王蔷版的英语教学法复习笔记精华版Word文档下载推荐.docx

王蔷版的英语教学法复习笔记精华版Word文档下载推荐.docx

《王蔷版的英语教学法复习笔记精华版Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《王蔷版的英语教学法复习笔记精华版Word文档下载推荐.docx（41页珍藏版）》请在冰点文库上搜索。

Twobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.

Behavioristtheory

n B.F.Skinner

n Astimulus-responsetheoryofpsychology

n Audio-lingualmethod

n Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

B.Cognitivetheory

nInfluencedbyNoamChomsky（revivalofstructurallinguistics）

nLanguageasanintricaterule-basedsystem

nAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

41

n Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

C.Constructivisttheory

nJeanPiaget（1896—1980）

n Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.

D.Socio-constructivisttheory

nVygotsky

n“ZoneofProximalDevelopment”（ZPD）;

scaffolding（脚手架）

n Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

1.4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:

ethicdevotion,professionalqualityandpersonalstyles.

1.5Howcanonebecomeagoodlanguageteacher?

o Wallace’s（1991）‘reflectivemodel’（Figure1.1,p.9）

Stage1:

languagedevelopmentStage2:

learning,practice,reflection

vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:

1.Learningfromothers’experience2.Learningthereceivedknowledge

3.Learningfromone’sownexperiences

vThepracticestage（2senses）

Pseudopractice:

shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors

Therealclassroomteaching:

whatateacherundertakesafterhe/shefinishesformaleducation

vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing

Goal:

professionalcompetence

Unit2CommunicativePrinciplesandTask-basedlanguageteaching

Languageusedinreallife

Languagetaughtintheclassroom

Toperformcertaincommunicativefunctions

Tofocusonforms（structuresorpatterns）

Useallskills,bothreceptiveskillsandproductiveskills

Tofocusononeortwolanguageskillsandignoreothers.

Usedinacertaincontext

Toisolatelanguagefromitscontext

2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

2.2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.

2.2.1Definition:

Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

2.2.2Fivecomponentsofcommunicativecompetence（Hedge2000）

uLinguisticcompetence（语言能力）

Theknowledgeoflanguageitself,itsformandmeaning.

uPragmaticcompetence（语用能力）

Theappropriateuseoflanguageinsocialcontext.

uDiscoursecompetence（语篇能力）

One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem

uStrategiccompetence（策略能力）

Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

Fluency （流利性）

u

One‘sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’

2.3Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.

2.4PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

involverealcommunication2Taskprinciple：

Carryoutmeaningfultasks

3Meaningfulnessprinciple：

MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:

Weakversion

Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.

Strongversion

“languageisacquiredthroughcommunication”（Howatt,1984:

279）

2.5MajorActivityTypesofCLT

AsequenceofactivitiesrepresentedinLittlewood（1981:

86）

Pre-communicativeactivities

ü

Structuralactivities

Quasi-communicativeactivities类似,准,半

Communicativeactivities （PP22-23）

§

Functionalcommunicationactivities

Socialinteractionactivities

2.6SixCriteriaforevaluatingcommunicativeclassroomactivities

（mainfeaturesofcommunicativeactivities?

）

lCommunicativepurpose

lCommunicativedesire

lContent,notform

lVarietyoflanguage

lNoteacherintervention

lNomaterialscontrol

2.7WhatisTask-basedLanguageTeaching?

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

2.7.1Fourcomponentsofatask

1.Apurpose

2.Acontext

3.Aprocess

4.Aproduct

2.7.2Exercises,exercise-tasksandtasks

Exercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.

2.8DifferencesbetweenPPPandTBLT

1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.

*Freeoflanguagecontrol

*Agenuineneedtouselanguagetocommunicate

*Afreeexchangeofideas

*Appropriateness&

accuracyoflanguageformingeneral,notproductionofasingleform

*Agenuineneedforaccuracyandfluency

2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.

■Atask-establishedcontext

nEncouragedtothink,analyze,notsimplytorepeat,manipulateandapply

nAmorevariedexposuretonaturallanguage

nLanguageformsnotpre-selectedforfocus

nLearner-freeselectionoflanguage

nTBLcycleleadfromFluencytoaccuracy（+fluency）

nInTBLIntegratedskillspracticed

2.9Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilitiesStep2Brainstormpossibletasks

Step3Evaluatethelist

Step4ChoosethelanguageitemsStep5Preparingmaterials

2.10CLTandTBLTintheChinesecontext

oProblemswithCLT

1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate

2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.

nConstraintsofTBLT

nThefirstisitmaynotbeeffectiveforpresentingnewlanguageitems

nThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.

nThethirdisthecultureoflearning

nTheforthisLevelofdifficulty

Unit3

3.1AbriefhistoryofforeignlanguageteachinginChina

vAphaseofrestoration（1978-1985）

vAphaseofrapiddevelopment（1986-1992）

vAphaseofreform（1993-2000）

vAphaseofinnovationfrom2000

3.2DesigningprinciplesfortheNationalEnglishCurriculum

1）Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearner-centeredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5）Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

3.3GoalsandobjectivesofEnglishlanguageteaching

Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Langu