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教学法考试
2013年12月英语学科教学论考试题型和题库
复习总体范围:
教材、PPT、周三下午系列讲座资料,
有些材料,包括开放性的问题,答案不一定在上述资料中。
希望大家通过各种渠道,例如工具书、网络、图书馆等积极查找。
考试题型
I.Abbreviations(20points,2pointsforeachitem)
PPP:
presentation,practice,andproduction
TTT:
TeacherTalkingTime
STT:
StudentTalkingTime
EAP:
EnglishforAcademicPurposes
ESP:
EnglishforSpecificPurposes
ESEA:
Engage-Study-Engage-Activate
IATEFL:
TheInternationalAssociationofTeachersofEnglishasaForeignLanguage
TESOL:
TeachersofEnglishtoSpeakersofOtherLanguages(P185)
EFL:
teacherateacherwhoteachesEnglishasaforeignlanguagep2
ESA:
engagestudyactivate
TQ:
teachingaids
SA:
meansstageswheretheteacherleadsaquestionandanswersessionwiththestudents
SS:
meanspairwork
TQ---SA:
itmeansstageswheretheteacherleadsaquestionandanswersessionwiththestudents
OHP:
theoverheadprojector
AAE-AmericanEnglishACTFL-AmericanCouncilontheteachingofForeignLanguagesAAAL-AmericanAssocationforAppliedLinguistics
BBrE-BritishEnglishBL:
boomeranglessonsBVT-BilingualVocationalTraining
BAAL-BritishAssocationofAppliedLinguisticsBC-BritishCouncilBEC-BusinessEnglishCertificate-CambridgebusinessEnglishexamcertificate
CCAE-CertificateofAdvancedEnglish-thefourthCambridgeExamCambridgeExams-ThestandardinEnglishexaminationthroughouttheworldoutsideoftheUSA(wheretheTOEFLispreferred).
CALI-Computer-AssistedLanguageInstruction
CALL-Computer-AssistedLanguageLearning
CanE-CanadianEnglish
CAT-ComputerAdaptiveTesting
CBT-Computer-BasedTeaching
CEELT-CambridgeExaminationinEnglishforLanguageTeachers.
CEIBT-CertificateinEnglishforInternationalBusinessandTradeforadvancedlevels.
CPE-CertificateofProficiencyinEnglish-thefifthandthemostadvancedofCambridge'sseriesofexams(roughlycomparabletoascoreof600-650ontheTOEFL).
CELTA-CertificateinEnglishlanguageteachingtoadults(Cambridge/RSATeachingCertificatealsoknownasC-TEFLA)
CLT:
communicativelanguageteaching
DDELTA-DiplomainEnglishlanguageteaching(Cambridge/RSALanguageTeaching
DD:
describeanddraw
DA:
describesandarrange
EESA:
Engage-Study-Activate
ELT:
EnglishLanguageTeaching
EFL:
EnglishasaForeignLanguage
ESL:
EnglishasaSecondLanguage
ELT-EnglishLanguageTeaching
EFL-EnglishasaForeignLanguage
EAP-EnglishforAcademicPurposes
ECCE-ExamfortheCertificateofCompetencyinEnglish(MichiganUniversity)-lowerlevel.
ECPE-ExamfortheCertificateofProficiencyinEnglish(MichiganUniversity)-higherlevel.
EGP-Englishforgeneralpurposes
EIP-EnglishasanInternationalLanguage
ELICOS-EnglishLanguageIntensiveCoursestoOverseasStudents.GovernmentregisteredcentresteachingEnglishtooverseasstudentsinAustralia.
ELT-EnglishLanguageTeaching
ESOL-EnglishforSpeakersofOtherLanguages
ESP-Englishforspecialpurposes(businessEnglish,Englishfortourism,etc.)
ETS-EducationalTestingService
FFL:
ForeignLanguage
FCE-FirstCertificateinEnglish-thethirdofCambridge'sseriesofexams(comparabletoascoreof500ontheTOEFLand5.7ontheIELTS).
GGMAT-GraduateManagementAdmissionTest.TheGMATmeasuresgeneralverbal,mathematical,andanalyticalwritingskills.
GPA-GradePointAverage
GRE-GraduateRecordExamination-anevaluationtestforgraduateadmissiontocollegesanduniversitiesintheU.S.
IIATEFL-InternationalAssociationofTeachersofEnglishasaForeignLanguage
IPA-InternationalPhoneticAssociation
JJALT:
TheJapanAssociationforLanguageTeaching
KK12-Kindergarten-12thgrade.
KET-KeyEnglishTest-ThemostelementaryofCambridge'sseriesofexams
LL1-Language1-nativelanguage;L2-Language2-thelanguageyouarelearning
LEP-LimitedEnglishProficien
LL-LanguageLearning
MMT-MotherTongue
MTELP-MichiganTestofEnglishLanguageProficiency
NNATECLA-NationalAssociationforTeachingEnglishandotherCommunityLanguagestoAdults(UK)
NATESOL-NationalAssociationofTeachersofEnglishforSpeakersofOtherLanguages
NCTE-NationalCouncilofTeachersofEnglish
NLP-NeurolinguisticProgramming
NNEST-Non-NativeEnglishSpeakingTeacher
NNL-Non-NativeLanguage
OOE-OldEnglish
OED-OxfordEnglishDictionary
OHP:
Overheadprojectors
OHT:
Overheadtransparencies
PPPP:
Presentation,PracticeandProduction
PL:
patchworklessons
PET-PreliminaryEnglishTest-ThesecondofCambridge'sseriesofexams.
RRP-ReceivedPronunciation-'standard'Britishpronunciation
RSA/CambridgeC-TEFLA-CertificateofTeachingEnglishasaForeignLanguagetoAdults.
