王蔷英语教学法重点DOC.docx

1、王蔷英语教学法重点DOCUnit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearningLearningcanbeaffectedbythewayhowlanguageistaughtLearningi

2、saffectedbythedegreeofsuccessoneisexpecttoachieve.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.1.2Whatarethemajorviewsoflanguage?1)Structuralview:Languageisalinguisticsystemmadeupofvarioussubsys

3、tems:phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.2)Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammatica

4、lrulesandthevocabularytoexpressnotionsthatperformthefunctions.3)Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1.3 ViewsonLanguageLearningTwobroadlearningtheories：Process-

5、orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.Behavioristtheory B.F.Skinner Astimulus-responsetheoryofpsychology Audio-lingualmethod Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforce

6、mentoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.A. Cognitivetheory InfluencedbyNoamChomsky(revivalofstructurallinguistics) Languageasanintricaterule-basedsystem Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage. Oneinfluentialideaofcognit

7、iveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.B. Constructivisttheory JeanPiaget(18961980) Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.C. Socio-constructivisttheory Vygotsky “ZoneofProxima

8、lDevelopment”(ZPD);scaffolding(脚手架) Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalit

9、iesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.1.5Howcanonebecomeagoodlanguageteacher? Wallaces(1991)reflectivemodel(Figure1.1,p.9)Stage1:languagedevelopmentStage2:learning,practice,reflectionv Thelearningstageisthepurposefulp

10、reparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:1.Learningfromothersexperience2.Learningthereceivedknowledge3.Learningfromonesownexperiencesv Thepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofonespre-serviceeducation,usual

11、lyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducationv TeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteaching2.1Howislanguagelearnedincl

12、assroomsdifferentfromlanguageusedinreallife?LanguageusedinreallifeLanguagetaughtintheclassroomToperformcertaincommuntcativefunctionsTofocusonforms(structuresorpatterns)Useallskills,bothreceptiveskillsandproductiveskillsTofocusononeortwolanguageskillsandignoreothers.UsedinacertaincontextToisolatelang

13、uagefromitscontext2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudentscommunicativecompetence.2.2.1Definition:Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabout

14、howtousethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000) Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning. Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext. Discoursecompetence（语篇能力）Onesabilitytocreate

15、coherentwrittentextorconversationandtheabilitytounderstandthem Strategiccompetence（策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources. Fluency（流利性）Onesabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation2.3Implic

16、ationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.2.4PrinciplesofCLTThreeprinciplessuggestbyRichardandRodgers：1Communicationprinciple：involverealcommunication2Taskprinciple：Carryoutmeaningfultasks3Meaningfulnessp

17、rinciple：MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Strongversion“languageisacquiredthroughcommunication”(Howatt,1984:279)2.5MajorActivityTypesofCLTAsequenceofactivitiesrepres

18、entedinLittlewood(1981:86)Pre-communicativeactivities Structuralactivities Quasi-communicativeactivities类似,准,半Communicativeactivities(PP22-23) Functionalcommunicationactivities Socialinteractionactivities2.6SixCriteriaforevaluatingcommunicativeclassroomactivities(mainfeaturesofcommunicativeactivitie

19、s?) Communicativepurpose Communicativedesire Content,notform Varietyoflanguage Noteacherintervention Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommuni

20、cation-focusedteaching.2.7.1Fourcomponentsofatask1. Apurpose2. Acontext3. Aprocess4. Aproduct2.7.2Exercises,exercise-tasksandtasksExercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.2.8DifferencesbetweenPPPandTBLT1Thewaystudentsuseandexper

21、iencelanguageinTBLTisradicallydifferentfromPPP.*Freeoflanguagecontrol*Agenuineneedtouselanguagetocommunicate*Afreeexchangeofideas*Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform*Agenuineneedforaccuracyandfluency2.TBLcanprovideacontextforgrammarteachingandform-focusedactivi

22、ties.PPPisdifferentinthisaspect.Atask-establishedcontext Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply Amorevariedexposuretonaturallanguage Languageformsnotpre-selectedforfocus Learner-freeselectionoflanguage TBLcycleleadfromFluencytoaccuracy(+fluency) InTBLIntegratedskillspracticed

23、2.9Howtodesigntasks?Step1Thinkaboutstudentsneeds,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials2.10CLTandTBLTintheChinesecontext ProblemswithCLT1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.Thesecondprob

24、lemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners. ConstraintsofTBLT Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems ThesecondconstraintisTimeasteachershavetopre

25、paretask-basedactivitiesverycarefully. Thethirdisthecultureoflearning TheforthisLevelofdifficultyUnit33.1AbriefhistoryofforeignlanguageteachinginChinav Aphaseofrestoration(1978-1985)v Aphaseofrapiddevelopment(1986-1992)v Aphaseofreform(1993-2000)v Aphaseofinnovationfrom20003.2Designingprinciplesfort

26、heNationalEnglishCurriculum1)?Aimforeducatingallstudents,andemphasizequality-orientededucation.2)Promotelearner-centeredness,andrespectindividualdifferences.3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearninga

27、ndparticipation.5)?Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.3.3GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudentsoverallla

28、nguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopingl

29、earnerspositiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandcul

30、turalunderstanding.3.4DesignoftheNationalEnglishCurriculum3.5Thestandardsfordifferentlevelsofcompetence3.6ChallengesfacingEnglishlanguageteachers1)?Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.2)?Englishlanguageteach

31、ersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.3)?Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.4)?Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.5)?Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课4.1whyisLessonPlanningImportantAlessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.