教育硕士英语教学法教案.docx

教育硕士英语教学法教案.docx

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教育硕士英语教学法教案

ForeignLanguageTeachingMethodology

信阳师范学院外国语学院

2013-2-6

ChapterOne

GeneralIntroductiontoForeignLanguageTeachingMethodology

Ⅰ.KeyPoints（学习要点）

Thegoalofforeignlanguageteaching—thegoalistohelpthelearnermasterthetargetlanguageintheshortestpossibletime.Whatdowemeanbymasteringthetargetlanguage?

—Wemeanthatthelearnerisabletohavesuccessfulcommunicationswithothersinthetargetlanguage.

1.TheNatureofFLTM（外语教学法的性质）

Foreignlanguageteachingmethodology（FLTM）isasciencewhichstudiestheprocessandpatternsofforeignlanguageteaching.Itsaimistoreveal（show）thenatureandlawsofforeignlanguageteaching.Itinvolves（includes）alotofdisciplinessuchaslinguistics,psychology,psycholinguisticsandsociolinguistics.Therefore,wesaythatFLTMisaninter-disciplinaryscienceanditmakesuseofmanysubjects.

2.TheoriesofLinguistics（语言学理论）

1）Traditionallinguistics（传统语言学）

Traditionallinguisticshasatraditionofmorethan2000years.ItwasstartedbytheGreeksinthefifthcenturyB.C.

Thetwocontroversiesontherelationsbetweenformandmeaning—（A）Thenaturalistsarguedthattheformsofwordsreflecteddirectlythenatureofobjectswhiletheconventionaliststhoughtthatlanguagewasconventionalandtherewasnologicconnectionbetweenformandmeaningofwords.（B）Theotherwasbetweentheanalogists（类比推理派）andanomalists（变异派）—theanalogiststhoughtthatlanguageingeneralwasregularandtherewererulesforpeopletofollowwhiletheanomaliststhoughtthatlanguagewasbasicallyirregularandthatwaswhythereweresomanyexceptionsandirregularitiesintheGreeklanguage.

Natureoftraditionallinguistics—Traditionallinguisticswaspracticalinnature.Peoplemadeastudyoflanguageinordertounderstandtheclassicwordsofancienttimesandtoteachstudents.Theygaveoftentookaprescriptiveapproachwhentheydiscussedrulesoflanguage.

2）Americanstructuralism（美国结构主义语言学）

Americanstructuralismstartedatthebeginningofthe20thcenturyinAmerica.Itbecamepopularandinfluentialinthe1930sand40sthroughtheworld.

ThetwoforerunnersofstructuralismareFranzBoasandEdwardSapir.FronzBoasfoundthatthetraditionalgrammaticalmodelcouldnotbeusedtoanalyzethestructuresofthoselanguages.SapirfoundthatalthoughIndians’languageshadnowrittenforms,theywereverycommunities.ThefatherofAmericanstructuralismisLeonardBloomfield.Heacceptedthetheoriesandprinciplesofbehaviourism.Hecharacterizedlanguageandlanguageacquisitionintermsofbehavioristterminology.Hethoughtlanguagewasahabitofverbalbehaviorwhichconsistedofaseriesofstimuliandresponses.Hearguedthattoacquirealanguagewastoformahabitofverbalbehaviorandlearningasecondlanguagewaslearninganewhabit.Hethoughtthatspeechwasprimaryandwritingwassecondary.

Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:

thesoundsystem（phonology）;thediscreteunitsofmeaningproducedbysoundcombinations（morphology）,andthesystemofcombiningunitsofmeaningforcommunication（syntax）.Eachlanguagehasafinitenumberofsuchstructuralitemssoastobeabletounderstandandproducelanguage.Whenthisstructuralviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehavioristpsychology,theaudiolingualapproachtolanguagelearningemerged.

3）Transformationalgenerativelinguistics（转换生成语言学）

ThetransformationalgenerativelinguisticswasfirstputforwardbyNoamChomskyin1957.HewroteabookSyntacticStructurestospreadhistheory.

