英语教学法复习提纲.docx
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英语教学法复习提纲
Unit1LanguageandLearning
1.Language:
”Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.”Itcanbeunderstoodinthefollowingsixaspects:
Languageassystem;
Languageassymbolic;
Languageasarbitrary;
Languageasvocal;
Languageashuman;
Languageascommunication
2.Structuralview:
Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:
fromphonological,morphological,lexical,etc.tosentences.
3.Thefunctionalview:
Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
greetings;offering,suggesting,advising,apologizing,etc.
4.Theinteractionalview:
Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.
5.Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:
1)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?
2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?
6.Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories.
1)Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
2)Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.
7.Twotheories:
Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.
1)Thebehavioristtheory(Skinner)--astimulus-responsetheoryofpsychology
Thekeypointofthetheoryofconditioningisthat"youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement"
2)Cognitivetheory(NoamChomsky):
Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.
8.Avarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher:
1)ethicdevotion,道德素质
2)professionalqualities专业技能
3)personalstyles个人修养
Adjectiveswhichdescribefurtherqualities
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
9.Howcanonebecomeagoodlanguageteacher?
Wallace’s(1991)"Reflectivemodel"todemonstratethedevelopmentofprofessionalcompetence(两种测试法:
叙述/填表)
Wallace’s(1991)"Reflectivemodel"
Stage1Stage2Goal
Fromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforalanguageteacherinvolvesStage1,Stage2,andGoal.Thefirststageislanguagetraining.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Ofcourse,languageisalwayschangingsolanguagetrainingcannevercometoanend.
Thesecondstageseemstobemorecomplicatedbecauseitinvolvesthreesub-stages:
learning,practice,andreflection.Thelearningstageisactuallythespecificpreparation(thatalanguageteachershouldmakebeforetheygotopractice.)Thispreparationcanbe:
1).learnfromothers'experience(empiricalknowledge来自经验的知识)
2).learnreceivedknowledge(suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,languageteachingmethodology,etc.)
3).learnfromone'sownexperience
Bothexperientialknowledge(others'andone'sown)andreceivedknowledgeareusefulwhentheteachersgotopractice.Thisisthecombinationof"craft"and"appliedscience".Thelearningstageisfollowedbypractice.Theterm"practice"canbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervision监督oftheirinstructors.Thispracticeisalsocalledpseudopractice.Theothersenseof"practice"istherealworkthattheteacherundertakeswhenhefinisheshiseducation.
Unit2CommunicativePrinciplesandActivities
10.Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.
11.ThegoalofCLT
ThegoalofCLTistodevelopstudents'communicativecompetence,
12.Communicativecompetence:
Competencesimplymeansknowledgeofthelanguagesystem:
grammaticalknowledgeinotherwords.
13.Hymes(1979),communicativecompetenceincludesfouraspects:
1)knowingwhethersomethingisformallypossible(grammaticallyacceptable),whichisroughlyequivalenttoChomsky'slinguisticcompetence交流内容是否规范
2)knowingwhethersomethingisunderstandabletohumanbeings;
3)knowingwhethersomethingisinlinewith与、、、有关socialnorms;
4)knowingwhethersomethingisinfactdone:
Dopeopleactuallyuselanguagethisway?
14.Basedontheconceptofcommunicativecompetenceandaimingatdevelopingsuchcompetence,communicativelanguageteachinghasthefollowingfeatures:
1)Itstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage.
2)Itfocusesonmeaningratherthanform.
3)Itsuggeststhatlearningshouldberelevanttotheneedsofthestudents.
4)Itadvocates提倡task-basedlanguageteaching.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.
5)Itemphasizesafunctionalapproachtolanguagelearning.whatpeopledowithlanguage,
suchasinviting,apologizing,greetingandintroducing,etc.).
15.RichardsandRodgers(1986:
72)threeprinciplesofCommunicativelanguageteaching
1)Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
2)Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.
3)Meaningfulnessprinciple:
Languagethatismeaningfultothelearnersupportshelearningprocess.
16.Littlewood’s(1981)classificationofcommunicativeactivities:
1).Functionalcommunicativeactivities:
2).Socialinteractionactivities:
(1).Functionalcommunicativeactivities:
~Identifyingpictures
~Discoveringidenticalpairs
~Discoveringsequencesorlocations
~Discoveringmissinginformation
~Discoveringmissingfeatures
~Discovering"secrets"
~Communicatingpatternsandpictures
~Communicativemodels
~Discoveringdifferences
~Followingdirections
~Reconstructingstory-sequences
~Poolinginformationtosolveaproblem
(2).Socialinteractionactivities:
~Role-playingthroughcueddialogues
~Role-playingthroughcuesandinformation
~Role-playingthroughsituationandgoals
--Role-playingthroughdebateordiscussion
~Large-scalesimulationactivities
~Improvisation
17.Ellis(1990)haslistedsixcriteriaforevaluatingcommunicativeclassroomactivities:
1).Communicativepurpose:
2).Communicativedesire:
3).Content,notform:
4).Varietyoflanguage:
5).Noteacherintervention:
Unit3LessonPlanning
18.Lessonplanning
Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.
19.Whyislessonplanningnecessary?
Properlessonplanningisessentialforbothnovice/beginnerandexperiencedteachers.
20.Benefitfromlessonplanninginanumberofways
1).Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.
2).Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.
3).Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.
4).whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.
5).Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.
6).Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.
7).Plansarealsoanaidtocontinuingimprovement.
8).Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.
21.Therearefourmajorprinciplesbehindgoodlessonplanning:
1)variety,
2)flexibility,,
3)learnability,
4)linkage.
23.Definitionsofvariety,flexibility,learnability,andlinkage.
Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.
Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.
Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents'copingabilitywilldiminishtheirmotivation(Schumann,1999).
Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinfor