1、英语教学法王蔷总复习资料Unit 1 Language and Learning 1.1 How do we learn language?1. We learn language at different ages2. People have different experiences 3. People learn languages for different reasons4. People learn languages in different ways5. People have different capabilities in language learning6. Lear
2、ning can be affected by the way how language is taught7. Learning is affected by the degree of success one is expect to achieve.8. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the common
3、ality.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 syntax. To learn a language is to learn its vocabulary and structural rules. 2) Functional view:Language is a linguistic system as
4、 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 commu
5、nicative 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 n
6、ew 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
7、. 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 influ
8、ential 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 alread
9、y 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 doe
10、s not solely depend on his/her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.1.5 How can one become a good language t
11、eacher? 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. L
12、earning 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 unde
13、rtakes 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
14、real life?Language used in real lifeLanguage taught in the classroomTo perform certain communicative 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 isol
15、ate language 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
16、 the knowledge 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)1. Linguistic competence (语言能力)a) The knowledge of language itself, its form and meaning.2. Pragmatic competence (语
17、用能力)a) The appropriate use of language in social context.3. Discourse competence (语篇能力)Ones ability to create coherent written text or conversation and the ability to understand them4. Strategic competence (策略能力)Strategies one employs when there is communication breakdown due to lack of resources.5.
18、 Fluency (流利性)Ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue(过分的,不适当的) hesitation2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the lingui
19、stic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers: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 ver
20、sionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“Language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activiti
21、es Structural activities Quasi-communicative activities类似,准,半Communicative activities (PP22-23) Functional communication activities Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(Main features of communicative activities?)1. Communicative purpose2. Co
22、mmunicative desire3. Content, not form4. Variety of language5. No teacher intervention6. No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focus
23、ed teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose 2.A context 3.A process 4.A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks are halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item. 2
24、.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.1. Free of language control2. A genuine need to use language to communicate3. A free exchange of ideas4. Appropriateness & accuracy of language form in general, not production of
25、 a single form5. A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect:1. A task-established context2. Encouraged to think, analyze, not simply to repeat, manipulate and apply3. A more varied exposure to
26、natural language4. Language forms not pre-selected for focus5. Learner-free selection of language6. TBL cycle lead from Fluency to accuracy (+fluency)7. In TBL Integrated skills practiced 2.9 How to design tasks?Step 1 Think about students needs, interests, and abilitiesStep 2 Brainstorm possible ta
27、sksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relates to the design the syllabus for teaching p
28、urpose 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 learners. Constraints of TBLT The first is it may not be effective for presenting new language items The second constraint is Time as teachers have to pr
29、epare task-based activities very carefully. The third is the culture of learning The forth is Level of difficultyUnit 3 3.1 A brief history of foreign language teaching in China1. A phase of restoration (1978-1985)2. A phase of rapid development (1986-1992)3. A phase of reform (1993-2000)4. A phase
30、of innovation from 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptab
31、ility.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and
32、using the language. 3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further d
copyright@ 2008-2022 冰豆网网站版权所有
经营许可证编号:鄂ICP备2022015515号-1