河北师范大学考研必备教学法.docx

河北师范大学考研必备教学法.docx

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河北师范大学考研必备教学法

师大教学法考研必备

UnitOneLanguageandlearning

1.Howdowelearnlanguage?

1.Howdowelearnourownlanguage?

2.Howdowelearnforeignlanguage?

II.Viewonlanguage.

1.Whatislanguage?

Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.（Wardhaugh,1972:

3）

2.Differentviewsonlanguage.重点背

StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

FunctionalView:

itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

Interactionalview:

Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

III.Viewsonlanguagelearning.重点背

Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

Behaviouristtheory:

ProposedbySkinner,hesuggestedthatlanguageisalsoaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.

Cognitivetheory:

Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.Accordingtohim,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.

Consructivisttheory:

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.

Socio-constructivisttheory:

similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”（ZPD）（近侧发展区间）andscaffolding（鹰架理论）.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

IV.Whatmakesagoodlanguageteacher?

记三个品质知道用哪些形容词说

ethicdevotion,professionalqualitiesandpersonalstyles

AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.

Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingisenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.

AgoodteachershouldfromthestartestablishEnglishasthemainclassroomlanguage.KeepinmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.

Agoodteachershouldcreateconditionsforlearning.Thematerialconditionsarenotimportantinlanguagelearning.Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipateinclassroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.Agoodteachershoulddoallhecantostimulatethestudents’motivationtolearn.Heshouldsetappropriategoalandobjectivesinlearning;carefullyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.

V.Howcanonebecomeagoodlanguageteacher?

重点背参考书上的表格背三个阶段

Todevelopprofessionalcompetence,wecanusethe“reflectivemodel”byWallace（1991）.（SeeFigure1.1onpage9）.

Unit2CommunicativePrinciplesandTBLT

一句话总结本章，两种重要的教学法CLT，TBLT

I.Languageuseinreallifevs.traditionalpedagogy三个方面比较

1.functions

2.skills

3.Context

II.Whatiscommunicativecompetence?

1.ThegoalofCLT

CLTreferstoanapproachtotheteachingofforeignorsecondlanguagethroughcommunicativeactivities.

ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

2.Fivemaincomponentsofcommunicativecompetence.

Hedgediscussesfivemaincomponentsofcommunicativecompetence:

（1）Linguisticcompetence:

“isconcernedwithknowledgeofthelanguageitself,itsformandmeaning”

（2）Pragmaticcompetence:

isconcernedwiththeappropriateuseofthelanguageinsocialcontext.

（3）Discoursecompetence:

referstoone’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.

（4）Strategiccompetence:

similartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

（5）Fluency:

one’sabilityto“linkunitsofspecktogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation”（Hedge）

3.Languagecompetenceandcommunicativecompetence

（1）Chomsky’stheory:

competencesimplymeansknowledgeofthelanguagesystem:

grammaticalknowledgeinotherwords

（2）Communicativecompetence:

accordingtoHymes,communicativecompetencemeanspeopleshouldknow“whattosaytowhomandhowtosayitappropriatelyinanygivensituation”,whichincludesfouraspects:

.grammaticallyacceptable.understandable.socialnorms.actuallyuse

1.PrinciplesofCLT:

Communicativeprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

Meaningfulnessprinciple:

languagethatismeaningfultothelearnersupportsthelearningprocess.

（2）Sixcriteriaforevaluatingcommunicativeclassroomactivities:

i.communicativepurpose

ii.communicativedesire

iii.content,notform

iv.varietyoflanguage

v.noteacherintervention

vi.omaterialscontrol

IV.Task-basedLanguageTeaching（TBLT）非常重要

TBLTisamethodofinstructionunderCLT,whichemphasizestakingvarioustasksasthecenterofthelanguageteaching.

2.Fourcomponentsofatask:

Apurpose:

makingsurethestudentshaveareasonforundertakingthetask.

Acontext:

thetaskcanbereal,simulatedorimaginary,andinvolvessociolinguisticissues,suchasthelocation,theparticipantsandotherimportantfactors.

Aprocess:

gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualizingandcommunicating.

Aproduct:

therewillbesomeformofoutcome,eithervisible（awrittenplan,aplay,aletter.etc.）orinvisible（enjoyingastory,learningaboutanothercountry,etc.）

3.Exercises,exercise-taskandtasks区分三个

Exercises:

focusonindividuallanguageitems

Tasks:

Purposefulandcontextualizedcommunication

Exercise-task:

halfwaybetweentasksandexercises.

（2）Thestepsindesigningtasks.

Sept1:

Thinkaboutstudents’needs,interests,andabilities.

Step2:

Brainstormpossibletasks.

Step3:

Evaluatethelist

Step4:

Choosethelanguageitems.

Step5:

Preparingmaterials

Unit3TheNationalEnglishCurriculum

一句话总结本章，国家课程标准六原则，综合语言能力五个方面，英语老师面临的挑战压力。

III.GoalsandobjectivesofEnglishlanguageteaching

ThemaintaskoftheEnglishcurriculumofnine-yearcompulsoryeducationistostimulateandcultivatestudents’interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning;enablestudentstomasterbasisEnglishlanguageknowledgeandskillsinlistening,speaking,readingandwritingsothattheyformsufficientcompetenceinusingthelanguage;cultivatestudents’abilitiestoobserve,tomemorize,tothink,toimagineandtocreate;increasetheirvision,cultivatetheirpatrioticspirit,andhelpthemformhealthyviewaboutlife.Onthebasisofalloftheabove,welayagoodbasisfortheirlife-longlearning.

Fiveaspectsofoveralllanguageability:

重要

languageknowledge:

phonetics,grammar,vocabulary,functionaltopics

language