English Language Teaching Methodology5.docx

English Language Teaching Methodology5.docx

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EnglishLanguageTeachingMethodology5

EnglishLanguageTeachingMethodology5

EnglishLanguageTeachingMethodology

Themethodconceptinlanguageteaching:

:

thenotionofasystematicsetofteachingpracticesbasedonaparticulartheoryoflanguageandlanguagelearning

ELTMethodology:

Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofELT.

Methodologyisthatwhichlinkstheoryandpractice．．

Theorystatementswouldincludetheoriesofwhatlanguageisandhowlanguageislearnedor，morespecifically，theoriesofforeignlanguage/secondlanguageacquisition（SLA）．Suchtheoriesarelinkedtovariousdesignfeaturesoflanguageinstruction．

Thesedesignfeaturesmightincludestatedobjectives，syllabusspecifications，typesof，，activities，rolesofteachers，learners，，，，materials，andsoforth．，．Designfeaturesinturnarelinkedtoactualteachingandlearningpracticesasobservedintheenvironmentswherelanguageteachingandlearningtakeplace．．

PracticeandTheory1.ELTPractice4.ELTMethodology3.ELTPractice2.ELTMethodology

Unit1LanguageandLearning

I.Howdowelearnlanguages?

1）Howdowelearnourownlanguage?

LanguageacquisitionLanguagelearning

Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.（asubconsciousprocess）Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.

Languagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

LearningacquisitionItemsofcomparisonProcessConsciousunconscious/subconsciouExplicit（显Explicit（显simplicit（implicit（隐性性的）性的）的）FocusFormsmeaningInputEmphasisSettingSelectedAccuracyformal/controllednaturalfluencyinformal/natural

2）Howdowelearnforeignlanguage?

（1）Peoplelearnlanguagefordifferentreasons.

（2）Peoplelearnlanguageindifferentways.（3）Peoplehavedifferentunderstandingaboutlanguagelearning.（4）Peoplehavedifferentcapabilitiesinlanguagelearning.

II.Viewsonlanguage.1）Whatislanguage?

Languageisasystemofstructures:

structurallearning,formalinstructionofgrammaticalstructures.Languageisameansofcommunication:

instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing.Languageisthereflectionofcultures:

instructiononculturesandfocusonappropriatenessofspeech.

ViewsStructuralLanguageLanguagelearningtolearnthesestructuralitemstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.notonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.alinguisticsystemFunctionalalinguisticsystem,meansfordoingthingsInteractionalacommunicativetool

StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

InteractionalView:

Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

III.Viewsonlanguagelearning1）Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?

2）Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?

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

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

Behaviouristtheory（行为主义学习理论）行为主义学习理论）行为主义学习理论ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.

---learningashabitformationLanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.

Thekeypointofthetheoryofconditioning“Youcantrainaanimaltodoanything（withinreason）Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.

Oneinfluentialresultistheaudio-lingualmethod（听说whichinvolvesthe“listen（听说,andrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised

Cognitivetheory（认知主义学习理论）认知主义学习理论）认知主义学习理论Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.

Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.

Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.

Constructivisttheory（建构主义学习理论）（建构主义学习理论）LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.

ReceivinginformationProcessinginformationConstructingnewmeaningsInput（listening,reading）Decoding（解码）解码）解码（Listening/reading）comprehensionoutputRelatingwhatlearnersalreadyknowwiththereceivedinformation

ImplicationsforclassroomteachingTeachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Teachersneedtodesignactivitiestoarouselearners’interestsandcuriosityforlearning

Toprovidethebackgroundinformationtoactivatelearners’schema（激活图式）;激活图式）激活图式Tomotivatestudentsbymakingthetopicrelevantandinterestingtothem.

Socio-constructivisttheorySocioculturaltheory（社会文化理论）社会文化理论）社会文化理论维果茨基）RepresentedbyVygotsky（维果茨基）Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’（ZPD,最近发展区）andscaffolding（support）.

Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

ZoneofProximalDevelopment（ZPD最近发展区）Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky（1978：

86））

“最近发展区”理论：

前苏联心理教育学家最近发展区”理论：

最近发展区维果茨基的长期研究揭示的长期研究揭示：

维果茨基的长期研究揭示：

教育对学生的发展能起主导作用和促进作用，能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，地解决任务，但在成人的帮助下，在集体活动能够解决这些任务。

中，能够解决这些任务。

这两种水平之间的距离就是“最近发展区”把握好最近发展区，离就是“最近发展区”。

把握好最近发展区，能加速学生的发展。

能加速学生的发展。

最近发展区（ZPD）AB独立解决问题的水平theactualdevelopmentallevelasdeterminedbyindependentproblemsolving在教师指导下解决问题的水平thelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance

Implicationsforclassroomteaching“最近发展区”的概念对于教学的意义是：

课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。

应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。

Learnability（可学性）:

可学性）可学性thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.

Krashen’ssecondlanguageacquisitiontheory（第二语第二语言习得理论）言习得理论）Acquisitionisdependentonthelearners’obtainingcomprehensiveinput.Forlearningtotakeplace,theremustbeexposuretothetargetlanguage,followingtheprincipleofi+1.

Scaffolding（支架理论）TheconceptofscaffoldingoriginateswiththeworkofWoodetal．（1976）anditservesasametaphorforthenovice-masterinteractioninaproblem-solvingtask．

AccordingtoWoodetal．，“scaffoldinginvolvestheexperttakingcontrolofthoseportionsofataskthatarebeyondthelearnerscurrentlevelofcompetence，thusallowingtheleanertofocusontheelementswithinhisorherrangeofability”

IV.Whatmakesagoodlanguageteacher?

thewould-beteachersAreyoureadyforyourfutureteaching?

Whatpreparationshaveyoumadeforyourcareer?

Whatqualificationshaveyouobtainednow?

Whatwillyoudoifyouhaven'tgottherequiredqualifications?

qualifications?

Whatqualitiesdoyouth