王蔷英语教学法重点Word文件下载.docx

1、Learning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonal

2、ity.1. 2 What are the major views of language? 1） Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 2） Functional view:Language is a linguistic system as

3、well as a means for doing things. Learners learn a language in order to be able to do things with it （use it）. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3） Interactional view: Language is a commun

4、icative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3 Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes ne

5、w information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory B. F. Skinner A stimulus-response theory of psychology Audio-lingual method The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher.

6、 Mistakes were immediately corrected, and correct utterances were immediately praised.A. Cognitive theory Influenced by Noam Chomsky （revival of structural linguistics） Language as an intricate rule-based system A learner acquires language competence which enables him to produce language. One influe

7、ntial idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. B. Constructivist theory Jean Piaget （18961980） The learner constructs meaning based on his/her own experiences and what is already

8、 known.C. Socio-constructivist theory Vygotsky “Zone of Proximal Development” （ZPD）; scaffolding（脚手架） Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does

9、not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teache

10、r? Wallaces （1991） reflective model （Figure 1.1, p.9） Stage 1: language developmentStage 2: learning, practice, reflectionv The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others experience2. Learnin

11、g the received knowledge3. Learning from ones own experiencesv The practice stage （2 senses）Pseudo practice: short period of time assigned to do teaching practice as part of ones pre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes

12、 after he/she finishes formal educationv Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real l

13、ife?Language used in real lifeLanguage taught in the classroomTo perform certain communtcative functionsTo focus on forms （structures or patterns）Use all skills, both receptive skills and productive skillsTo focus on one or two language skills and ignore others.Used in a certain contextTo isolate la

14、nguage from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students communicative competence. 2.2.1 Definition:Communicative competence include both the kn

15、owledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence （Hedge 2000） Linguistic competence （语言能力）The knowledge of language itself, its form and meaning. Pragmatic competence （语用能力）The appropriate use of language in social context.