英语学科教学法 teaching method文档格式.docx

英语学科教学法 teaching method文档格式.docx

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L1

•Firstlanguage

•Nativelanguage

•Motherlanguage

•Primarylanguage

L2

•Secondlanguage

•Non-nativelanguage

•Foreignlanguage

•Secondarylanguage

distinctions

•Threeaspects:

•Mannerofacquisition

•Socialfunction

•Levelofproficiency

Mannerofacquisition

•L1:

------

•L2:

Socialfunction

•Insociallife,howdothespeakerusethelanguage?

Levelofproficiency

•Whichismoreproficient,orhigherlevel?

•L1orL2?

summary

Introduction

•Twoprofessions:

TESL&

TEFL

•1.TESL:

teachingEnglishasasecondlanguage

•2.TEFL:

teachingEnglishasaforeignlanguage

BANA&

TESEP

•Britain,AustraliaandNorthAmerica（BANA）

•Tertiary,secondaryandprimaryEnglishlanguageeducation（TESEP）

Secondlanguageversusforeignlanguage

•Whatisasecondlanguage?

•Whatissecond?

•Whatisafirstlanguage?

Ornativeandmothertongue?

Secondlanguage

•Alanguagesecondtofirstlanguage.

•Asecondlanguageisalanguagewhichisnotanativelanguageinacountrybutwhichiswidelyusedasamediumofcommunication,e.g.ineducationandingovernmentandwhichisusuallyusedalongsideanotherlanguageorlanguages

•InbothBritainandNorthAmerica,itwoulddescribeanativelanguageinacountryaslearnedbypeoplelivingtherewhohaveanotherfirstlanguage.EnglishinUKwouldbecalledasecondlanguageofimmigrantsandpeoplewhosefirstlanguageisWelsh

Foreignlanguage

•Foreignlanguage?

•Whatisforeign?

•---1.of,in,from,anothercountry,notone’sown.

•---2.comingorintroducedfromoutside.

•So,howdoyouunderstandforeignlanguage?

•---AlanguagewhichisnotaNativelanguageinacountry.Aforeignlanguageisusuallystudiedeitherforcommunicationwithforeignerswhospeakthelanguage,orforreadingprintedmaterialsinthelanguage.InNorthAmericanappliedlinguisticsusage,foreignlanguageandsecondlanguageareoftenusedtomeanthesameinthissense.

•

•---inBritishusage,adistinctionisoftenmadebetweenforeignlanguageandsecondlanguage,aforeignlanguageisalanguagewhichistaughtasaschoolsubjectbutwhichisnotusedasamediumofinstructioninschoolsnorasalanguageofcommunicationwithinacountry

•NL,SL&

FL

•SL&

NL

•FL&

•Officialstatus

Personalorsocietal

•Infact,secondlanguagecarriespersonalandsocietalsense,justaspersonalandsocietalbilingualism.

•Secondlanguageinitssocietalsensemeansthatacountrytwolanguagesareusedsidebysidewitheachother,andisoftenrecognizedasofficial（officialstatus）.Theyaresecondtoeachother.

SLinsocietalsense

Discussion

•1.EnglishinChina,Japan,Singapore,

•India&

HK,SLorFL?

•2.BurmeseinYunnanborderingBurma,

•PutonghuainXinjiang,SLorFL?

•3.Otherexamples?

DifferencebetweenTESL&

•A.purpose

•TESL?

•TEFL?

Approach,methodandtechnique

discussion

•Howwouldyoutodo（asmanywaysaspossible）:

•---youaretokillanelephantinavalley.

•---youaretocatchfishinapond.

•Whycanyoudoitthatway?

UnderlyingPrinciples

•Starvetheelephant:

why?

•Shootwitharifle:

whyitworks?

•….

•Drythepond

•Byfishingrod

Howdoyoudo?

•Whatanoverallplanwouldyouliketohave?

approach

•Whatisanapproach?

•----theactofgettingcloseto

•----way,path,road

•Inlanguageteaching,approachisasetofassumptionsdealingwiththenatureoflanguageteachingandlearning.Itdescribesthenatureofthesubjectmattertobetaught…

method

•Whatisamethod?

•----wayofdoingsth

•Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.

technique

•Technique:

technicalormechanicalskills

•Atechniqueisimplementational–thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,strategem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbeconsistentwithamethod,andthereforeinharmonywithanapproachaswell.

Commontechniques

•----readingaloud,listeningtothetape,

•discussion,translation

•----……..

Relations

•What’stheirrelations?

•Forapproach,method,andtechnique,whichdetermineswhich?

•----approachdeterminesmethod,inturn,

•methoddeterminestechnique.

•Thearrangementishierarchical.Theorganizationalkeyisthattechniquescarryoutamethodwhichisconsistentwithanapproach

Diagrama

Diagramb

•Elementsandsub-elementsofmethod

RichardsandRodger’smodel

•Itincludesapproach,designandtechniques

Approach

A.atheoryofthenatureoflanguage

•----anaccountofthenatureoflanguage

proficiency

----whatcanbecalledlanguageproficiency

•----anaccountofthebasicunitsoflanguagestructure

•----Anaccountofthebasicunitsoflanguagestructure

•----basicunitsoflanguagestructure:

letter,word,phrase,sentence,discourse

•----phonologyisimportant?

