王蔷主编的英语教学法教程第二版 Unit 1Word文档下载推荐.docx

王蔷主编的英语教学法教程第二版 Unit 1Word文档下载推荐.docx

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2.Whatarethecommonviewsonlanguage?

3.Whatarethecommonviewsonlanguagelearning?

4.Whatarethequalitiesofagoodlanguageteacher?

5.Howcanonebecomeagoodlanguageteacher?

1.1Howdowelearnlanguages?

Machofhumanbehaviorisinfluencedbytheirexperiences.Thewaylanguage

teachersteachintheclassroomistosomeextentinfluencedbythewaythey

learnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.Beforewe

discusslanguagelearningtheories,letusfirstreflectonourownlanguage

learningexperience.

Task1

Belowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.In

thefirstcolumn,writedownyourownresponses.Theninterviewthreeother

studentsinyourclassandentertheirresponsesintheothercolumns.Discuss

yourfindingsingroupof4anddrawsomeconclusion.

You

ST1

ST2

ST3

1.Howmanyforeignlanguagescanyouspeaksofar?

2.Whendidyoustartlearningtheforeignlanguage（s）?

3.Howdoyoufeelaboutlearningaforeignlanguage?

4.Whatdifficultieshaveyouexperiencedinlearning?

5.Whichskilldoyoufindmoredifficulttolearn?

6.Haveyoufocusedonknowledgeorskills?

Why?

7.Whydoyoulearntheforeignlanguage（s）?

8.Doyouconsideryourselfasuccessfullearner?

9.Whatareyourmostcommonlearningactivities?

10.Doyoulikethewayyoulearnedtheforeignlanguage（s）?

Fromtheabovetask,youmayhavefoundthat1）peoplestartedlearninga

foreignlanguageatdifferentages;

2）peoplehavedifferentexperiencesin

learningaforeignlanguage,somefinditeasy,somefinditdifficult;

3）people

learnlanguagesfordifferentreasons;

4）peoplelearnlanguagesindifferentways;

5）peoplehavedifferentunderstandingsaboutlanguagelearning;

6）peoplehave

differentcapacitiesinlanguagelearning;

7）learningcanbeaffectedbytheway

itistaught;

8）learningisaffectedbythedegreeofsuccessoneisexpectedto

achieve;

andmore.Thusthechallengeconfrontinglanguageteachingishow

teachingmethodologycanensuresuccessfullearningbyallthelearnerswho

havemoredifferencesthanthecommonality.

1.2viewsonlanguage

Thequestionthatallapproachestolanguageteachingshouldansweris,‘whatis

language?

'

Theanswertothisquestionisthebasisforsyllabusdesigns,teaching

methodology,teachingandassessmentproceduresintheclassroom.Different

viewsonlanguagegeneratedifferentteachingmethodologies.

Task2

Workingroupof4.Brainstormpossibleanswertothequestion:

whatis

Whenyouareready,joinanothergroupandshareyourideas.

Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsand

philogists.Althoughtherehasbeenanenormousamountofresearchinlanguage

inthepastcentury,noauthoritativeanswerhasbeengivento‘whatislanguage?

rather,peoplehavesettledowntotalkaboutviewsoflanguage,seemingly

allowingfororacceptingdifferenttheoriesforthemoment.However,language

teachersclearlyneedtoknowgenerallywhatsortofentitytheyaredealingwith

andhowtheparticularlanguagetheyareteachingfitsintothatentity（Brown,

1994a）.forsampledefinitionof‘language'

pleaserefertoAppendix1.

Structuralview

Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupof

varioussubsystems（Larsen-Freeman&

Long,1991）:

thesoundsystem

（phonology）;

thediscreteunitsofmeaningproducedbysoundcombinations

（morphology）,andthesystemofcombiningunitsofmeaningforcommunication

（syntax）.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearna

languagemeanstolearnthesestructuralitemssoastobeabletounderstandand

producelanguage.Whenthisstructuralviewoflanguagewascombinedwiththe

stimulus-responseprinciplesofbehavioristpsychology,theaudio-lingual

approachtolanguagelearningemerged.

Functionalview

Inthe1960s,Britishlinguistsdevelopedasystemofcategoriesbasedonthe

communicativeneedsofthelearner（JohnsonandMarrow,1981）andproposeda

syllabusbasedoncommunicativefunctions.Thefunctionalviewnotonlysees

languagesasalinguisticsystembutalsoameansfordoingthings.Mostofour

day-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,

advising,apologizing,etc.therefor