外语系本科函授班教学法课程教学要点及考纲Word格式文档下载.docx

外语系本科函授班教学法课程教学要点及考纲Word格式文档下载.docx

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Languagefunctions

Askingforinformation

Givinginformation

Askingforassistance

Orderingfood,beverages

Disagreeing

Promising

Givinginstruction

Describing

Politeconversation

（4）Communicativesyllabus---Itpaysmoreattentiontotheappropriateuseoflanguagesoastoachieveeffectivecommunication.

（5）Topicsyllabus

Topics

Personalidentification

Travel

Meals

Taxis,automobiles

Traffic

Hiringstaff

Findingahouse

Runningahouse

Foods,beverages

Shopping,buying

Clothing,jewelry

Entertainment

（6）Skillssyllabus

（7）Contentsyllabus---Focusingonthecontent/subject-matter,notontheskills,noronthestructures;

conveyingavarietyofsubjectstoattractthestudents.

（8）Task-basedsyllabus---Learningbydoing;

learningbyusing

（9）Multi-syllabus/mixedsyllabus---Productandprocess,knowledgeandskills,languageobjectivesandnon-languageoutcomes（affectsandattitudes）arevalued.EnglishNationalCurricularCriteriabelongstomulti-syllabus（程晓堂,2005:

70-71）

既重视结果也重视过程；

既重视知识也重视技能；

既重视语言目标也重视非语言目标。

SomemorequestionsaboutthenewEnglishCurricularCriteria:

1.WhatisthemostessentialunderlyingphilosophyofthenewCurricularCriteria?

Human-based,studentdevelopmentbased.

2.Fromwhataspectsdoesitspecifythecourseobjectives?

Fromfiveaspects:

Languageskills,linguisticknowledge,affectandattitude,learningstrategies,cultureawareness.

3.Whatkindsofteachingmethodsandwhattypesoflearningstylesdoesitadvocate?

TBLT,autonomouslearning,cooperativelearninganddiscoverylearning.

4.Whatabilitiesdoesitstress?

1）informationcollectingandinformationprocessing;

2）problemanalysisandproblemsolving;

3）thinkingandexpressingideasinEnglish.

5.Whatmeansofassessmentdoesitpropose?

Acombinationofformativeassessmentandsummativeassessment.

II．Viewsonlanguageandviewsonlanguagelearning

●LanguageTheories（P.3）

1.Thestructuralviewonlanguage

Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:

fromphonological,morphological,lexical,etc.tosentences.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

2.Thefunctionalviewonlanguage

Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,inviting,ordering,complaining,etc.Therefore,learnerlearnsalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsareconceptofsuchastime,duration,quantity,specificationofthings（present,past&

futuretime;

expressionsofcertaintyandpossibility;

therolesofagentandinstrumentwithinasentence;

andspecialrelationshipsbetweenpeopleandobjects）

3.Theinteractionalviewonlanguage

Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseisbuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.

●Languagelearningtheories（P.5）

1.Behavioristtheory---（habitformation:

S---R）

2.Cognitivetheory---methodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

3.Autonomouslearning---Thelearnerscantakeresponsibilityfortheirownlearningandevaluatetheirlearningoutcome.

4.Cooperativelearning—AlsocalledCollaborativelearning.Itisanapproachtoteachingandlearninginwhichclassroomsareorganizedsothatstudentsworktogetherinsmallcooperativeteams.Suchanapproachtolearningissaidtoincreasestudents’learningsincea）itislessthreateningformanystudents,b）itincreasestheamountofstudentparticipationintheclassroom,c）itreducestheneedforcompetitiveness,andd）itreducestheteacher’sdominanceintheclassroom.Fivedistinctivetypesofco-operativelearningactivitiesareoftendistinguished.

1）peertutoring:

studentshelpeachothertolearn,takingturnstutoringordrillingeachother.

2）Jigsaw:

eachgroupmemberofagrouphasapieceofinformationneededtocompleteagrouptask.

