王蔷英语教学法英汉对照 A Course in English Language Teaching文档格式.docx
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Behaviouristtheory行为主义理论=audio-lingualmethod听说教学法
Astimulus-responsetheoryofpsychology
Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.
Cognitivetheory认知主义理论communicateapproach交际法
Constructivisttheory结构主义理论
Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperienceandwhathe/shealreadyknows.
Socio-constructivisttheory社会结构主义理论
Emphasisesinteracionandengagementwiththetargetlanguageinasocialcontext
Agoodlanguageteacher
Ethicdevotion,professionalqualitiesandpersonalstyles
品德节操,职业素质和个性特征
Learning,practice,andreflection
Unit2CommunicativePrinciplesandActivities
CLT=CommunicativeLanguageTeaching交际语言教学法
TBLT=Task-basedLanguageTeaching任务型教学法
PPP=thePresentation,PracticeandProduction呈现,操练,展出
Communicativecompetence
Entailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation
Fivemaincomponentsofcommunicativecompetence
Linguisticcompetence语言能力
Pragmaticcompetence语用能力
Discoursecompetence语篇能力
Strategiccompetence策略能力
Fluency语言顺畅
CLT
Goal:
todevelopstudents'
communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
Principles:
Communicativeprinciple
Taskprinciple
Meaningfulnessprinciple
Mainfeatures:
(1)Functionalcommunicativeactivities:
功能互动活动
Identifyingpictures
Discoveringidenticalpairs
Discoveringsequencesorlocations
Discoveringmissinginformation
Discoveringmissingfeatures
Discovering"
secrets"
Communicatingpatternsandpictures
Communicativemodels
Discoveringdifferences
Followingdirections
Reconstructingstory-sequences
Poolinginformationtosolveaproblem
(2)Socialinteractionactivities:
社会交往活动
Role-playingthroughcueddialogues
Role-playingthroughcuesandinformation
Role-playingthroughsituationandgoals
Role-playingthroughdebateordiscussion
Large-scalesimulationactivities模仿
Improvisation即兴创作
Notes:
Nospecificactivitiesalmostaboutlisteningandspeaking
Sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:
Communicativepurpose:
informationgap
Communicativedesire:
realneed
Content,notform:
message
Varietyoflanguage
Noteacherintervention干涉
Nomaterialscontrol
TBLT
Definition:
Referstoanapproachbasedontheuseoftaskasthecoreunitofinstructioninlanguage
TBLT:
pre-task,taskcycle,languagefocus
Definitionofatask:
Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.
Fourcomponentsofatask:
Apurpose:
focusoncontent,notform
Acontext:
Aprocess:
problemsolvingreasoning,inquiring,conceptualisingandcommunicating
Aproduct:
nocommunicationalresults
Exercises,exercise-tasksandtasks:
Focusonindividuallanguageitems
→purposeful&
contextualisedcommunication
Exercise→exercise-task→task
Howtodesigntasks:
Thinkaboutstudents’needs,interests,andabilities
Brainstormpossibletasks
Evaluatethelist
Choosethelanguageitems
Preparingmaterials
PPPmodel
Atthepresentationstage:
Theteacherintroducesnewvocabularyandgrammaticalstructuresinwhateverwaysappropriate
Atthethepracticestage:
Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary
Attheproductionstage:
Thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicationtasks.
Grammar-TranslationMethod:
语法翻译法
readingandwriting
TheAudio-LingualMethod:
听说教学法
speakingandlistening;
dialoguesanddrills对话和操练
Unit3theNationalEnglishCurriculum课程标准
Itwasinthe1993syllablesthatthewordcommunicationwasusedintheobjectivesofteachingforthefirsttime.
TheSixDesignprinciplesfortheNationalEnglishCurriculumforNine-yearCompulsoryEducation:
1.Aimforeducatingallst