•----meaningandform,whichismoreimportant?

b.Natureoflanguagelearning

•1.Psycholinguisticsandcognitiveprocesses

•----psycholinguisticprocesses

•----cognitiveprocesses

•2.Conditionsallowingfortheprocess

design

•A.Thegeneralandspecificobjectivesofthemethod

•----what’sthegeneralobjectives?

•----what’sthespecificobjectives?

Asyllabusmodel

•criteriafortheselectionandorganizationoflinguisticand/orsubjective-mattercontent

•----whatmaterialstobeselected?

•----howshouldthematerialsbeorganized?

•----andwhatsubjective-matter?

Typesoflearningandteachingactivities

•kindsoftasksandpracticeactivitiestobeemployedintheclassroomandinmaterials

•----tasksandpractice,listening,note-taking,translationorothers?

Learnerroles

•--typesoflearningtaskssetforlearners

•--degreeofcontrollearnershaveoverthecontentoflearning

•--patternsoflearnergroupingsthatarerecommendedorimplied

•--degreetowhichlearnersinfluencethelearningofothers

•--theviewofthelearnerasaprocessor,performer,initiator,problemsolver,etc.

Teacherroles

•--typesoffunctionsteachersfulfill

•---partner,resourceofinformationparticipant,organizer,director,manager…

•--degreeofteacherinfluenceoverlearning

•--degreetowhichtheteacherdeterminesthecontentoflearning

•---doestheteacherhavetherighttodecidethecontent

•---text-basedornot

•--typesofinteractionbetweenteachersandlearners

•---interactionmodes:

t—ss,t-s,salone

Theroleofinstructionalmaterials

•---primaryfunctionofmaterials

•---theformmaterialstake（e.g.,textbook,audiovisual）

•---assumptionsmadeaboutteachersandlearners

•Procedure

•Classroomtechniques,practice,andbehaviorsobservedwhenthemethodisused

•--resourcesintermsoftime,space,andequipmentusedbytheteacher

•--interactionalpatternsobservedinlessons

•--tacticsandstrategiesusedbyteachersandlearnerswhenthemethodisbeingused

•B.learningdifficulty

•Whichiseasier,why?

L2learningtheories

•Thehabit-formationtheory

•Thehypothesisoflinguisticuniversals

•Constructivism

•Theacculturationtheory

•Thediscoursetheory

•Monitortheory

Thehabit-formationtheory

•Abehavioristicviewoflanguagelearning

•---languageisabehavior

•---tolearnanewlanguageistoformanewhabit

•---theprocessis:

stimulus-response-reinforcement

Thehypothesisoflinguisticuniversals

•Ainnatenesstheory

•---languageisinborn

•---languageisuniversal

•---welearnlanguagewiththehelpofLAD

•---Agrammarcoversbothcoregrammarandperipheralgrammar

constructivism

•Representative:

SeppoTella

•constructivism---construction

•Knowledgeisaprocessofconstruction

Constructivism

•basicallyatheory--abouthowpeoplelearn:

peopleconstructtheirownunderstandingandknowledgeoftheworld,throughexperiencingthingsandreflectingonthoseexperiences.Whenweencountersomethingnew,wehavetoreconcileitwithourpreviousideasandexperience,maybechangingwhatwebelieve,ormaybediscardingthenewinformationasirrelevant.

•Inanycase,weareactivecreatorsofourownknowledge.Todothis,wemustaskquestions,explore,andassesswhatweknow.

Importantconcepts

　　建构主义理论一个重要概念是图式，图式是指个体对世界的知觉理解和思考的方式。

也可以把它看作是心理活动的框架或组织结构。

图式是认知结构的起点和核心，或者说是人类认识事物的基础。

因此，图式的形成和变化是认知发展的实质，认知发展受三个过程的影响：

即同化、顺化和平衡。

schemata　

同化（assimilation）是指学习个体对刺激输入的过滤或改变过程。

也就是说个体在感受刺激时，把它们纳入头脑中原由的图式之内，使其成为自身的一部分。

　　顺应（accommodation）是指学习者调节自己的内部结构以适应特定刺激情境的过程。

当学习者遇到不能用原有图式来同化新的刺激时，便要对原有图式加以修改或重建，以适应环境。

　　平衡（equilibration）是指学习者个体通过自我调节机制使认知发展从一个平衡状态向另一个平衡状态过渡的过程。

结余

建构主义的学习观

（1）学习不是由教师把知识简单地传递给学生，而是由学生自己建构知识的过程。

学生不是简单被动地接收信息，而是主动地建构知识的意义，这种建构是无法由他人来代替的。

（2）学习不是被动接收信息刺激，而是主动地建构意义，是根据自己的经验背景，对外部信息进行主动地选择、加工和处理，从而获得自己的意义。

外部信息本身没有什么意义，意义是学习者通过新旧知识经验间的反复的、双向的相互作用过程而建构成的。

因此，学习，不是象行为主义所描述的“刺激--反应”那样。

（3）学习意义的获得，是每个学习者以自己原有的知识经验为基础，对新信息重新认识和编码，建构自己的理解。

在这一过程中，学习者原有的知识经验因为新知识经验的进入而发生