英语教学法Word格式.docx

英语教学法Word格式.docx

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B.Cognitivepsychology

1.definition:

thestudyofpeople’sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehavior.

2.factorsmakingcognitivepsychologythedominantapproachintheworld:

a.thedevelopmentofcomputertechnology

b.JeanPiaget

Hedividedchildren’scapacityoflearningintofourstages:

sensorimotor,preoperatinal,concreteoperational,formaloperational.Heproposedthatchildrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses:

assimilationandaccommodation.

Assimilationreferstotheprocessbywhichnewitemsareaddedtoaconceptorschema.

Accommodationmeanstheprocessbywhichtheexistingconceptorschemaischangedonthebasisofnewinformation.

c.NormChomsky

HispublicationofSyntacticStructuresin1957notonlystartedarevolutioninlinguisticsbutalsohadanenormousimpactonpsychology.

Hearguedthatlanguageshouldbeviewedasasystemofmentalruleswhichareinpartwiredintothebrainasaresultofevolution.

LAD（LanguageAcquisitionDevice）

C.Humanisticpsychology/Humanism

humanisticapproachesemphasizetheimportanceoftheinnerworldofthelearnerandplacetheindividual’sthoughts,feelings,andemotionsattheforefrontofallhumandevelopment.

2.AbrahamMaslow’shierarchyofhumanneeds

Self-Actualization

BeingneedsAestheticNeeds

CognitiveNeeds

Needforself-esteem

DeficiencyneedsNeedforinterpersonalcloseness

Needforsafetyandsecurity

Basicphysiologicalneeds

Table1Maslow’sHierarchyofHumanNeeds

（Maslow,1968;

Williams&

Burden,2000）

Maslowpointedoutthatifthedeficiencyneedswerenotmet,ortheirfulfillmentwasdisruptedinsomeway,thenitwouldbecomedifficultorevenimpossibleforapersontofulfillneedsfurtherupthehierarchy.

Ⅱ.TheoriesofSecondLanguageAcquisition

Themonitortheory

A.founder:

StephenKrashen

B.fivehypotheses:

1.Theacquisition-learninghypothesis

Acquisitionreferstothesubconsciousprocessinwhichlearnersdeveloptheirlanguageproficiencythroughnaturalcommunicationinthetargetlanguage.

Learningmeanstheconsciousprocessinwhichlearnersacquireexplicitknowledgeoftherulesofthetargetlanguage.

Thedistinctionbetweenthemiswhetherthelearnerplaysaconsciousattentiontotherulesofthetargetlanguage.

2.Themonitorhypothesis

Acquisitionandlearninghavedifferentfunctionsinthecommunicationactivities.Acquisitionisresponsibleforthefluencyoftheutterancesproducedbyspeakerswhilelearningisresponsiblefortheaccuracyofthespeechesorpassages.Theonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.

Threeconditionsofmonitor:

First,thespeakermusthavesufficienttimetomonitorhisproductions.

Second,thelanguageperformermusthavehisfocusonform.

Third,thelanguageperformermusthaveanexplicitknowledgeoftherulesorthetargetlanguge.

3.Thenaturalorderhypothesis

Foreignlanguagelearnersacquiretherulesofthetargetlanguageinthesameordernomatterwhere,whenandhowtheyarelearningthelanguage.

AverageOrderofAcquisitionofGrammaticalMorphemesforEnglish

asSecondLanguage（ChildrenandAdults）

4.Theinputhypothesis

Weacquire（nolearn）languagebyunderstandinginputthatisalittlebeyondourcurrentlevelof（acquiredcompetence）.

5.Theaffectivefilterhypothesis

Learnerswithhighmotivation,self-confidence,lowanxietywilldomuchbetterthanthosethatareunmotivated,lackinginself-confidenceandconcernedtoomuchaboutfailure.

Ⅲ.TheoriesofLinguistics

A.Traditionallinguistics

1.time:

In5thcenturyB.C.（morethan2000yearsago）theancientGreeksbegantomakeaseriousstudyoflanguageintherealmofphilosophy.

2.twofamouscontroversiesatthattime:

Onewasbetweenthenaturalistsandconventionalistsontherelationsbetweenformandmeaning.Theotherwasbetweentheanalogistsandtheanomalistsontheregularitiesoflanguage.

B.Americanstructuralism

itstartedatthebeginningofthe20thcenturyandwasverypopularandinfluentialinthe1930sand1949sthroughouttheworld.

