王蔷主编的英语教学法教程第二版 Unit 1Word文档下载推荐.docx

1、2. What are the common views on language?3. What are the common views on language learning?4. What are the qualities of a good language teacher?5. How can one become a good language teacher?1.1 How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teac

2、hers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions

3、on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion. You ST1 ST2 ST3 1. How many foreign languages ca

4、n you speak so far?2. When did you start learning the foreign language（s）?3. How do you feel about learning a foreign language?4. What difficulties have you experienced in learning?5. Which skill do you find more difficult to learn?6. Have you focused on knowledge or skills? Why?7. Why do you learn

5、the foreign language（s）?8. Do you consider yourself a successful learner?9. What are your most common learning activities?10. Do you like the way you learned the foreign language（s）?From the above task, you may have found that 1） people started learning a foreign language at different ages; 2） peopl

6、e have different experiences in learning a foreign language, some find it easy, some find it difficult; 3） people learn languages for different reasons; 4） people learn languages in different ways;5） people have different understandings about language learning; 6） people have different capacities in

7、 language learning; 7） learning can be affected by the way it is taught; 8） learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have mor

8、e differences than the commonality. 1.2 views on language The question that all approaches to language teaching should answer is, what is language? The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different view

9、s on language generate different teaching methodologies. Task 2 Work in group of 4. Brainstorm possible answer to the question: what is When you are ready, join another group and share your ideas. To give a concise definition of language has always been difficult for linguists and philogists. Althou

10、gh there has been an enormous amount of research in language in the past century, no authoritative answer has been given to what is language?rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teach

11、ers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity （Brown, 1994a）. for sample definition of language , please refer to Appendix 1. Structural view The structural view of language sees language as a ling

12、uistic system made up of various subsystems （Larsen-Freeman & Long, 1991）: the sound system （phonology）; the discrete units of meaning produced by sound combinations （morphology）, and the system of combining units of meaning for communication （syntax）. Each language has a finite number of such struc

13、tural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged. Fun

14、ctional view In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner （Johnson and Marrow, 1981） and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefor