英语教学法教程知识点总结(1-12单元)Word格式文档下载.doc

英语教学法教程知识点总结(1-12单元)Word格式文档下载.doc

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Communitylanguagelearning（CLL）

Totalphysicalresponsemethod（TPR）

lThenaturalapproach（NA）

lThecommunicativeapproach（CA）

Anapproachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadleaning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtaught.

Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,therecanbemanymethods.

Atechniqueisimplementation---thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbconsistentwithamethod,andthereforeIharmonywithanapproachaswell.

Viewsonlanguage:

Structuralview:

thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:

thesoundsystem（phonology）;

thediscreteunitsofmeaningproducedbysoundcombinations（morphology）;

andthesystemofcombiningunitsofmeaningforcommunication（syntax）.

Functionalview:

thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Functionalactivities:

offering,suggesting,advising,apologizing,etc.

Internationalview:

considerslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.

Process-orientedtheories:

areconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

Condition-orientedtheories:

emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceives,andtheatmosphere.

Behavioristtheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

Cognitivetheory,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.

Constructivisttheory,believesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

Socio-constructivisttheory,similartoconstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”（ZPD）andscaffolding.

Ethicdevotion,professionalqualitiesandpersonalstyles

CLT:

communicativelanguageteaching

TBLT:

task-basedlanguageteaching

ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.P16

Hedgediscussesfivemaincomponentsofcommunicativecompetence:

linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.

HowattproposesaweakandastrongversionofCLT.

Weakversion:

learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.---theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.

Strongversion:

languageisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsystemintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.

Communicativeactivities:

P24

Tasksareactivitieswherethetargetlanguageisusedbytheleanerforacommunicativepurpose（goal）inordertoachieveanoutcome.

Fourcomponentsofatask:

apurpose,acontext,aprocess,andaproduct

Tasksfocusonthecompleteactofcommunication.（Purposeful&

contextualizedcommunication）.Exercisesfocusthestudents’attentionontheindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.（Focusonindividuallanguageitems）Exercise-taskcomeshalfwaybetweentasksandexercises,consistsofcontextualizedpracticeoflanguageitem.

PPP:

forteachinganewstructure-basedlesson,contentlesson,presentation（introducesnewvocabularyandgrammaticalstructures）,practice（thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary）andproduction（thestudentsareencouragedtousewhattheyarelearnedandpracticedtoperformcommunicativetasks）

Theimportanceoflessonplanning:

1.anunpreparedteacherbeginsofadisastrouslesson.2.Anunpreparedteacherreceiveslesstrustandcooperationfromthestudents.3.Thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.

LessonPlanning:

isaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabouttheaimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniquesandresourcestobeusedinordertoachievetheaimsofthelesson.

Principlesforgoodlessonplanning:

aim,variety,flexibility,learnability,andlinkage.

Variety:

planninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.

Flexibility:

preparingsomeextraandalternativetasksandactivitiesattheclassdoesnotalwaysgoaccordingtotheplansothatteachersalwayshavetheoptiontocopewiththeunexpectedsituationsratherthanbeingtheslavesofwrittenplansoronemethodology.

Learnability:

withincapabilityofthestudents,notbetooeasyorbeyondorbelowthestudents’copingability.

Linkage:

easytaskfollowedbyacomparativelydifficultone,ordoaseriesoflanguage-focusedactivitiestogetthestudentspreparedlinguistically.

Componentsofalessonplanning:

backgroundinformation,teachingaims,languagecontentandskills,stagesandprocedures,teachingaids,assignments,andteacher’safter-lessonreflection.

Forskill-orientedlesson,focusingondevelopingskills,themodelisapplicable---pre-（reading）,while-,post-.（Pre-step,while-step,post-step）

Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.

Theroleoftheteacher:

controller,assessor（evaluator,correctingmistakesandorganizingfeedback）,organizer（organizeanddesigntaskthatstudentscanperformintheclass）,prompter推动者（giveappropriatepromptsandgivehints）,participant,resource-provider,teacher’snewroles.

Therearerulestofollowformakinginstructionseffective.

lThefirstistousesimpleinstructionsandmakethemsuitthecomprehensivelevelofthestudents.

lThesecondruleistousethemother-tongueonlywhenitisnecessary.

lGivestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemakeanefforttounderstandthem.

lUsebodylanguagetoassistunderstandingandsticktoiteachtimeyouteachtheclass.

Studentgrouping:

wholeclassgroup—sameactivityatthesamerhythmandpace,lockstep,pairwork,groupwork,individualstudy

Discipline:

referstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.

Questioningintheclassroom:

Classificationofquestiontypes:

1.closedquestionsandopenquestions2.displayquestionsandgenuinequestions3.lower-orderquestionsandhigher-orderquestions4.taxonomy

Closedquestionsrefertothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentanswers.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswer,too.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontext,theyaremorecommunicative.Lower-orderquestionsrefertothosethatsimplerequirerecallingofinformationormemorizationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.

Simplequestionanddifficultquestion

Amistakereferstoaperformanceerrorthatiseitherarandomguessoran“aslipoftongue”,it’safailureperformancetoaknownsystem.

Anerrorhasdirectrelationwiththelearners’languagecompetence.ResultsfromLackofknowledgeinthetargetlanguage.Languageerrorcannotbeself-correctednomatterhowmuchattentionispaid

Dealingwithspokenerrors:

tasksoractivitiesarefocusingonaccuracyorfluency.Balancebetweenaccuracy-basedactivitiesandfluency-basedactivities..

Whentocorrect:

fluencywork---nottointerrupt,a