OnForeignLanguageTeaching论外语教学Word格式文档下载.docx
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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
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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