SSS:
pairwork
SAL:
straightarrowlessons
SPF:
sunprotectionfactor
SL:
SecondLanguage
SARS:
selectadaptrejectsupplement
STT:
Studenttalkingtime
SAE-StandardAmericanEnglish
SAT-ScholasticAssessment(Aptitude)Test-pre-universityentranceexaminthe
TTEFL-TeachingEnglishasaForeignLanguage
TEFLA-TeachingEnglishasaForeignLanguagetoAdults
TEIL-TeachingEnglishasanInternationalLanguage
TESL-TeachingEnglishasaSecondLanguage
TESOL-TeachingEnglishtoSpeakersofOtherLangauges
TOEFL-TestofEnglishasaForeignLanguage-themostcommonEnglishproficiencyexamforNorthAmericanuniversitiesandcolleges,alsoacceptedbysomeBritishuniversitiesandemployersasproofofEnglishproficiency.
TOEIC-TheTOEIC(pronounced"toe-ick")isaTestofEnglishforInternationalCommunication.
TTT:
Teachertalkingtime
TESOL:
TeachersofEnglishtoSpeakersofOtherLanguages
TQSA:
teacherquestionstudentsanswer
TBS:
taskbasedlearning
VVE-VocationalEnglish
VESL-VocationalEnglishasaSecondLanguage
WWO:
wordorder
YYLE-YoungLearnersEnglishTests-CambridgeExaminationsforyounglearners
PPP:
Presentation,PracticeandProduction
ESA:
Engage,StudyandActivate
TTT&STT:
Teachertalkingtime&Studenttalkingtime
EFL:
Englishasforeignlanguage
OHP:
Overheadprojectors
OHT:
Overheadtransparencies
II.TrueorFalse(10points,2pointsforeachstatement)
III.Termsanddefinitions.(20points,4pointsforeachitem)
1.languageacquisitionandlanguagelearning
languageacquisition:
gaininguseofalanguagewithoutanyconsciouslearning
2.comprehensibleinput
languagewhichiscertainlyabovethestudents’productivelevel,butwhichtheycanmoreorlessunderstand
3.developmentalerror
Anerrorinlearnerlanguagethatdoesnotresultfromfirstlanguageinfluencebutratherreflectsthelearner'sgradualdiscoveryofthesecondlanguagesystem.Theseerrorsareoftensimilartothosemadebychildrenlearningthelanguageastheirmothertongue.
4.Stereotype
Stereotypeisapopularandhighlyexaggeratedconceptofaparticulargroupofpeople.Concentratingonjustafewfeaturesoftheparticulargroup,itisanimage,conception,orbeliefwhichexaggerates,oversimplifies,andthusdistortsthecharacteristicsofpeopleandtheirbehavior.Forexample,onegroupmightconsideranothertobebackward,belligerent,sexy,orarrogant.InthosetraditionalChinesefilms,thievesandcriminalsarealwaysthosewhohaveuglyfacesandlookviolent.Butinreality,peoplewithuglyfacesmayalsohaveakindheartlikethecartoonfilm“TheBeautyandtheBeast”.Thiskindofmisconceptionistheresultofstereotype.
5.activevocabularyandpassivevocabulary
6.attentionspan
thelengthoftimeyoucanconcentrateonsomeideaoractivity(internetP11)
7.Approach
8.Schema
schemaisastructuredclusterofpre-conceivedideasaboutaspecifictheme,ithelpsustoorganizeourbackgroundknowledgeaboutthereadingmaterial.
9.informationgap
Twospeakershavedifferentpartsofinformationmakingupawhole.Onepersonhasinformationthattheotherlacks.Thespeakerhastheinformationwhichthelistenerdoesnotknoworthespeakerwantstoknowinformationthatthelistenerhas.Theyhavedifferentinformation,andthereisagapbetweenthem.Studentsneedtonegotiate.Intheclassroom,thesamekindofinformationgapwillhavetobecreatedifwearetoencouragerealcommunication.
10.skimmingandscanning
Skimmingisakindofreadingskillwhichmeansgettingageneralideaofwhatthereadingmaterialisabout.Scanningisakindofreadingskillwhichmeanssearchingforparticularbitsofinformation.
11.corpus
Inlinguistics,acorpus(pluralcorpora)ortextcorpusisalargeandstructuredsetoftexts(nowusuallyelectronicallystoredandprocessed).Theyareusedtodostatisticalanalysisandhypothesistesting,checkingoccurrencesorvalidatinglinguisticrulesonaspecificuniverse.Acorpusmaycontaintextsinasinglelanguage(monolingualcorpus)ortextdatainmultiplelanguages(multilingualcorpus).Multilingualcorporathathavebeenspeciallyformattedforside-by-sidecomparisonarecalledalignedparallelcorpora.
12.interaction
13.gistlistening
Listeningexercisewhichrequirestudentstolistenforthemainidea
14.plateaueffectandfossilization
thephenomenonthatpeoplesometimesfindtheydon’timprovemuchorasfastasbefore.(P13)
15.rough-tune
exaggeratethevoicetoneandgesturetohelpgetthemeaningacross/rough-toningisthatunconscioussimplificationwhichbothparentsandteacherusebyexaggeratingtonesofvoice,speakingwithlesscomplexgrammaticalstructuresthantheywouldiftheyweretalkingtoadults.Whenrough-toning,theirvocabularyisgenerallymorerestricted.Theydon’tsetouttogettheleveloflanguageexactlycorrectfortheiraudience,buttorelyonageneralperceptionofwhatisbeingunderstoodbythepeoplelisteningtothem.(P3)
16.learnerautonom