Teaching design and case analysis.docx

1、Teaching design and case analysisTeaching design and case analysisWhat do we teach in the English classroom?Language (language skills, language knowledge, culture, learning strategies, affect and attitude)Students (how to become a good person/citizen-moral education)What do language teachers need to

2、 know?Views on language Views on language learningHow to plan lessonsHow to manage classroomHow to assess learningViews on languageWhat is language?-Tools for communication-Tool for reflection-A system of symbols-A special mechanism-Social phenomenonA recommended definition of language:-Language is

3、a system of arbitrary verbal symbols used for human communication.(Wardhaugh,1972:3)Different views on language1、 structural view: It sees language as a linguistic system made up of various subsystems, from phonological, morphological, lexical, etc. to sentences. To learn a language means to learn t

4、hese structural items so as to be able to understand and produce language.2、 functional view: It not only sees language as a linguistic system but also a means for doing things. People learn a language in order to do things with it, in other words, to perform functions.Knowing a language involves kn

5、owing how to combine the grammar and vocabulary with the notion to perform functions.Function: purpose or intentionNotion: contents/ideas (the concept of present, past and future time; the expressions of certainty and possibility; the role of agent, instrument and patient within a sentence; and spat

6、ial relationship between people or objects) Eg. Wheres the nearest bank? Function: ask for information Notion: special relationship between the speaker and the bank3、 international view: It sees language as a communicative tool, whose main use is to build up and maintain social relations between peo

7、ple. To learn a language, learners not only need to know the grammar and vocabulary, but as importantly, they need to know the rules for using them in the whole range of communicative contexts.Views on language learning( two categories )-process-oriented theories-condition-oriented theoriesProcess-o

8、riented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as t

9、he number of students, what kind of input learners receive, and the learning atmosphere. 1)Behaviorist theory Proposed by behavioural psychologist Skinner. He suggested that language is also a form of behaciour. It can be learned the same way as an animal is trained to respond to stimuli. This theor

10、y of learning is referred to as behaviourism.Stage 1T: (Holds up a book) Book. Book. Repeat -SSs: Book -ResponseT: Good! -Reward( T does the same about four other objects.)Stage 2T: (Hold up a book) Stimulus S: Book. -ResponseT: Good. -Reward-One influential result is the audio-lingual method, which

11、 involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterance are immediately praised.2) Cognitive theory-According to Noam Chomsky lang

12、uage is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. Cognitive approach: not habit formation is rule acquisition. Grammar must be taught, inductively and deductively. -There are a finite number of grammatical r

13、ules in the system and with knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enable him to produce language.-One influential idea of this theory is that students should be allowed to create their own sentences based on th

14、eir own understanding of certain rules. Views on learning-new developments1) Constructivist theory ( John Dewey)Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.2) Socio-constructivist theory ( Vygotsky, 1978)Learners learn

15、best with the dynamic interaction between the teacher and the learner and between learners.It is based on the concept of ZPD and scaffolding.ZPD：Zone of Proximal Development. 最近发展区 Zone between two levels.Scaffolding 搭建支架Teachers questions and explanations, or a more capable peers support. Learner D

16、ifferences and Learner Training J.M. Reid 1998 “Understanding Learning Styles in the Second Language Classroom”Eight different learning styles: Visual learners视觉型：learn more effectively through the eyes(seeing). E.g. remember new words better when they see them. Auditory learners听觉型: learn more effe

17、ctively through the ear(hearing). Tactile learners制作型: learn more effectively through touch(hands-on). Kinesthetic learners经验型: learn more effectively through body experience. Remember best when they can be involves physically. Prefer acting things out or miming things with their bodies. Group learn

18、ers: learn more effectively through working with others. Individual learners: learn more effectively through working alone. Authority oriented learners: prefer to listen to the teacher more than work with others or work alone. Trust the teachers and need teachers to give them guidance. Reflective le

19、arners : learn more effectively when given time to consider options. Tend to think more before they respond and they can do better id they are given time to think and make plans.Cheng and Banyas Advice to teachers (1998) Teachers have to be aware of the students learning styles as well as their own

20、learning/teaching styles. In teaching, teachers should try to use different techniques and ways of teaching to meet the needs of students different styles. Teachers have the responsibility to provide multiple opportunities for their students to develop/expand different learning styles. Teachers need

21、 to take risk to integrate more teaching styles into their class preparation even though they may not feel entirely comfortable using them. Teachers should also encourage their students to try different ways of learning and adjust themselves to different learning styles, because certain learning sty

22、les are more appropriate in certain learning situations and for some special learning purposes.Howard Gardners theory of multiple-intelligence(1983) Verbal/linguistic intelligence 言语-语言智力The ability to use words effectively, both orally and in writing. Sample skills are remembering information, conv

23、incing others to help, and talking about language itself. (Teacher, lawyer, journalist) Musical-rhythmic intelligence 音乐-节奏智力Sensitivity to rhythm, pitch, and melody. Sample skills are recognizing simple songs and being able to vary speed, tempo, and rhythm in simple melodies.(musicians) Logical/mat

24、hematical intelligence 逻辑数学智力The ability to use numbers effectively and reason well. Sample skills are understanding the basic properties of numbers, the principles of cause and effect, and the ability to predict. (mathematician, engineer, scientist) Spatial/visual intelligence 空间视觉智力Sensitivity to

25、form, space, color, line, and shape. Sample skills include the ability to represent visual or spatial ideas graphically.( artist, policeman) Body/kinesthetic intelligence 身体动觉智力The ability to use the body to express ideas and feelings and to solve problem. Sample skills are coordination, flexibility

26、, speed and balance.(athlete, dancer, dumb) Interpersonal intelligence 交往交流智力The ability to understand another persons mood, feelings, motivation, and intentions. Sample skills are responding effectively to other people, problem solving and resolving conflict. Intrapersonal intelligence 自知自省智力The ab

27、ility to understands yourself, your strengths, weakness, moods, desires, and intentions. Samples skills are understanding how one is similar to or different from others, reminding oneself to do sth., knowing , about oneself as a language learner and knowing how to handle ones feelings. Naturalist in

28、telligence 自然智力The ability to appreciate the naturalist world and enjoy outdoor activities. (photographers)Implications:Our teaching should be able to develop as much as possible students different potentials in their intelligences, giving everyone the chance to demonstrate and use their potentials

29、to fullest possible.In other words, we should try to give every single student the chance to be best.Learner training in language teachingGallachers(2005) definition: learner training is about developing Ss awareness of how they learn and about developing strategies to help them learn.Learner traing

30、 involves: 1、 Awareness raising on different ways of learning2、 Skills traing on the use of learning strategies.Learner strategies-any set of poeration, steps, plans, routines used by the learners to facilitate the obtaining, sorage, retrieval and use of informationthat is, what learners do to learn

31、 and do to regulate their learning. (Rubin, 1987: learner strategies theoretical assumptions, research history and typology类型学. In learnier strategies in language learning)Dichinson and Carver(1980) identify three areas for preparing learners to become autonomous. They can be used for considering co

32、ntents and procedures for learner traing: Psychological preparation, e.g. activites to build confidence.Methodological preparation, e.g. activities to help learners understand and use metalanguage (language for describing language and langurge learning) and to become aware of the rational behind classroom activities.Practice in self-direction, e.g. activities which provide learner