《英语教学法教程第二版》讲义Word文件下载.docx

《英语教学法教程第二版》讲义Word文件下载.docx

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我们如何习得语言；

结构主义语言理论；

功能主义语言理论；

交互语言理论；

关于语言学习的普遍观点；

强调过程的语言学习理论和强调条件的语言学习理论；

行为主义学习理论；

认知学习理论；

建构主义理论；

社会建构主义理论；

成为一个好的语言老师所要具备的基本素质；

教师专业技能发展图本章内容索引：

I.Howdowelearnlanguages?

II.Viewsonlanguage

1.Thestructuralviewoflanguage

2.Thefunctionalviewoflanguage

3.Theinteractionalviewoflanguage

III.Viewsonlanguagelearningandlearningingeneral

1.Thebehavioristtheory

2.Cognitivetheory

3.Constructivisttheory

4.Socio-constructivisttheory

IV.Whatmakesagoodlanguageteacher?

V.Howcanonebecomeagoodlanguageteacher?

VI.Anoverviewofthebook

Unit1LanguageandLanguageLearning

Thischapterservesasanintroductionforsettingthesceneforthis

这一章主要是为有关教学法的方法论做

methodologycourse.Itdiscussesissuesconcerningviewsonlanguage

介绍，这里介绍了语言理论或对语言的认识，

andlanguagelearningorlearningingeneralwiththebeliefthatsuch

语言学习和普遍学习，及它们对教师教学方式

viewswillaffectteachers，waysofteachingandthuslearners，waysof

的影响，本章也讨论了一个好的英语教师具备

learning.Thequalitiesofagoodlanguageteacherisalsodiscussedin

的素质。

ordertoraisetheparticipants’awarenessofwhatisrequiredforagood

Englishteacher.

I.我们如何习得语言

Muchofhumanbehaviourisinfluencedbytheirexperiences.The

大多数人类行为受到过往经验的影响。

语

waylanguageteachersteachintheclassroomistosomeextent

言老师在课堂上的教学方式也会受到它们学

influencedbythewaytheylearnedlanguages.Thisisespeciallytruein

习语言的方式的影响。

特别在学习外语时尤为

foreignlanguageteaching.

如此。

Thechallengeconfrontinglanguageteachingishowteaching

methodologycanensuresuccessfullearningbyallthelearnerswhohave

moredifferencesthanthecommonality.

II.X^ewsonlanguage

II.语言理论或对语言的认识

【考点：

结构主义语言理论、功能主义语言理论、交互语言理的定义

有三种不同的观点反映了当前语言学习

及具体应用】

的方法，它们是：

Threeviewsaboutthenatureoflanguage:

Therearemanypossible

theoreticalpositionsaboutthenatureoflanguage.Herearethreedifferent

viewswhichexplicitlyorimplicitlyisreflectedincurrentapproachesto

languagelearning.

1.Thestructuralviewoflanguage

1.结构主义语言理论

Thestructuralviewoflanguageisthatlanguageisasystemof

结构主义语言理论是指语言是各因素在

structurallyrelatedelementsforthetransmissionofmeaning.

结构上相互联系的传递意义的系统。

（1）Theseelementsareusuallydescribedasphonologicalunits

（phonemes）

结构主义语言学重视共时语言（也就是口

①grammaticalunits（phrases,clauses,sentences）

语）的研宄，特别着重于分析、描写语言的结

②grammaticaloperations（adding,shifting,joiningor

构系统；

从不孤立地看待语言要素，认为语言

transformingelements）

的一切都奠定在关系的基础上。

③lexicalitems（functionwordsandstructurewords）

语言是一个完整的符号系统，具有分层次

（2）Targetoflanguagelearning

的形式结构；

在描写语言结构的各个层次时，

Thetargetoflanguagelearning,inthestructuralview,isthemastery

特别注重分析各种对立成分。

ofelementsofthissystem.

（3）Methodsbasedonthisview

Someofthelanguagelearningmethodsbasedonthisviewof

languageare:

①theAudiolingualmethod

H②TotalPhysicalResponse

H③theSilentWay

2.Thefunctionalviewoflanguage

2.功能主义语言理论

Thefunctional,orcommunicativeviewoflanguageistheviewthat

功能主义语言理论是指表示功能意义的

languageisavehiclefortheexpressionoffunctionalmeaning.

交流的工具。

Britishlinguistsdevelopedasystemofcategoriesbasedonthe

功能主义语言理论以学者的交际需要为

communicativeneedsofthelearner（JohnsonandMarrow,1981）and

基础，提出基于交际功能的教学大纲。

功能主

proposedasyllabusbasedoncommunicativefunctions.Thefunctional

义理论不仅把语言看作语言系统，同时把语言

viewnotonlyseeslanguageasalinguisticsystembutalsoameansfor

看成是做事的方式。

doingthings.

Thesemanticandcommunicativedimensionsoflanguagearemore

emphasizedthanthegrammaticalcharacteristics,althoughthesearealso

included.

（1）Herearesomeoftheareasofresearchinthisviewoflanguage:

sociolinguistics;

pragmatics;

semantics

（2）Targetoflanguagelearning:

Thetargetoflanguagelearningis

tolearntoexpresscommunicationfunctionsandcategoriesofmeaning

（3）Approachesandmethodsbasedonthisview

（3）功能主义语言理论的方法：

交际法；

Someofthelanguagelearningapproachesandmethodsbasedon

功能意念教学大纲；

自然法。

thisviewoflanguageare:

Communicativeapproaches

Functional-notionalsyllabuses

TheNaturalApproach

3.Theinteractionalviewoflanguage

3.交互语言理论

Theinteractionalviewoflanguageseeslanguageprimarilyasthe

交互语言理论把语言看做是建立和维持

meansforestablishingandmaintaininginterpersonalrelationshipsand

人际关系的手段，并履行人与人之间社会交际

forperformingsocialtransactionsbetweenindividuals.

的功能。

（1）交互语言理论所要研宄的领域有：

interactionalanalysis

交互分析；

会话分析；

民族方法学

conversationalanalysis

Ethnomethodology

（2）Targetoflanguagelearning:

Thetargetoflanguagelearningin

（2）目标是学会发起维持与其他人的对

theinteractionalviewislearningtoinitiateandmaintainconversations

话。

withotherpeople.

Strategicinteraction

communicativeapproaches

（4）TeachingMethodsintheLanguageClassroom:

FLteachersmust

（4）语言课堂的教学方法：

providestudentswithadequateteachingmethodologyandtime,aswell

教师应该提供给学生足够的教学方法论

asappropriatevocabularyandlearningactivitiesthatwillallowforthe

和时间、适当的词汇和学习活动，让他们提升

developmentofverbalskills.

口语技能。

Thereisnosingle“BESTWAY，’toteach.Thequestionteachers

课堂上并没有教学的最好的方法，只有适

mustaddressiswhichmethodsarebestemployedduringthedifferent

合学习的方法，教师可以根据最终目标来设计

stagesoftheteachingandlearningprocessandthendesigncurriculumto

课程和教学计划。

meettheirfinalobjectives/goals.

HI.Whatarethecommonviewsonlanguagelearning?

m.关于语言学习的普遍观点

行为

主义学习理论；

建构主义理论；

社会建构主义理论】

Alanguagelearningtheoryunderlyinganapproachormethod

usuallyinclude:

（1）thepsycholinguisticandcognitiveprocessesinvolved

inlanguagelearning;

（2）theconditionsthatneedtobemetinorderfor

theselearningprocessestobeactivated

process-orientedtheoriesandcondition-orientedtheories

Process-orientedtheories强调过程的语言

Process-orientedtheoriesareconcernedwithhowthemind

学习理论：

涉及的是智力如何组织诸如习惯养

organisesnewinformationsuchashabitformation,induction,making

成、做出推理、假设检验和概括等信息的过程。

inference,hypothesistestingandgeneralization.

Condition-orientedtheories强调条件的语

Condition-orientedtheoriesemphasisethenatureofthehumanand

言学习理论：

强调的是语言学习发生自然的本

physicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceive,andtheatmosphere.Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.Forexample,theNaturalApproach,TotalPhysicalResponse,andtheSilentWayarebasedononeormoredimensionsofprocessesandconditions.

Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.

1.Thebehavioristtheory（Skinner）

astimulus-responsetheoryofpsychology

ProposedbybehavioralpsychologistSkinner.Hesuggestedthatlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.

Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement，，

Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless‘listenandrepeat’drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.

2.Cognitivetheory（NoamChomsky）:

Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

ThoughChomsky’stheoryisnotdirectlyappliedinlanguageteaching,ithashadagreatimpactontheprofession.

Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontotheaudio-lingualmethod.

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.

JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.

Similartoconstructivisttheory,socio-constructivisttheoryrepresentedbyVygotsky（1978）emphasisesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment，