英语课程教学法复习笔记.docx
《英语课程教学法复习笔记.docx》由会员分享，可在线阅读，更多相关《英语课程教学法复习笔记.docx（313页珍藏版）》请在冰豆网上搜索。
英语课程教学法复习笔记
第1章语言和语言学习
1.1复习笔记
第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：
1.Howdowelearnlanguages?
我们如何习得语言？
2.\^ewsonlanguage语言观点
3.Thestructuralviewoflanguage结构主义语言理论
4.Thefunctionalviewoflanguage功能主义语言理论
5.Theinteractionalviewoflanguage交互语言理论
6.Whatarethecommonviewsonlanguagelearning?
关于语言学习的普遍观点
7.process-orientedtheoriesandcondition-orientedtheories强调过程的语言学习理论和强调条件的语言学习理论
8.Thebehavioristtheory行为主义学习理论
9.Cognitivetheory认知学习理论
10.Constructivisttheory建构主义理论
11.Socio-constructivisttheory社会建构主义理论
12.Whatmakesagoodlanguageteacher?
如何才能成为一个好的语言老师
13.Teacher’sprofessionaldevelopment
教师专业技能发展本章考点：
我们如何习得语言；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
第1章语言和语言学习
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.Howdowelearnlanguages?
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）Herearesomeoftheareasofresearchinthisviewoflanguage:
（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.
（3）Approachesandmethodsbasedonthisview
Someofthelanguagelearningapproachesandmethodsbasedon
thisviewoflanguageare:
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
【考点：
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】
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.
3.Constructivisttheory
Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.
Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.
JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.
4.Socio-constructivisttheory
Similartoconstructivisttheory,socio-constructivisttheoryrepresentedbyVygotsky（1978）emphasisesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment，
升级会员 