《英语教学法教程》(王蔷)考研笔记Word文档格式.docx

《英语教学法教程》(王蔷)考研笔记Word文档格式.docx

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sexperience

language

development

received

knowledge

Practice

ownexperience

Reflectio

Professionalcompetence

Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.

Stage1

Stage2

Goal

Stage1:

allEnglishteachersaresupposedtohaveasoundcommandofEnglish.Stage2:

learning,practiceandreflection.

lLearning:

ü

Learningfromothers‟experience（empiricalknowledgegainedthroughreadingandobservation）

Learningthereceivedknowledge（languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.）

lPractice

Pre-servicepractice（pseudopractice）

Realclassroompractice

lReflection:

takeonreflectionseriouslyandkeepreflection

Goal:

（donothaveanend）onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.

Unit2communicativeprinciplesandtask-basedlanguageteaching

1.Whatiscommunicativecompetence

lLinguisticcompetenceKnowledgeoflanguageitself

lPragmaticcompetence

Thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.

lDiscoursecompetence

Theabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.

lStrategiccompetence

Searchingforothermeansofexpression,suchasusingasimilarphrase……

lFluency

theabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation）

CLT:

communicativelanguageteaching

2.Principlesofcommunicativelanguageteaching

lCommunicationprinciple

Activitiesthatinvolverealcommunicationpromotelearning.

lTaskprinciple

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

lMeaningfulnessprinciple

Languagethatismeaningfultothelearnersupportthelearningprocess.

3.Mainfeaturesofcommunicativeactivities

lCommunicativepurpose

Theremustbesomeinformationgapthatstudentsseektobridge

lCommunicativedesire

Arealneedtocommunicate

lContentnotform

Theymusthavesomemassagetheywanttocommunicate

lVarietyoflanguage

lNoteacherintervention

lNomaterialcontrol

TBLT:

task-basedlanguageteaching

4.Fourcomponentsofatask

lApurpose

Makesurestudentshaveareasonforundertakingthetask

lAcontext

Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……

lAprocess

Gettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……

lAproduct

5.Focusonindividuallanguageitems–Purposefulandcontextualizedcommunication+Then

Exercise→task

6.TBL:

lPre-task

Introductiontotopicandtask

lTaskcycle

Task

Planning

Report

Studentsheartaskrecordingorreadtext

lLanguagefocus

Analysisandpractice

Reviewandrepeattask

7.PPP

lPresentation

Ofsinglenewitem;

teachersintroducesnewvocabularyandgrammaticalstructures.

Ofnewitem:

drills,exercise,anddialogue

lProduction

Activity,roleplayortasktoencourage„free‟useoflanguage

8.Howtodesigntasks

lThinkaboutstudents‟needsandinterestsandabilities

lBrainstormpossibletasks

lEvaluatethelist

lChoosethelanguageitems

lPreparingmaterials

9.ConstrainsofCLT:

lWhetheritwillmeettheneedsoflearnersfromdifferentcontexts

lItisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.

10.ConstrainsofTBLT

lNoteffectiveforpresentingnewlanguages

lTimeislimited:

teachersarebusy

lCultureoflearning:

somestudentsmayfinditdifficulttoadapttoTBLT

lLevelofdifficulty:

studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.

Unit4lessonplanning

1.Whyislessonplanningimportant?

lItcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.

lIthelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestaget