英语教学法教程知识点总结(1-12单元)Word格式.doc
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Audio-lingualmethod
Humanisticapproaches:
thatemphasizethedevelopmentofhumanvalues,growthinself-awarenessandintheunderstandingofothers,sensitivitytohumanfeelingsandemotions,andactivestudentinvolvementinlearningandinthewayhumanlearningtakespalace
Thesilentway
Suggestopedia
Communitylanguagelearning(CLL)
Totalphysicalresponsemethod(TPR)
lThenaturalapproach(NA)
lThecommunicativeapproach(CA)
Anapproachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadleaning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtaught.
Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,therecanbemanymethods.
Atechniqueisimplementation---thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbconsistentwithamethod,andthereforeIharmonywithanapproachaswell.
Viewsonlanguage:
Structuralview:
thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:
thesoundsystem(phonology);
thediscreteunitsofmeaningproducedbysoundcombinations(morphology);
andthesystemofcombiningunitsofmeaningforcommunication(syntax).
Functionalview:
thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Functionalactivities:
offering,suggesting,advising,apologizing,etc.
Internationalview:
considerslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.
Process-orientedtheories:
areconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
Condition-orientedtheories:
emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceives,andtheatmosphere.
Behavioristtheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.
Cognitivetheory,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.
Constructivisttheory,believesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.
Socio-constructivisttheory,similartoconstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.
Ethicdevotion,professionalqualitiesandpersonalstyles
CLT:
communicativelanguageteaching
TBLT:
task-basedlanguageteaching
ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.P16
Hedgediscussesfivemaincomponentsofcommunicativecompetence:
linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.
HowattproposesaweakandastrongversionofCLT.
Weakversion:
learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.---theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.
Strongversion:
languageisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsystemintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.
Communicativeactivities:
P24
Tasksareactivitieswherethetargetlanguageisusedbytheleanerforacommunicativepurpose(goal)inordertoachieveanoutcome.
Fourcomponentsofatask:
apurpose,acontext,aprocess,andaproduct
Tasksfocusonthecompleteactofcommunication.