英语教学法复习完整版.docx

英语教学法复习完整版.docx

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英语教学法复习完整版

RevisionContents:

Unit1LanguageandLearning

1.Whatarethemajorviewsoflanguage?

Whataretheirimplicationstolanguageteachingorlearning?

StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

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

Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

Teachingmethodsbasedonthisview:

theAudio-lingualmethod

TotalPhysicalResponse

theOralApproach

SituationalLanguageTeaching.

Audiolingualapproach:

Theteachingofasecondlanguagethroughimitation,repetition,andreinforcement.Itemphasizestheteachingofspeakingandlisteningbeforereadingandwritingandtheuseofmothertongueintheclassroomisnotallowed.

Theprincipalfeaturesofaudiolingualismareanemphasisonstructuresinthelanguagewhichcanbelearnedasregularpatternsofverbalbehaviorandthebeliefthatlearningisaprocessofhabitformation.

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

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

Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

communicativeapproaches

InteractionalView:

Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

Strategicinteraction;communicativeapproaches.

2.WhatarethemajorViewsonlanguagelearning?

Whataretheirimplicationstolanguageteaching?

Behaviouralisttheory

Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflanguagelearningisreferredtoasbehaviouralism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyinAmerica.

Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.

Cognitivetheory

ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehaviouraltheory,whichledtotherevivalofstructurallinguistics.

ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:

iflanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore.

Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.

Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.

Constructivisttheory---representedbyJohnDewey

Learningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandwhathe/shealreadyknows.

Implicationsforclassroomteaching

Teachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.

Itisbelievedthateducationisusedtodevelopthemind,notjusttorotateorrecallwhatislearned.

Teachersneedtodesignactivitiestointeractwithlearnerstofosterinventive,creative,criticallearners.

Teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestandcuriosityforlearning.

Socio-constructivisttheory----representedbyVygotsky

Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’（ZPD）andscaffolding.

Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.

3.Socio-constructivisttheoryoflanguagelearningemphasizesinteractionandengagementwiththetargetlanguageinasocialcontext.

4.Thequalityofagoodlanguageteacherincludesethicdevotion,professionalqualityandpersonalstyles.

5.Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

Unit2CommunicativePrinciplesandActivities

1.ThegoalofCLTistodevelopstudents’communicativecompetence.

2.Whatiscommunicativecompentence?

Trytolistsomeofitscomponentsandtheirimplicationtoteaching.

Communicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.

Linguisticcompetence---knowledgeofthelanguageitself,itsformandmeaning

Pragmaticcompetence---theappropriateuseoflanguageinsocialcontext

Discoursecompetence---one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem（abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation）

Strategiccompetence---strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources

Fluency----one’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation

Implicationsforteachingandlearning:

Linguisticcompetence

Teachersneedtohelplearners

----achieveaccuracyinthegrammaticalformsofthelanguage;

----pronouncetheformsaccurately;

----usestress,rhythm,andintonationtoexpressmeaning;

----buildarangeofvocabulary;

----learnthescriptandspellingrules;

----achieveaccuracyinsyntaxandwordformation.

Pragmaticcompetence

Teachersneedtohelplearners

---learntherelationshipbetweengrammaticalformsandfunctions;

---usestressandintonationtoexpressattitudeandemotion;

---learnthescaleofformality;

---understandanduseemotivetone;

---usethegrammaticalrulesoflanguage;

---selectlanguageformsappropriatetotopic,listener,orsetting,etc.

Discoursecompetence

Teachersneedtohelplearners

----takelongerturns,usediscoursemarkersandopenandcloseconversations;

----appreciateandbeabletoproducecontextualisedwrittentextsinavarietyofgenres;

----beabletousecohesivedevicesinreadingandwritingtexts;

----beabletocopewithauthentictexts.

Strategiccompetence

Teachersneedtoenablelearners

----totakerisksinusingthelanguage;

----tousearangeofcommunicativestrategies;

----tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.‘Whatdoyoucallathingthat/personwho…’

Fluency

Teachersneedtohelplearners

-----dealwiththeinformationgapofrealdiscourse;

-----processlanguageandrespondappropriatelywithadegreeofease;

-----beabletorespondwithreasonablespeedin‘realtime”.

3.Whatiscommunicativelanguageteaching?

CommunicativelanguageteachingbeganinBritaininthe1960sasareplacementtoSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,aswellasAmericansociolinguists.

Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.

Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.

Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.

4.Principlesincommunicativelanguageteaching

Communicationprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

Meaningfulnessprinciple:

Languagethatismeaningfultothelearningsupportsthelearningprocess.

5.Strongversionandweekversion

Aweakversion:

Learnersfirstacqu