Hismainpoints—Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice（LAD）.Thisismadeupofgeneralprinciplescalleduniversalgrammar.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Thechildwilluseandtesttheprinciplesagainandagainuntilhishypothesesagreewiththeactualgrammarofthelanguage.Chomskyhasalsomadethedistinctionbetweenlinguisticcompetenceandlinguisticperformance.Linguisticcompetencereferstotheinternalizedknowledgethatatnativespeakerofthatlanguagepossesses.Linguisticsperformancereferstotheactualutteranceproducedbythenativespeakers.Chomskeybelievesthatlinguisticsshouldstudythelinguisticscompetence,nottheperformance,ofthenativespeakersoastosetupasystemofrulesthatwillgenerateaninfinitenumberofgrammaticalsentences.Inordertogainthegoal,Chomskyarguesthatweshoulduseadeductive,hypothesis-testingapproachshouldbeused.

4）Functionallinguistics（功能语言学）

Inthe1960s,Britishlinguistsdevelopedasystemofcategoriesbasedonthecommunicativeneedsoftheleaner（JohnsonandMarrow,1981）andproposedasyllabusbasedoncommunicativefunctions.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertobeabletodothingswithit.Inordertoperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsaretheconceptofpresent,past&futuretime,theexpressionsofcertaintyandpossibility,therolesofagents,instrumentswithinasentence,andspecialrelationshipsbetweenpeopleandobjects.

5）Interactionallinguistics（互动语言学）

Theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.

3.TheoriesofPsychologyandSecondLanguageAcquisition（心理学理论与第二语言（外语）习得理论）

1）Theoriesofpsychology（心理学理论）

ThefirstlaboratoryofexperimentalpsychologywassetupattheUniversityofLeipzig,Germany,in1897.Itannouncedtheofficialbirthofpsychology.ItwasopenedbyWilhelmWundt.

（1）Gestaltpsychology（格式塔心理学）

GestaltpsychologywasfoundedbyagroupofGermanpsychologistsinthe1920s.Theirresearchwasfocusedontheareaofperception,aimingatthestudyoftherelationshipbetweenpartsandwholeinpeople’sperceptionexperience.Theyfoundthatpeopleperceivedobjectsandscenesasorganizedwholesbeforetheynoticedtheircomponentparts.TheyusedthewordGestalt,whichmeans“organizedshape”or“wholeform”inEnglish,tonametheirschoolofpsychology.Theyarguedthatanobjectwasnotthesumoftheindividualparts.Forexample,anarticleisnotthesumofindividualwordsthatmakeupthearticle.Sopeople’smindshouldbeunderstoodintermsofawhole.

（2）Psychoanalysis（精神分析）

PsychoanalysisistheoryofthemindputforwardbySigmundFreud.Freudfoundthatmanyofhispatients’mentalproblemswerecausedbysomedisturbingeventsintheirearlychildhood.Butthepatientscouldnotrememberthesedisturbingevents.ThepartofthemindwhichisoutofthereachofconsciousnesswascalledbyFreudthesubconsciousmind,whichwasthemostimportantconceptinpsychoanalysis.Freuddividedthemindintoconsciousandunconsciousmindandhewasthefirsttostudyunconsciousmind.Freudbelievedthecontentsoftheunconsciousmindconsistofburiedmemoriesandinstinctivewishesandwillinfluencetheactivitiesoftheconsciousmind.ThebasicapproachofFreudwastoanalyzetheirrationalbehaviorofthepatients,includingtheirdreamsandslipsofthetongue.

（3）Behaviourism（行为主义）

ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor'stheoryofconditioningtothewayhumansacquirelanguage（Harmer,1983）.Basedontheirexperiments,WatsonandRaynorformulatedastimulus-responsetheoryofpsychology.Inthistheoryallcomplexformsofbehavior-motions,habits,andsuch-areseenascomposedofsimplemuscularandglandularelementsthatcanbeobservedandmeasured.Theyclaimedthatemotionalreactionsarelearnedinmuchthesamewayasotherskills.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”（Harmer,1983:

30）.

Basedonthetheoryofconditioning,Skinnersuggestedthatlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyintheU.S.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless'listenandrepeat'drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.

（4）Cognitivepsychology（认知心理学）

Thetermcognitionmeansknowledgeand“cognitivepsychology”canbedefinedasthestudyofpeople’sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehaviour.Themostimportantfactorthathasmadecognitivepsychologythedominantapproachisthedevelopmentofthecomputertechnology.Thebrainworksinasimilarwaytoprocessitandsendsitoutasbehaviouractions.

TheAmericanlinguistNoamChomskygreatlyinfluencedcognitivepsychology.InhisbookSyntaxStructure（1957）Chomskyarguedthat