2.twoforerunners:

FranzBoasandEdwardSapir

BothstudiedthelanguagesandculturesofAmericanIndians.

3.LeonardBloomfield

HeisalinguistinAmerica,andisregardedasthefatherofAmericanstructuralism.

Forhim,alanguageisahabitofverbalbehaviorwhichconsistedofaseriesofstimuliandresponses.In1933,hepublishedabookLanguage,whichbecamethebibleoflinguistics.

C.Transformationalgenerativelinguistics

in1957,NoamChomskypublishedabookSyntacticStructures,whichstartedarevolutioninthelinguisticworldandusheredinanewschool---thetransformationalgenerativelinguistics.

2.LanguageAcquisitionDevice（LAD）

Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice（LAD）.ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Thesegeneralprinciplescanbeappliedtoallthelanguagesintheworld.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Chomskyassumesthatthechildwillmakehypothesesonthebasisofthegeneralprinciples,thenhewilltestthehypothesesonthebasisofthegeneralprinciples,thenhewillmodifythehypothesesaccordingly,testthemagainagainstthedata.Thishypothesis–testingprocedurewillrepeatagainandagainuntilthehypothesesagreewiththeactualgrammarofthelanguage.Children’slanguageacquisitionprocesscompleteswhentheuniversalgrammarissuccessfullytransformedintothegrammarofaparticularlanguage.

3.linguisticcompetenceandlinguisticperformance

Linguisticcompetencereferstotheinternalizedknowledgeofthelanguagethatanativespeakerofthatlanguagepossesses.

Linguisticperformanceistheactualutterancesproducedbythenativespeakers.

Chomskyholdsthepositionthatlinguistsshouldstudythelinguisticcompetence,nottheperformance,andheargues,adeductive,hypothesis-testingapproachshouldbetaken.

D.FunctionalLinguistics

1.ItdevelopsdirectlyfromtheLondonSchoolofLinguistics.

2.BronislawMalinowski

Hewasananthropologistandtheprecursoroffunctionallinguistics.

Hearguedthatthemeaningofanysinglewordistoaveryhighdegreedependentonitscontext.

3.J.R.Firth

Hemade“contextofsituation”akeyconceptinthetechniqueoftheLondonSchoolofLinguistics.Heheldthepositionthatallbranchesoflinguisticsareconcernedwithmeaning,andthemeaningoflinguisticitemsdependsonthecontextofsituation.

4.M.A.K.Halliday

HecombinedthelinguisticcomponentswithMalinowski’ssociolinguisticinsightsanddevelopedamodeloflinguisticdescriptionindetail,andmadetheLondonSchoolofLinguisticsoneofthemostcompetitivelinguistictheoriesintheworld.

Hemadequiteclearhispointofviewthatlinguisticeventsshouldbeaccountedforatthreeprimarylevels:

substance,formandcontext.

Ⅳ.ForeignLanguageTeachingSchools

A.TheGrammarTranslationMethod

1.Definition:

amethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.（ItisalsocalledClassicalMethod）

2.Time:

In16thcentury（Latinwastaughtbygrammaranalysisandtranslation.）

Inlate18thcenturyandearly19thcentury,（thismethodwaspopular.）（ItwasacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedfromthe18thcentury.）

Frommid19thcenturytomid-20century,（itdominatedforeignlanguageteaching.）

Today（itstillwidelyusedinsomepartsoftheworldtoday）

3.Background

In16thcentury,LatinwasstudiedinEuropeancountries.Latinwasthoughttopromoteintellectualitythrough“mentalgymnastics”.Itwasusedtostudyclassicalculture（literatureandfinearts）.

4.Theoryoflanguage

Traditionallinguistics

ComparativeHistoricalLinguistics

5.Theoryoflearning:

FacultyPsychology

6.Mainfeatures:

a.Grammarisregardedasthecoreoflanguage.

b.Readingandwritingarethemajorfocus.

c.Themajorpracticeistranslatingfromandintothetargetlanguage.

d.Languagematerialsarearrangedaccordingtogrammar.

e.Accuracyisemphasized.

7.Techniques:

reading,translation,deductiveteachingofgrammar,analysisandcomparison,memorization,readingcomprehensionquestions,writtenwork

8.Advantage:

a.Systemstudyofgrammaticalrulesplaysanimportantroleinfosteringstudents’abilityofreadingcomprehensi