OnForeignLanguageTeaching论外语教学.docx

OnForeignLanguageTeaching论外语教学.docx

《OnForeignLanguageTeaching论外语教学.docx》由会员分享，可在线阅读，更多相关《OnForeignLanguageTeaching论外语教学.docx（12页珍藏版）》请在冰点文库上搜索。

OnForeignLanguageTeaching论外语教学

ForeignLanguageTeaching

Abstract

ItisnoteasytolearnaforeignlanguageanditismoredifficulttoteachaforeignlanguageTheteacherhasnotonlytomakeherstudentsunderstandthelanguagenamelythepronunciationvocabularygrammaretcshesheisusedtorefertoteachersingeneralandhetolearnersmustalsohelpdeveloptheircommunicativecompetencesothattheycanusethelanguagetheyhavelearnedcorrectlyappropriatelyandexpressivelyinrealsituationsSoherewetalkaboutaspectsofforeignlanguageteachingincludingreasonsthenaturesyllabusaimsandobjectives

Keywordsforeignlanguageteachingreasonssyllabusaimsandobjectives

内容摘要

学习一门外语十分不容易要教好一门外语那么更不易作为英语教师不仅要让他的学生明白得英语这门语言也确实是所谓的发音辞汇语法等等同时他必需还得帮忙去提高他们的交流能力如此他们才能够正确的利用他们学习的语言在现实情境中准确无误地表达自己想要表达的内容因此在那个地址咱们探讨一下外语教学的有关方面包括缘故本质大纲安排目标

关键词外语教学缘故大纲安排目标

19

1INTRODUCTION

OverthelastseveraldecadeslinguistshaveputagreatemphasisontheresearchofForeignLanguageTeachingInforeignlanguageteachingwehavetocarryoutourworkwithfourkeyconceptslanguagelearningteachingandcontextAnyparticularlanguageteachingtheorycanberegardedasanexpressionofthesefourkeyconcepts

ThisthesisincludesthreepartsaspectsofforeignlanguageteachingthesyllabusandtheaimsThroughthethreepartswejustwanttogiveageneraldescriptionofforeignlanguageteaching

Thispapermainlyadoptsthreeapproaches1languageteachingrequiresanunderstandingofthenatureoflanguage2languageteachingdemandsaviewofthelearnersandthenatureoflanguagelearning3languageteachingoccursinagivencontext

Byaskingthesequestionsandbyattemptingtoanswerthemwecandeveloprefineprobeandevaluatelanguageteachingtheoriesmorescientificallyandourforeignlanguageteachingpracticecanbebetterguidedandoriented

2AspectsofForeignLanguageTeaching

21ReasonsforStudyingForeignLanguageTeaching

ForeignlanguageteachersknowthatknowingalanguagewelldoesnotnecessarilymeanthatyoucanteachthelanguagewellTeachingisanartaswellasascienceIfyoudonotunderstandthetheoriesprinciplesmethodsortechniquesofteachingyoucouldaswellbeabletoteachaforeignlanguagebasedonyourexperiencebutyoucannothopetoachievegoodresultsnorcanyougiveyouroryourcolleaguesteachingarationalevaluationoracriticalappraisalTherearesurelylimitationsinteachingbydrawingonlyonexperiencethoughexperienceisimportantThetheoriesyoulllearnfromthemethodologycoursecanguidesupportandconceptualizeyourteachingpracticeAndthenewinsightsyoullgetbysharingideaswithotherpeoplecanbringyougreatbenefitAstheoldsayinggoesTravelbroadensthemindInthesamewaylearningForeignLanguageTeachingMethodologywillsurelybroadenthemindofteachersMethodologycoursesexisttohelpprospectiveaswellasinserviceteachersdeveloptheirownteachingstylesandpedagogyratherthantoindoctrinatethemtotheuseofspecificmodelsandtechniques

TheNatureofForeignLanguageTeaching

ForeignLanguageTeachingMethodologyisthestudyofthepracticesandproceduresusedinteachingandtheprinciplesandbeliefsthatunderliethemMethodologyincludesfirstthestudyofthenatureoflanguageskillssuchasreadingwritingspeakingandlisteningandproceduresforteachingthemSecondmethodologystudiesthepreparationoflessonplansmaterialsandtextbooksforteachinglanguageskillsMethodologyincludestheevaluationandcomparisonoflanguageteachingmethodsexampletheAudiolingualMethodversustheOral-SituationalMethodandotherrelatedissuesconcerningeffectiveteachingandlearningsuchasclassroommanagementtheuseoftechnologytheassessmentofteachingandlearningoutcomesandsoon

ForeignlanguageteachingissometimesdiscussedintermsofthreerelatedaspectsapproachmethodandtechniqueItisworthdiscussingbrieflythedifferencesbetweenthethreeconcepts

WhenweusethewordapproachwemeanthatanideaortheoryisbeingappliedthatwhatevertheteacherdoesinaclassroomcertaintheoreticalprinciplesarealwaysborneinhermindWhenwetalkaboutatechniquewemeanaprocedureusedintheclassroomFinallyamethodisasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning

