英语教学论课程作业习题集Word下载.docx

英语教学论课程作业习题集Word下载.docx

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fromphonological,morphological,lexical,etc.tosentences.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Thisviewonlanguagelimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.

2）Functionalviewonlanguage:

Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Thisviewonlanguageaddstheneedtoknowhowtousetherulesandvocabularytodowhateveritisonewantstodo.

3）Interactionalviewonlanguage:

Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.Thisviewonlanguagesaysthattoknowhowtodowhatonewantstodoinvolvesalsoknowingwhetheritisappropriatetodoso,andwhere,whenandhowitisappropriatetodoit.Inordertoknowthis,thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontexts.

2.Whataretheviewsonlanguagelearning?

1）Behaviouristtheory:

ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage（Harmer,1983）Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”（Harmer1983:

30）Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.

2）Cognitivetheory:

Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfiniteofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.

3）Constructivisttheory

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatheorshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDewey（杜威）believedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.

4）Socio-constructivisttheory

Vygotsky（前苏联心理学家维果茨基,1978）emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”（ZPD「可能发展区/最近发展区」）andscaffolding「鹰架/支架/脚手架」.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.

3.Whatarethequalitiesofagoodlanguageteacher?

ThemainelementsofagoodEnglishteacherareethicdevotion,professionalqualities,andpersonalstyles.（Thentrytoexplainthesethreeelementsrespectivelyaccordingtoyourownunderstanding）

Unit2CommunicativePrinciplesandTask-basedLanguageTeaching

1.Whatiscommunicativecompetence?

Hedge（2000:

46-55）discussesfivemaincomponentsofcommunicativecompetence:

linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.

Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.

2.Whatarethethreeprinciplesofcommunicativelanguageteaching?

a）thecommunicativeprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

b）thetaskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning（Johnson1982）.

c）themeaningfulnessprinciple:

Languagethatismeaningfultothelearnersupportsthelearningprocess.

3.Whatarethesixcriteriaforevaluatingcommunicativeclassroomactivities?

1）communicativepurpose

2）communicativedesire

3）content,notform

4）varietyoflanguage

5）noteacherintervention

6）nomaterialcontrol

4.WhatisTask-basedLanguageTeaching?

Task-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

Unit3TheNationalEnglishCurriculum

1.WhatarethedesigningprinciplesfortheNationalEnglishCurriculum2001?

1）Aimforeducatingallstudents,andemphasisequality-orientededucation.

2）Promotelearner-centredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5）Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

2.WhatarethegoalsandobjectivesofEnglishlanguageteaching?

Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.

3.WhatarethechallengesfacingEnglishlanguageteachers?

1）Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.

2）Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.

3）Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.

4）Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.

5）Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.

Unit4LessonPlanning

1.Whyislessonplanningnecessary?

Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Itisobviousthatlessonplanningisnecessary.

Benefits:

1）Tomaketheteacherawareoftheaimsandlanguagecontentsofthelesson.

2）Tohelptheteacherdistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.

3）Properlessonplanninggivestheteacheropportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.

4）Lessonplanninggivesteachers,especiallynoviceteachers,confidenceinclass.

5）Theteacheralsobecomesawareoftheteachingaidsthatareneededforthelesson.

6）Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.Theteachersoonlearnstojudgelessonstagesandphaseswithgreateraccuracy.

7）Theplan,withtheteacher’scommentsandcorrections,providesauseful,time-savingreferencewhentheteachernextplansthesamelesson.

8）Lessonplanningisagoodpracticeandasignofprofessionalism.

2.Whataretheprinciplesforgoodlessonplanning?

Aims—meanstherealisticgoalsforthelesson.Thatis,theteacherneedstohaveaclearideaofwhathe/shewouldliketoachieveforthelessonorwhatoutcomesareexpectedfromthelesson.

Variety—meansplanninganumberofdifferenttypesofactivitiesandwhereposs