王蔷英语教学法重点.docx

王蔷英语教学法重点.docx

《王蔷英语教学法重点.docx》由会员分享，可在线阅读，更多相关《王蔷英语教学法重点.docx（50页珍藏版）》请在冰豆网上搜索。

王蔷英语教学法重点

Unit1LanguageandLearning

1.1Howdowelearnlanguage？

Welearnlanguageatdifferentages

Peoplehavedifferentexperiences

Peoplelearnlanguagesfordifferentreasons

Peoplelearnlanguagesindifferentways

Peoplehavedifferentcapabilitiesinlanguagelearning

Learningcanbeaffectedbythewayhowlanguageistaught

Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.

Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.

1.2Whatarethemajorviewsoflanguage?

1）Structuralview:

Languageisalinguisticsystemmadeupofvarioussubsystems:

phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.

2）Functionalview:

Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit（useit）.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

3）Interactionalview:

Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.

1.3ViewsonLanguageLearning

Twobroadlearningtheories：

Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.

Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.

Behavioristtheory

⏹B.F.Skinner

⏹Astimulus-responsetheoryofpsychology

⏹Audio-lingualmethod

⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.

A.Cognitivetheory

⏹InfluencedbyNoamChomsky（revivalofstructurallinguistics）

⏹Languageasanintricaterule-basedsystem

⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.

B.Constructivisttheory

⏹JeanPiaget（1896—1980）

⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.

C.Socio-constructivisttheory

⏹Vygotsky

⏹“ZoneofProximalDevelopment”（ZPD）;scaffolding（脚手架）

⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

1.4Whatarethequalitiesofagoodlanguageteacher?

Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:

ethicdevotion,professionalqualityandpersonalstyles.

1.5Howcanonebecomeagoodlanguageteacher?

☐Wallace’s（1991）‘reflectivemodel’（Figure1.1,p.9）

Stage1:

languagedevelopment

Stage2:

learning,practice,reflection

vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:

1.Learningfromothers’experience

2.Learningthereceivedknowledge

3.Learningfromone’sownexperiences

vThepracticestage（2senses）

Pseudopractice:

shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors

Therealclassroomteaching:

whatateacherundertakesafterhe/shefinishesformaleducation

vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing

Goal:

professionalcompetence

Unit2CommunicativePrinciplesandTask-basedlanguageteaching

2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

Languageusedinreallife

Languagetaughtintheclassroom

Toperformcertaincommuntcativefunctions

Tofocusonforms（structuresorpatterns）

Useallskills,bothreceptiveskillsandproductiveskills

Tofocusononeortwolanguageskillsandignoreothers.

Usedinacertaincontext

Toisolatelanguagefromitscontext

2.2Whatiscommunicativecompetence?

Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.

2.2.1Definition:

Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

2.2.2Fivecomponentsofcommunicativecompetence（Hedge2000）

◆Linguisticcompetence（语言能力）

Theknowledgeoflanguageitself,itsformandmeaning.

◆Pragmaticcompetence（语用能力）

Theappropriateuseoflanguageinsocialcontext.

◆Discoursecompetence（语篇能力）

One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem

◆Strategiccompetence（策略能力）

Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.

◆Fluency（流利性）

One‘sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’

2.3Implicationsforteachingandlearning

Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.

2.4PrinciplesofCLT

ThreeprinciplessuggestbyRichardandRodgers：

1Communicationprinciple：

involverealcommunication

2Taskprinciple：

Carryoutmeaningfultasks

3Meaningfulnessprinciple：

Meaningfullanguagetothelearner

HowattproposesaweakandastrongversionofCLT:

Weakversion

Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.

Strongversion

“languageisacquiredthroughcommunication”（Howatt,1984:

279）

2.5MajorActivityTypesofCLT

AsequenceofactivitiesrepresentedinLittlewood（1981:

86）

Pre-communicativeactivities

✓Structuralactivities

✓Quasi-communicativeactivities类似,准,半

Communicativeactivities（PP22-23）

▪Functionalcommunicationactivities

▪Socialinteractionactivities

2.6SixCriteriaforevaluatingcommunicativeclassroomactivities

（mainfeaturesofcommunicativeactivities?

）

●Communicativepurpose

●Communicativedesire

●Content,notform

●Varietyoflanguage

●Noteacherintervention

●Nomaterialscontrol

2.7WhatisTask-basedLanguageTeaching?

TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

2.7.1Fourcomponentsofatask

1.Apurpose

2.Acontext

3.Aprocess

4.Aproduct

2.7.2Exercises,exercise-tasksandtasks

Exercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.

2.8DifferencesbetweenPPPandTBLT

1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.

*Freeoflanguagecontrol

*Agenuineneedtouselanguagetocommunicate

*Afreeexchangeofideas

*Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform

*Agenuineneedforaccuracyandfluency

2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPis

differentinthisaspect.

■Atask-establishedcontext

⏹Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply

⏹Amorevariedexposuretonaturallanguage

⏹Languageformsnotpre-selectedforfocus

⏹Learner-freeselectionoflanguage

⏹TBLcycleleadfromFluencytoaccuracy（+fluency）

⏹InTBLIntegratedskillspracticed

2.9Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilities

Step2Brainstormpossibletasks

Step3Evaluatethelist

Step4Choosethelanguageitems

Step5Preparingmaterials

2.10CLTandTBLTintheChinesecontext

☐ProblemswithCLT

1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate

2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.

3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.

⏹ConstraintsofTBLT

⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems

⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.

⏹Thethirdisthecultureoflearning

⏹TheforthisLevelofdifficulty

Unit3

3.1AbriefhistoryofforeignlanguageteachinginChina

vAphaseofrestoration（1978-1985）

vAphaseofrapiddevelopment（1986-1992）

vAphaseofreform（1993-2000）

vAphaseofinnovationfrom2000

3.2DesigningprinciplesfortheNationalEnglishCurriculum

1） Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearner-centeredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5） Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

3.3GoalsandobjectivesofEnglishlanguageteaching

Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsa