcomponents:

1）Awarenessofone'sownsocio-culturalworldview;

2）Attitudetowardsculturaldifferences;

3）Knowledgeofdifferentsocialandculturalpracticesandworldviews;

4）Cross-culturalskills.Developingculturalcompetenceresultsinanabilitytounderstand,communicatewith,andeffectivelyinteractwithpeopleacrosscultures

Strategiccompetenceisde