AtechniquethenisthenarrowesttermmeaningonesingleprocedureAmethodwillconsistalotoftechniquesprobablyarrangedinaspecificorderThewordapproachismuchmoregeneralandhastheimplicationthatwhatevermethodsortechniquestheteacherusesshedoesnotfeelboundbythesebutonlybythetheoryinwhichshebelievesIfshecanfindnewandbettermethodsortechniqueswhichwillfitinwithherapproachthenshewilladoptthemWethereforehaveahierarchicalsystem

Itfollowsfromthisthatdifferentapproachesmaysharethesametechniquesandeventhesamemethodsanddifferentmethodsmaysharethesametechniques

Atthelevelofapproachthereareatleastthreedifferenttheorecticalviewsoflanguageexplicitlyorimplicitlyunderlyingcurrentlypopularlanguageteachingmethods

Thestructuralview

LanguageisasystemofstructurallyrelatedelementsforthecodingofmeaningThelearningofatargetlanguageisseentobetheacquisitionoftheelementsofthissystem

Thefunctionalview

LanguageisavehiclefortheexpressionofmeaningThisapproachemphasizesthesemanticratherthanthegrammaticalpotentialoflanguageandleadstoaspecificationororganizationoflanguageteachingcontentbycategoriesoffunctionratherthanbycategoriesofform

Theinteractionalview

LanguageisavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividualsInteractionaltheoriesfocusonthepatternofmovesactsandexchangesincommunicationLanguageteachingcontentmaybespecifiedororganizedbypatternsofexchangeormaybeleftunspecifiedtobeshapedbytheinclinationofthelearnerasinteractor

ButthesetheoriesoflanguageareinthemselvesincompleteandneedtobecomplementedbytheoriesoflanguagelearningegthelinkingofstructuralismalanguagetheorytobehaviorismalearningtheoryproducesaudiolingualismThecognitiveproponentshaveattemptedtolinkstructuralismtoamorementalisticandlessbehavioristicbrandoflearningtheoryWemaythinkthatstudyingalanguageisprimarilylearningasetofphysicalhabitsofthatitistheproduceofaspeciallanguageacquisitiondevicepeculiartothehumanspeciesthatstudentsaremotivatedprincipallybyadesiretogettherightanswerorbyadesiretoenhancetheirownself-esteemetc

InotherwordsanapproachprovidesprinciplestodecidewhatkindofcontentandwhatsortofproceduresareappropriateThephilosophicalprinciplesprovidedbyanapproachhavesomethingtodowiththenatureofstudyingAndthesocial-politicaleducationalprincipleshavetodowiththepurposeofeducation

MethodisasetofproceduresoracollectionoftechniquesinasystematicwaywhichwillresultinefficientlearningAmethodisbasedonsystemsticprinciplesandproceduresieitisanapplicationofviewsonhowalanguageisbesttaughtandlearnedDifferentmethodsmayresultfromdifferentviewsof

1thenatureoflanguage

2thenatureoflanguagelearning

3aimsandobjectivesinteaching

4thetypeofsyllabustouse

5theroleofteachersandinstructionalmaterialsand

6thetechniquesandprocedurestouse

ThemethodusedhasusualybeensaidtobethecauseofsuccessorfailureinlanguagelearningforultimatelyitisthewhatandthehowoflanguageinstructionAttheotherextremeistheviewthatmethodsareoflittleimportancewhereverthereisawilltolearnthequalityofthelearningiswhatcountsThereisalsotheviewthattheteacheristheonlyimportantelementmethodsareonlyasgoodastheteacherwhousesthemtheyaresimplyinstrumentsinthehandsoftheteacher

Techniqueissimplysomethingwedoshowingapicturetoourstudentsandtalkingaboutitwiththeminacertainwayhavingtheclassrepeatsentencesinchorusdrillsdialoguesrole-playssentencecompletionetcTheyarethetricksinclassroomteaching

AnotherconceptinforeignlanguageteachingismethodologyMethodologyistheprinciplesandtechniquesofteachingwithnonecessaryreferencetolinguisticsItistheimplementationorpracticeoftheapproachItisproceduralselectionoflanguagepresentationconcernedwithhowtoteachinclassItstudiesthepracticesandproceduresusedinteachingandtheprinciplesandbeliefsthatunderliethemMethodologyincludes

1thestudyofthenatureoflanguageskillsegreadingwritingspeakinglisteningandproceduresforteachingthem

2thestudyofthepreparationoflessonsplansmaterialsandtextbooksforteachinglanguageskills

3theevaluationandcomparisonoflanguageteachingmethodsegtheAudiolingualMethodversustheOral-SituationalMethod

4suchpracticesproceduresprinciplesandbeliefsthemselvesRichardsetal1985177

Inshortdifferenttheoriesaboutthenatureoflanguageandhowlanguagesarelearnttheapproachimplydifferentwaysofteachinglanguagethemethodanddifferentmethodsmakeuseofdifferentkindsofclassroomactivitiesthetechnique

23DisciplinesContributingtoForeignLanguageTeachingFLT

Inordertoknowthetheoryandskillsinteachingweshoulddealwithsomebasicprinciplesderivedfromtheinteractionofaspectsofthosefieldsofstudywhichcontributetothetheoryandpracticeofforeignlanguageteaching

LanguageteachinginvolvesthreemaindisciplineslinguisticspsychologyandpedagogyLingui