王蔷英语教学法重点修订稿.docx
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王蔷英语教学法重点修订稿
WEIHUAsystemofficeroom【WEIHUA16H-WEIHUAWEIHUA8Q8-WEIHUA1688】
王蔷英语教学法重点
Unit1LanguageandLearning
Howdowelearnlanguage?
Welearnlanguageatdifferentages
Peoplehavedifferentexperiences
Peoplelearnlanguagesfordifferentreasons
Peoplelearnlanguagesindifferentways
Peoplehavedifferentcapabilitiesinlanguagelearning
Learningcanbeaffectedbythewayhowlanguageistaught
Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.
Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.
1.2Whatarethemajorviewsoflanguage
1)Structuralview:
Languageisalinguisticsystemmadeupofvarioussubsystems:
phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.
2)Functionalview:
Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
3)Interactionalview:
Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.
1.3ViewsonLanguageLearning
Twobroadlearningtheories:
Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.
Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.
Behavioristtheory
⏹B.F.Skinner
⏹Astimulus-responsetheoryofpsychology
⏹Audio-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.
Whatarethequalitiesofagoodlanguageteacher?
Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:
ethicdevotion,professionalqualityandpersonalstyles.
Howcanonebecomeagoodlanguageteacher?
☐Wallace’s(1991)‘reflectivemodel’(Figure,
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
Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?
Languageusedinreallife
Languagetaughtintheclassroom
Toperformcertaincommuntcativefunctions
Tofocusonforms(structuresorpatterns)
Useallskills,bothreceptiveskillsandproductiveskills
Tofocusononeortwolanguageskillsandignoreothers.
Usedinacertaincontext
Toisolatelanguagefromitscontext
Whatiscommunicativecompetence?
Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.
2.2.1Definition:
Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations
2.2.2Fivecomponentsofcommunicativecompetence(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’
forteachingandlearning
Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.
PrinciplesofCLT
ThreeprinciplessuggestbyRichardandRodgers:
1Communicationprinciple:
involverealcommunication
2Taskprinciple:
Carryoutmeaningfultasks
3Meaningfulnessprinciple:
Meaningfullanguagetothelearner
HowattproposesaweakandastrongversionofCLT:
Weakversion
Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.
Strongversion
“languageisacquiredthroughcommunication”(Howatt,1984:
279)
MajorActivityTypesofCLT
AsequenceofactivitiesrepresentedinLittlewood(1981:
86)
Pre-communicativeactivities
✓Structuralactivities
✓Quasi-communicativeactivities类似,准,半
Communicativeactivities(PP22-23)
▪Functionalcommunicationactivities
▪Socialinteractionactivities
SixCriteriaforevaluatingcommunicativeclassroomactivities
(mainfeaturesofcommunicativeactivities)
●Communicativepurpose
●Communicativedesire
●Content,notform
●Varietyoflanguage
●Noteacherintervention
●Nomaterialscontrol
WhatisTask-basedLanguageTeaching
TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.
2.7.1Fourcomponentsofatask
1.Apurpose
2.Acontext
3.Aprocess
4.Aproduct
2.7.2Exercises,exercise-tasksandtasks
Exercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.
DifferencesbetweenPPPandTBLT
1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.
*Freeoflanguagecontrol
*Agenuineneedtouselanguagetocommunicate
*Afreeexchangeofideas
*Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform
*Agenuineneedforaccuracyandfluency
2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPis
differentinthisaspect.
■Atask-establishedcontext
⏹Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply
⏹Amorevariedexposuretonaturallanguage
⏹Languageformsnotpre-selectedforfocus
⏹Learner-freeselectionoflanguage
⏹TBLcycleleadfromFluencytoaccuracy(+fluency)
⏹InTBLIntegratedskillspracticed
Howtodesigntasks?
Step1Thinkaboutstudents’needs,interests,andabilities
Step2Brainstormpossibletasks
Step3Evaluatethelist
Step4Choosethelanguageitems
Step5Preparingmaterials
CLTandTBLTintheChinesecontext
☐ProblemswithCLT
1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate
2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.
3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.
⏹ConstraintsofTBLT
⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems
⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.
⏹Thethirdisthecultureoflearning
⏹TheforthisLevelofdifficulty
Unit3
AbriefhistoryofforeignlanguageteachinginChina
vAphaseofrestoration(1978-1985)
vAphaseofrapiddevelopment(1986-1992)
vAphaseofreform(1993-2000)
vAphaseofinnovationfrom2000
DesigningprinciplesfortheNationalEnglishCurriculum
1)Aimforeducatingallstudents,andemphasizequality-orientededucation.
2)Promotelearner-centeredness,andrespectindividualdifferences.
3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.
4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.
5)Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.
6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.
GoalsandobjectivesofEnglishlanguageteaching
Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglangua