王蔷英语教学法重点Word文件下载.docx
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Learningcanbeaffectedbythewayhowlanguageistaught
Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.
Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.
1.2Whatarethemajorviewsoflanguage?
1)Structuralview:
Languageisalinguisticsystemmadeupofvarioussubsystems:
phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.
2)Functionalview:
Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
3)Interactionalview:
Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.
1.3ViewsonLanguageLearning
Twobroadlearningtheories:
Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.
Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.
Behavioristtheory
⏹B.F.Skinner
⏹Astimulus-responsetheoryofpsychology
⏹Audio-lingualmethod
⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.
A.Cognitivetheory
⏹InfluencedbyNoamChomsky(revivalofstructurallinguistics)
⏹Languageasanintricaterule-basedsystem
⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.
⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.
B.Constructivisttheory
⏹JeanPiaget(1896—1980)
⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.
C.Socio-constructivisttheory
⏹Vygotsky
⏹“ZoneofProximalDevelopment”(ZPD);
scaffolding(脚手架)
⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.
1.4Whatarethequalitiesofagoodlanguageteacher?
Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:
ethicdevotion,professionalqualityandpersonalstyles.
1.5Howcanonebecomeagoodlanguageteacher?
☐Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)
Stage1:
languagedevelopment
Stage2:
learning,practice,reflection
vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:
1.Learningfromothers’experience
2.Learningthereceivedknowledge
3.Learningfromone’sownexperiences
vThepracticestage(2senses)
Pseudopractice:
shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors
Therealclassroomteaching:
whatateacherundertakesafterhe/shefinishesformaleducation
vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing
Goal:
professionalcompetence
Unit2CommunicativePrinciplesandTask-basedlanguageteaching
2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?
Languageusedinreallife
Languagetaughtintheclassroom
Toperformcertaincommuntcativefunctions
Tofocusonforms(structuresorpatterns)
Useallskills,bothreceptiveskillsandproductiveskills
Tofocusononeortwolanguageskillsandignoreothers.
Usedinacertaincontext
Toisolatelanguagefromitscontext
2.2Whatiscommunicativecompetence?
Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.
2.2.1Definition:
Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations
2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)
◆Linguisticcompetence(语言能力)
Theknowledgeoflanguageitself,itsformandmeaning.
◆Pragmaticcompetence(语用能力)
Theappropriateuseoflanguageinsocialcontext.
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