英语教学法复习提纲Word格式.docx

英语教学法复习提纲Word格式.docx

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offering,suggesting,advising,apologizing,etc.

4.Theinteractionalview:

Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.

5.Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

1）Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

2）Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

6.Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories.

1）Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

2）Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

7.Twotheories:

Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.

1）Thebehavioristtheory（Skinner）--astimulus-responsetheoryofpsychology

Thekeypointofthetheoryofconditioningisthat"

youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement"

2）Cognitivetheory（NoamChomsky）:

Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

8.Avarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher:

1）ethicdevotion,道德素质

2）professionalqualities专业技能

3）personalstyles个人修养

Adjectiveswhichdescribefurtherqualities

Ethicdevotion

Professionalqualities

personalstyles

warm-hearted

creative

Flexible灵活的

hardworking

Resourceful知识渊博的

Dynamics有动力的

enthusiastic

authoritative

patient

Caring

well-informed见多识广的

Attentive专心的

kind

accurate

Intuitive有洞察力的

well-prepared准备充分的

speakingclearly

humorous

disciplined

Personally-trained经过专业训练的

9.Howcanonebecomeagoodlanguageteacher?

Wallace’s（1991）"

Reflectivemodel"

todemonstratethedevelopmentofprofessionalcompetence（两种测试法：

叙述/填表）

Stage1Stage2Goal

Fromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforalanguageteacherinvolvesStage1,Stage2,andGoal.Thefirststageislanguagetraining.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Ofcourse,languageisalwayschangingsolanguagetrainingcannevercometoanend.

Thesecondstageseemstobemorecomplicatedbecauseitinvolvesthreesub-stages:

learning,practice,andreflection.Thelearningstageisactuallythespecificpreparation（thatalanguageteachershouldmakebeforetheygotopractice.）Thispreparationcanbe:

1）.learnfromothers'

experience（empiricalknowledge来自经验的知识）

2）.learnreceivedknowledge（suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,languageteachingmethodology,etc.）

3）.learnfromone'

sownexperience

Bothexperientialknowledge（others'

andone'

sown）andreceivedknowledgeareusefulwhentheteachersgotopractice.Thisisthecombinationof"

craft"

and"

appliedscience"

.Thelearningstageisfollowedbypractice.Theterm"

practice"

canbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervision监督oftheirinstructors.Thispracticeisalsocalledpseudopractice.Theothersenseof"

istherealworkthattheteacherundertakeswhenhefinisheshiseducation.

Unit2CommunicativePrinciplesandActivities

10.Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.

11.ThegoalofCLT

ThegoalofCLTistodevelopstudents'

communicativecompetence,

12.Communicativecompetence:

Competencesimplymeansknowledgeofthelanguagesystem:

grammaticalknowledgeinotherwords.

13.Hymes（1979）,communicativecompetenceincludesfouraspects:

1）knowingwhethersomethingisformallypossible（grammaticallyacceptable）,whichisroughlyequivalenttoChomsky'

slinguisticcompetence交流内容是否规范

2）knowingwhethersomethingisunderstandabletohumanbeings;

3）knowingwhethersomethingisinlinewith与、、、有关socialnorms;

4）knowingwhethersomethingisinfactdone:

Dopeopleactuallyuselanguagethisway?

14.Basedontheconceptofcommunicativecompetenceandaimingatdevelopingsuchcompetence,communicativelanguageteachinghasthefollowingfeatures:

1）Itstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage.

2）Itfocusesonmeaningratherthanform.

3）Itsuggeststhatlearningshouldberelevanttotheneedsofthestudents.

4）Itadvocates提倡task-basedlanguageteaching.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.

5）Itemphasizesafunctionalapproachtolanguagelearning.whatpeopledowithlanguage,

suchasinviting,apologizing,greetingandintroducing,etc.）.

15.RichardsandRodgers（1986:

72）threeprinciplesofCommunicativelanguageteaching

1）Communicationprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

2）Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.

3）Meaningfulnessprinciple:

Languagethatismeaningfultothelearnersupportshelearningprocess.

16.Littlewood’s（1981）classificationofcommunicativeactivities:

1）.Functionalcommunicativeactivities:

2）.Socialinteractionactivities:

（1）.Functionalcommunicativeactivities:

~Identifyingpictures

~Discoveringidenticalpairs

~Discoveringsequencesorlocations

~Discoveringmissinginformation

~Discoveringmissingfeatures

~Discovering"

secrets"

~Communicatingpatternsandpictures

~Communicativemodels

~Discoveringdifferences

~Followingdirections

~Reconstructingstory-sequences

~Poolinginformationtosolveaproblem

（2）.Socialinteractionactivities:

~Role-playingthroughcueddialogues

~Role-playingthroughcuesandinformation

~Role-playingthroughsituationandgoals

--Role-playingthroughdebateordiscussion

~Large-scalesimulationactivities

~Improvisation

17.Ellis（1990）haslistedsixcriteriaforevaluatingcommunicativeclassroomactivities:

1）.Communicativepurpose:

2）.Communicativedesire:

3）.Content,notform:

4）.Varietyoflanguage:

5）.Noteacherintervention:

Unit3LessonPlanning

18.Lessonplanning

Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.

19.Whyislessonplanningnecessary?

Properlessonplanningisessentialforbothnovice/beginnerandexperiencedteachers.

20.Benefitfromlessonplanninginanumberofways

1）.Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.

2）.Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.

3）.Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.

4）.whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.

5）.Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.

6）.Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.

7）.Plansarealsoanaidtocontinuingimprovement.

8）.Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.

21.Therearefourmajorprinciplesbehindgoodlessonplanning:

1）variety,

2）flexibility,,

3）learnability,

4）linkage.

23.Definitionsofvariety,flexibility,learnability,andlinkage.

Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.

Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.

Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents'

copingabilitywilldiminishtheirmotivation（Schumann,1999）.

Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinfor