英语教学法复习要点.docx

英语教学法复习要点.docx

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英语教学法复习要点

Unit1LanguageandLearning

1Howdowelearnlanguage？

Welearnlanguageatdifferentages

Peoplehavedifferentexperiences

Peoplelearnlanguagesfordifferentreasons

Peoplelearnlanguagesindifferentways

Peoplehavedifferentcapabilitiesinlanguagelearning

Learningcanbeaffectedbythewayhowlanguageistaught

Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.

Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.

2.Whatarethemajorviewsoflanguage?

1）Structuralview:

Languageisalinguisticsystemmadeupofvarioussubsystems:

phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.

2）Functionalview:

Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit（useit）.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

3）Interactionalview:

Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.

3.ViewsonLanguageLearning

Twobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.

Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.

Behavioristtheory

B.F.Skinner

Astimulus-responsetheoryofpsychology

Audio-lingualmethod

Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

Cognitivetheory

InfluencedbyNoamChomsky（revivalofstructurallinguistics）

Languageasanintricaterule-basedsystem

Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

Constructivisttheory

JeanPiaget（1896—1980）

Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.

Socio-constructivisttheory

Vygotsky

“ZoneofProximalDevelopment”（ZPD）;scaffolding（脚手架）

Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:

ethicdevotion,professionalqualityandpersonalstyles.

Ethicdevotion

Professionalqualities

personalstyles

warm-hearted

creative

Flexible灵活的

hardworking

Resourceful知识渊博的

Dynamics有动力的

enthusiastic

authoritative

patient

Caring

well-informed见多识广的

Attentive专心的

kind

accurate

Intuitive有洞察力的

well-prepared准备充分的

speakingclearly

humorous

disciplined

Personally-trained经过专业训练的

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

1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

Languageusedinreallife

Languagetaughtintheclassroom

Toperformcertaincommuntcativefunctions

Tofocusonforms（structuresorpatterns）

Useallskills,bothreceptiveskillsandproductiveskills

Tofocusononeortwolanguageskillsandignoreothers.

Usedinacertaincontext

Toisolatelanguagefromitscontext

2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.

3.Definition:

Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

4Fivecomponentsofcommunicativecompetence（Hedge2000）

◆Linguisticcompetence（语言能力）

Theknowledgeoflanguageitself,itsformandmeaning.

◆Pragmaticcompetence（语用能力）

Theappropriateuseoflanguageinsocialcontext.

◆Discoursecompetence（语篇能力）

One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem

◆Strategiccompetence（策略能力）

Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

◆Fluency（流利性）

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

6.Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.

7.PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

involverealcommunication

2Taskprinciple：

Carryoutmeaningfultasks

3Meaningfulnessprinciple：

Meaningfullanguagetothelearner

HowattproposesaweakandastrongversionofCLT:

Weakversion

Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.

Strongversion

“languageisacquiredthroughcommunication”（Howatt,1984:

279）

8.MajorActivityTypesofCLT

AsequenceofactivitiesrepresentedinLittlewood（1981:

86）

Pre-communicativeactivities

✓Structuralactivities

✓Quasi-communicativeactivities类似,准,半

Communicativeactivities（PP22-23）

▪Functionalcommunicationactivities

▪Socialinteractionactivities

9.Littlewood’s（1981）classificationofcommunicativeactivities:

1）.Functionalcommunicativeactivities:

2）.Socialinteractionactivities:

（1）.Functionalcommunicativeactivities:

1.Identifyingpictures

2.Discoveringidenticalpairs

3.Discoveringsequencesorlocations

4.Discoveringmissinginformation

5.Discoveringmissingfeatures

6.Discovering"secrets"

7.Communicatingpatternsandpictures

8.Communicativemodels

9.Discoveringdifferences

10.Followingdirections

11.Reconstructingstory-sequences

12.Poolinginformationtosolveaproblem

（2）.Socialinteractionactivities:

1.Role-playingthroughcueddialogues

2.Role-playingthroughcuesandinformation

3.Role-playingthroughsituationandgoals

4.Role-playingthroughdebateordiscussion

5.Large-scalesimulationactivities

6.Improvisation

10.SixCriteriaforevaluatingcommunicativeclassroomactivities

1.Communicativepurpose

2.Communicativedesire

3.Content,notform

4.Varietyoflanguage

5.Noteacherintervention

6.Nomaterialscontrol

9.WhatisTask-basedLanguageTeaching?

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

10.Fourcomponentsofatask

1.Apurpose

2.Acontext

3.Aprocess

4.Aproduct

11.Exercises,exercise-tasksandtasks

Exercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.

12.DifferencesbetweenPPPandTBLT

1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.1.Freeoflanguagecontrol

2.genuineneedtouselanguagetocommunicate

3.Afreeexchangeofideas

4.Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform

5.Agenuineneedforaccuracyandfluency

2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPis

differentinthisaspect.

Atask-establishedcontext

Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply

Amorevariedexposuretonaturallanguage

Languageformsnotpre-selectedforfocus

Learner-freeselectionoflanguage

TBLcycleleadfromFluencytoaccuracy（+fluency）

InTBLIntegratedskillspracticed

13.Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilities

Step2Brainstormpossibletasks

Step3Evaluatethelist

Step4Choosethelanguageitems

Step5Preparingmaterials

14.CLTandTBLTintheChinesecontext

ProblemswithCLT

1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate

2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners

ConstraintsofTBLT

1.Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems

2.ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.

3.Thethirdisthecultureoflearning

4.TheforthisLevelofdifficulty

Unit3

1.AbriefhistoryofforeignlanguageteachinginChina

vAphaseofrestoration（1978-1985）

vAphaseof