3）cooperativeprojects:

Studentsworktogethertoproduceaproduct,suchasawrittenpaperorgrouppresentation.

4）co-operative/individualized:

Studentsprogressattheirownratethroughindividualizedlearningmaterialsbuttheirprogresscontributestoateamgradesothateachpupilisrewardedbytheachievementsofhisorherteammates.

5）Studentsworktogetherasateamtocompletealearningunit,suchasalaboratory

experiment.

CooperativelearningactivitiesareoftenusedinCommunicativeLanguageTeaching（JackC.Richardsetal,2000:

109）.

5.Discoverylearning---Anapproachtoteachingandlearningwhichisbasedonthefollowingprinciples:

a.Learnersdevelopprocessesassociatedwithdiscoveryandinquirybyobserving,inferring,formulatinghypotheses,predictingandcommunicating.

b.Teachersuseateachingstylewhichsupportstheprocessesofdiscoveryandinquiry.

c.Textbooksarenotthesoleresourcesforlearning.

d.Conclusionsareconsideredtentativeandnotfinal.

e.Learnersareinvolvedinplanning,conducting,andevaluatingtheirownlearningwiththeteacherplayingasupportingrole.

Anumberoflanguageteachingapproachesmakeuseofdiscovery-basedapproachestolearning,particularlycommunicativelanguageteachingandtheSilentWay.

●Therelationshipbetweenlanguagetheories,learningtheoriesandlanguageteachingapproaches.

Yourviewsonlanguagearethebasisforsyllabusdesign,teachingmethods,teachingproceduresintheclassroomandeventhetechniquesused.

Differentviewsonlanguagegeneratedifferentteachingmethodologies.

E.g.

TheGrammar-TranslationMethod

TheDirectMethod（TheNaturalOrderofAcquisition）

TheAudiolingualMethod（Audiolingualism）

TheCognitiveApproach

CommunicativeLanguageTeaching

Task-basedLanguageTeaching

●WhatarethequalitiesofagoodEnglishteacher?

（P.6）

Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:

ethicdevotion,professionalqualitiesandpersonalstyles（Parrot,1993）:

kinddynamicauthoritativespeakingclearly

creativepatientwell-informedhardworking

resourcefulattentivewarm-heartedwell-prepared

flexibleintuitiveaccurateenthusiastic

humorouscaringdisciplinedprofessionally-trained

III．Schoolsofmethodologiesandtheunderlyingtheories

ThemainEnglishTeachingMethodsandApproaches

Methods

Birthtime&

Advocates

Theories

Maincharacteristics

T’srole&

Ss’role

18thcentury

Structuralview,

ThewayofteachingLatin.

1.Translateeverysentenceintonativelanguageandviceversa.

2.Putthegeneralideaofthetextintonativelangue.

3.Teachgrammarinadeductiveway.

4.Vocabularyandliterarylanguagereceivemuchattentionwhilepronunciationreceiveslittleattention.

5.Thereislittlestudent-studentinteraction.

T’sbeingtheauthoritywhileSsbeingtheknowledgerecipient.

TheDirectMethod

Mid-19thcentury

Guin

Naturalmethodofacquisition

1.Userealobject,picture,gestureorotherbodylanguagetoconveymeaning.

2.Imitation,readaloud,askandanswerquestionarethemainactivities.

3.SSareaskedtoanswerquestionsinfullsentence.

4.Grammaristaughtinductively.

5.Errorsareregardednaturalandunavoidableandcanbeself-correctedbySs.

6.Vocabularyandpronunciationreceivemuchattention.

Partnerorcooperator

TheSituationalMethod

1920s-1960s

Palmer,Hornby,Pittman,Alexander

Imitators,Models

TheAudiolingualMethod

√

1940s:

WWII

1.Itattendstostructureandformmorethanmeaning.

2.Languageitemsarenotnecessarilycontextualized.

3.Languagelearningislearningstructures,soundsorwords.

4.Drillingisacentraltechnique.

5.Thestudentsfirstlistentoamodeldi