Teaching design and case analysis.docx

Teaching design and case analysis.docx

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Teachingdesignandcaseanalysis

Teachingdesignandcaseanalysis

WhatdoweteachintheEnglishclassroom?

Language（languageskills,languageknowledge,culture,learningstrategies,affectandattitude）

Students（howtobecomeagoodperson/citizen---moraleducation）

Whatdolanguageteachersneedtoknow?

Viewsonlanguage

Viewsonlanguagelearning

Howtoplanlessons

Howtomanageclassroom

Howtoassesslearning

Viewsonlanguage

Whatislanguage?

---Toolsforcommunication

---Toolforreflection

---Asystemofsymbols

---Aspecialmechanism

---Socialphenomenon

Arecommendeddefinitionoflanguage:

---Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.（Wardhaugh,1972:

3）

Differentviewsonlanguage

1、structuralview:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystems,fromphonological,morphological,lexical,etc.tosentences.

Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

2、functionalview:

Itnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Peoplelearnalanguageinordertodothingswithit,inotherwords,toperformfunctions.

Knowingalanguageinvolvesknowinghowtocombinethegrammarandvocabularywiththenotiontoperformfunctions.

Function:

purposeorintention

Notion:

contents/ideas（theconceptofpresent,pastandfuturetime;theexpressionsofcertaintyandpossibility;theroleofagent,instrumentandpatientwithinasentence;andspatialrelationshipbetweenpeopleorobjects）

Eg.Where’sthenearestbank?

Function:

askforinformation

Notion:

specialrelationshipbetweenthespeakerandthebank

3、internationalview:

Itseeslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.

Tolearnalanguage,learnersnotonlyneedtoknowthegrammarandvocabulary,butasimportantly,theyneedtoknowtherulesforusingtheminthewholerangeofcommunicativecontexts.

Viewsonlanguagelearning

（twocategories）

---process-orientedtheories

---condition-orientedtheories

Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

1）Behavioristtheory

ProposedbybehaviouralpsychologistSkinner.Hesuggestedthatlanguageisalsoaformofbehaciour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.

Stage1

T:

（Holdsupabook）Book.Book.Repeat---------S

Ss:

Book----Response

T:

Good!

-----Reward

（Tdoesthesameaboutfourotherobjects.）

Stage2

T:

（Holdupabook）Stimulus

S:

Book.-------Response

T:

Good.-------Reward

--Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutteranceareimmediatelypraised.

2）Cognitivetheory

---AccordingtoNoamChomskylanguageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.

Cognitiveapproach:

nothabitformationisruleacquisition.Grammarmustbetaught,inductivelyanddeductively.

---Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencewhichenablehimtoproducelanguage.

---Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirownunderstandingofcertainrules.

Viewsonlearning-newdevelopments

1）Constructivisttheory（JohnDewey）

Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

2）Socio-constructivisttheory（Vygotsky,1978）

Learnerslearnbestwiththedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

ItisbasedontheconceptofZPDandscaffolding.

ZPD：

ZoneofProximalDevelopment.最近发展区

Zonebetweentwolevels.

Scaffolding搭建支架

Teacher’squestionsandexplanations,oramorecapablepeer’ssupport.

LearnerDifferencesandLearnerTraining

J.M.Reid1998“UnderstandingLearningStylesintheSecondLanguageClassroom”

Eightdifferentlearningstyles:

ØVisuallearners视觉型：

learnmoreeffectivelythroughtheeyes（seeing）.E.g.remembernewwordsbetterwhentheyseethem.

ØAuditorylearners听觉型:

learnmoreeffectivelythroughtheear（hearing）.

ØTactilelearners制作型:

learnmoreeffectivelythroughtouch（hands-on）.

ØKinestheticlearners经验型:

learnmoreeffectivelythroughbodyexperience.Rememberbestwhentheycanbeinvolvesphysically.Preferactingthingsoutormimingthingswiththeirbodies.

ØGrouplearners:

learnmoreeffectivelythroughworkingwithothers.

ØIndividuallearners:

learnmoreeffectivelythroughworkingalone.

ØAuthorityorientedlearners:

prefertolistentotheteachermorethanworkwithothersorworkalone.Trusttheteachersandneedteacherstogivethemguidance.

ØReflectivelearners:

learnmoreeffectivelywhengiventimetoconsideroptions.Tendtothinkmorebeforetheyrespondandtheycandobetteridtheyaregiventimetothinkandmakeplans.

ChengandBanya’sAdvicetoteachers（1998）

ØTeachershavetobeawareofthestudentslearningstylesaswellastheirownlearning/teachingstyles.Inteaching,teachersshouldtrytousedifferenttechniquesandwaysofteachingtomeettheneedsofstudentsdifferentstyles.

ØTeachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelop/expanddifferentlearningstyles.

ØTeachersneedtotakerisktointegratemoreteachingstylesintotheirclasspreparationeventhoughtheymaynotfeelentirelycomfortableusingthem.

ØTeachersshouldalsoencouragetheirstudentstotrydifferentwaysoflearningandadjustthemselvestodifferentlearningstyles,becausecertainlearningstylesaremoreappropriateincertainlearningsituationsandforsomespeciallearningpurposes.

HowardGardner’stheoryofmultiple-intelligence（1983）

ØVerbal/linguisticintelligence言语-语言智力

Theabilitytousewordseffectively,bothorallyandinwriting.Sampleskillsarerememberinginformation,convincingotherstohelp,andtalkingaboutlanguageitself.（Teacher,lawyer,journalist）

ØMusical-rhythmicintelligence音乐-节奏智力

Sensitivitytorhythm,pitch,andmelody.Sampleskillsarerecognizingsimplesongsandbeingabletovaryspeed,tempo,andrhythminsimplemelodies.（musicians）

ØLogical/mathematicalintelligence逻辑数学智力

Theabilitytousenumberseffectivelyandreasonwell.Sampleskillsareunderstandingthebasicpropertiesofnumbers,theprinciplesofcauseandeffect,andtheabilitytopredict.（mathematician,engineer,scientist）

ØSpatial/visualintelligence空间视觉智力

Sensitivitytoform,space,color,line,andshape.Sampleskillsincludetheabilitytorepresentvisualorspatialideasgraphically.（artist,policeman）

ØBody/kinestheticintelligence身体动觉智力

Theabilitytousethebodytoexpressideasandfeelingsandtosolveproblem.Sampleskillsarecoordination,flexibility,speedandbalance.（athlete,dancer,dumb）

ØInterpersonalintelligence交往交流智力

Theabilitytounderstandanotherperson’smood,feelings,motivation,andintentions.Sampleskillsarerespondingeffectivelytootherpeople,problemsolvingandresolvingconflict.

ØIntrapersonalintelligence自知自省智力

Theabilitytounderstandsyourself,yourstrengths,weakness,moods,desires,andintentions.Samplesskillsareunderstandinghowoneissimilartoordifferentfromothers,remindingoneselftodosth.,knowing,aboutoneselfasalanguagelearnerandknowinghowtohandleone’sfeelings.

ØNaturalistintelligence自然智力

Theabilitytoappreciatethenaturalistworldandenjoyoutdooractivities.（photographers）

Implications:

Ourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstofullestpossible.

Inotherwords,weshouldtrytogiveeverysinglestudentthechancetobebest.

Learnertraininginlanguageteaching

Gallacher’s（2005）definition:

learnertrainingisaboutdevelopingSs’awarenessofhowtheylearnandaboutdevelopingstrategiestohelpthemlearn.

Learnertrainginvolves:

1、Awarenessraisingondifferentwaysoflearning

2、Skillstraingontheuseoflearningstrategies.

Learnerstrategies---anysetofpoeration,steps,plans,routinesusedbythelearnerstofacilitatetheobtaining,sorage,retrievalanduseofinformation…thatis,whatlearnersdotolearnanddotoregulatetheirlearning.（Rubin,1987:

learnerstrategiestheoreticalassumptions,researchhistoryandtypology类型学.Inlearnierstrategiesinlanguagelearning）

DichinsonandCarver（1980）identifythreeareasforpreparinglearnerstobecomeautonomous.Theycanbeusedforconsideringcontentsandproceduresforlearnertraing:

Psychologicalpreparation,e.g.activitestobuildconfidence.

Methodologicalpreparation,e.g.activitiestohelplearnersunderstandandusemetalanguage（languagefordescribinglanguageandlangurgelearning）andtobecomeawareoftherationalbehindclassroomactivities.

Practiceinself-direction,e.g.activitieswhichprovidelearner