英语教学法复习要点.docx

1、英语教学法复习要点Unit 1 Language and Learning 1 How do we learn language？We learn language at different agesPeople have different experiences People learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by

2、 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 commonality.2. What are the major v

3、iews 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 well as a means for doing thi

4、ngs. 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 communicative tool to build up and

5、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. 3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriente

6、d theories emphasize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual method The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately correct

7、ed, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics)Language as an intricate rule-based systemA learner acquires language competence which enables him to produce language. One influential idea of cognitive approach to lang

8、uage teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. Constructivist theoryJean Piaget (18961980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky “Z

9、one 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.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the languag

10、e. 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.Ethic devotionProfessional qualitiespersonal styles warm -hearted creative Flexible灵活的 hardworki

11、ng Resourceful知识渊博的 Dynamics有动力的enthusiastic authoritative patient Caring well-informed见多识广的 Attentive专心的 kind accurateIntuitive有洞察力的 well-prepared准备充分的 speaking clearly humorous disciplined Personally-trained经过专业训练的5 How can one become a good language teacher?Wallaces (1991) reflective model (Figur

12、e 1.1, p.9) Stage 1: language developmentStage 2: learning, practice, reflectionvThe learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others experience2. Learning the received knowledge3. Learning from on

13、es own experiencesvThe 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 after he/she finishes formal educationvTeac

14、hers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching1 How is language learned in classrooms different from language used in real life?Language used in real lifeLanguage taught i

15、n 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 language from its context2 What is communicative

16、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. 3. Definition: Communicative competence include both the knowledge about the language and the knowledge about

17、how to use the language appropriately in communicative situations4 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. Discourse compe

18、tence （语篇能力）Ones ability to create coherent written text or conversation and the ability to understand them Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources. Fluency （流利性）One s ability to link units of speech together with facility and

19、without strain or inappropriate slowness or undue（过分的，不适当的） hesitation6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rod

20、gers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to

21、 use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activitiesStructural activitiesQuasi-communicative activities类似,准,半Communicative activiti

22、es (PP22-23)Functional communication activitiesSocial interaction activities9.Littlewoods (1981) classification of communicative activities:1). Functional communicative activities: 2). Social interaction activities: (1). Functional communicative activities: 1. Identifying pictures 2. Discovering ide

23、ntical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering secrets7.Communicating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling informat

24、ion to solve a problem(2). Social interaction activities: 1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussion5.Large-scale simulation activities6. Improvisation10.Six Criteria for evalu

25、ating communicative classroom activities1.Communicative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language

26、 in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1.A purpose2.A context3.A process4.A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity

27、consists of contextualized practice of language item. 12. Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accu

28、racy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect. A task-established contextEncouraged to think, analyze, not simply to repeat, manip

29、ulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced 13. How to design tasks?Step 1 Think about students needs, interests, and abilities

30、Step 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design t

31、he syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 3 1. A brief history of foreign language teaching in ChinavA phase of restoration (1978-1985)vA phase of