英语教学法Word文件下载.docx

英语教学法Word文件下载.docx

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Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit（useit）.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

3）Interactionalview:

Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.

1.3ViewsonLanguageLearning

Twobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.

Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.

Behavioristtheory

⏹B.F.SkinnerAstimulus-responsetheoryofpsychologyAudio-lingualmethod

⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

A.Cognitivetheory

⏹InfluencedbyNoamChomsky（revivalofstructurallinguistics）

⏹Languageasanintricaterule-basedsystem

⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

B.Constructivisttheory

⏹JeanPiaget（1896—1980）

⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.

C.Socio-constructivisttheory

⏹Vygotsky

⏹“ZoneofProximalDevelopment”（ZPD）;

scaffolding（脚手架）

⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

1.4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:

ethicdevotion,professionalqualityandpersonalstyles.

1.5Howcanonebecomeagoodlanguageteacher?

☐Wallace’s（1991）‘reflectivemodel’（Figure1.1,p.9）

Stage1:

languagedevelopment

Stage2:

learning,practice,reflection

vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:

1.Learningfromothers’experience

2.Learningthereceivedknowledge

3.Learningfromone’sownexperiences

vThepracticestage（2senses）

Pseudopractice:

shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors

Therealclassroomteaching:

whatateacherundertakesafterhe/shefinishesformaleducation

vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing

Goal:

professionalcompetence

Unit2CommunicativePrinciplesandTask-basedlanguageteaching

2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

Languageusedinreallife

Languagetaughtintheclassroom

Toperformcertaincommunicativefunctions

Tofocusonforms（structuresorpatterns）

Useallskills,bothreceptiveskillsandproductiveskills

Tofocusononeortwolanguageskillsandignoreothers.

Usedinacertaincontext

Toisolatelanguagefromitscontext

2.2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.

2.2.1Definition:

Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

2.2.2Fivecomponentsofcommunicativecompetence（Hedge2000）

1.Linguisticcompetence（语言能力）

a）Theknowledgeoflanguageitself,itsformandmeaning.

2.Pragmaticcompetence（语用能力）

a）Theappropriateuseoflanguageinsocialcontext.

3.Discoursecompetence（语篇能力）

One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem

4.Strategiccompetence（策略能力）

Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

5.Fluency（流利性）

One’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’

2.3Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.

2.4PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

Involverealcommunication

2Taskprinciple：

Carryoutmeaningfultasks

3Meaningfulnessprinciple：

Meaningfullanguagetothelearner

HowattproposesaweakandastrongversionofCLT:

Weakversion

Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.

Strongversion

“Languageisacquiredthroughcommunication”（Howatt,1984:

279）

2.5MajorActivityTypesofCLT

AsequenceofactivitiesrepresentedinLittlewood（1981:

86）

Pre-communicativeactivities

✓Structuralactivities

✓Quasi-communicativeactivities类似,准,半

Communicativeactivities（PP22-23）

▪Functionalcommunicationactivities

▪Socialinteractionactivities

2.6SixCriteriaforevaluatingcommunicativeclassroomactivities

（Mainfeaturesofcommunicativeactivities?

）

1.Communicativepurpose

2.Communicativedesire

3.Content,notform

4.Varietyoflanguage

5.Noteacherintervention

6.Nomaterialscontrol

2.7WhatisTask-basedLanguageTeaching?

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

2.7.1Fourcomponentsofatask

1.Apurpose2.Acontext3.Aprocess4.Aproduct

2.7.2Exercises,exercise-tasksandtasks

Exercise-tasksarehalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.

2.8DifferencesbetweenPPPandTBLT

1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.

1.Freeoflanguagecontrol

2.Agenuineneedtouselanguagetocommunicate

3.Afreeexchangeofideas

4.Appropriateness&

accuracyoflanguageformingeneral,notproductionofasingleform

5.Agenuineneedforaccuracyandfluency

2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect:

1.Atask-establishedcontext

2.Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply

3.Amorevariedexposuretonaturallanguage

4.Languageformsnotpre-selectedforfocus

5.Learner-freeselectionoflanguage

6.TBLcycleleadfromFluencytoaccuracy（+fluency）

7.InTBLIntegratedskillspracticed

2.9Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilities→Step2Brainstormpossibletasks→Step3Evaluatethelist→Step4Choosethelanguageitems→Step5Preparingmaterials

2.10CLTandTBLTintheChinesecontext

☐ProblemswithCLT

1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate

2.ThesecondproblemofCLTrelatestothedesignthesyllabusforteachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.

⏹ConstraintsofTBLT

⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems

⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.

⏹Thethirdisthecultureoflearning

⏹TheforthisLevelofdifficulty

Unit3

3.1AbriefhistoryofforeignlanguageteachinginChina

1.Aphaseofrestoration（1978-1985）

2.Aphaseofrapiddevelopment（1986-1992）

3.Aphaseofreform（1993-2000）

4.Aphaseofinnovationfrom2000

3.2DesigningprinciplesfortheNationalEnglishCurriculum

1） 

Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearner-centeredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5） 

Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

3.3GoalsandobjectivesofEnglishlanguageteaching

Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedi