英语教学法王蔷文档格式.docx

英语教学法王蔷文档格式.docx

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3）Interactionalview:

Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.

1.3ViewsonLanguageLearningTwobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.

Behavioristtheory

nB.F.Skinner Astimulus-responsetheoryofpsychology Audio-lingualmethod

n Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthe reinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

B.Cognitivetheory

nInfluencedbyNoamChomsky（revivalofstructurallinguistics）

nLanguageasanintricaterule-basedsystem

nAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

n Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

C.Constructivisttheory

nJeanPiaget（1896—1980）

nThelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.

D.Socio-constructivisttheory

nVygotsky

n“ZoneofProximalDevelopment”（ZPD）;

scaffolding（脚手架）

n Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

1.4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto

30

threegroups:

ethicdevotion,professionalqualityandpersonalstyles.

1.5Howcanonebecomeagoodlanguageteacher?

oWallace’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

2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

Languageusedinreallife

Languagetaughtintheclassroom

Toperformcertaincommunicativefunctions

Tofocusonforms（structuresorpatterns）

Useallskills,bothreceptiveskillsandproductiveskills

Tofocusononeortwolanguageskillsandignoreothers.

Usedinacertaincontext

Toisolatelanguagefromitscontext

2.2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.

2.2.1Definition:

Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

2.2.2Fivecomponentsofcommunicativecompetence（Hedge2000）

1.Linguisticcompetence（语言能力）

a）Theknowledgeoflanguageitself,itsformandmeaning.

2.Pragmaticcompetence（语用能力）

a）Theappropriateuseoflanguageinsocialcontext.

3.Discoursecompetence （语篇能力）

One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem

4.Strategiccompetence （策略能力）

Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

Fluency （流利性）

5.

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

2.3Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.

2.4PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

Involverealcommunication2Taskprinciple：

Carryoutmeaningfultasks

3Meaningfulnessprinciple：

Meaningfullanguagetothelearner

HowattproposesaweakandastrongversionofCLT:

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?

）

1.Communicativepurpose

2.Communicativedesire

3.Content,notform

2.7WhatisTask-basedLanguageTeaching?

4.Varietyoflanguage

5.Noteacherintervention

6.Nomaterialscontrol

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

2.7.1Fourcomponentsofatask

1.Apurpose 2.Acontext 3.Aprocess 4.Aproduct

2.7.2Exercises,exercise-tasksandtasks

Exercise-tasksarehalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.

2.8DifferencesbetweenPPPandTBLT

1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.

1.Freeoflanguagecontrol

2.Agenuineneedtouselanguagetocommunicate

3.Afreeexchangeofideas

4.Appropriateness&

accuracyoflanguageformingeneral,notproductionofasingleform

5.Agenuineneedforaccuracyandfluency

2. TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect:

1.Atask-establishedcontext

2.Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply

3.Amorevariedexposuretonaturallanguage

4.Languageformsnotpre-selectedforfocus

5.Learner-freeselectionoflanguage

6.TBLcycleleadfromFluencytoaccuracy（+fluency）

7.InTBLIntegratedskillspracticed

2.9Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilities→Step2Brainstormpossibletasks→Step3Evaluatethelist→Step4Choosethelanguageitems→Step5Preparingmaterials

2.10CLTandTBLTintheChinesecontext

oProblemswithCLT

1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate

2.ThesecondproblemofCLTrelatestothedesignthesyllabusforteachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.

nConstraintsofTBLT

nThefirstisitmaynotbeeffectiveforpresentingnewlanguageitems

nThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.

nThethirdisthecultureoflearning

nTheforthisLevelofdifficulty

Unit3

3.1AbriefhistoryofforeignlanguageteachinginChina

1.Aphaseofrestoration（1978-1985）

2.Aphaseofrapiddevelopment（1986-1992）

3.Aphaseofreform（1993-2000）

4.Aphaseofinnovationfrom2000

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.Eachcomponentisfurtherdividedintoa