英语教学法复习要点.docx
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英语教学法复习要点.docx
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英语教学法复习要点
Unit1LanguageandLearning
1Howdowelearnlanguage?
Welearnlanguageatdifferentages
Peoplehavedifferentexperiences
Peoplelearnlanguagesfordifferentreasons
Peoplelearnlanguagesindifferentways
Peoplehavedifferentcapabilitiesinlanguagelearning
Learningcanbeaffectedbythewayhowlanguageistaught
Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.
Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.
2.Whatarethemajorviewsoflanguage?
1)Structuralview:
Languageisalinguisticsystemmadeupofvarioussubsystems:
phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.
2)Functionalview:
Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
3)Interactionalview:
Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.
3.ViewsonLanguageLearning
Twobroadlearningtheories:
Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.
Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.
Behavioristtheory
B.F.Skinner
Astimulus-responsetheoryofpsychology
Audio-lingualmethod
Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.
Cognitivetheory
InfluencedbyNoamChomsky(revivalofstructurallinguistics)
Languageasanintricaterule-basedsystem
Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.
Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.
Constructivisttheory
JeanPiaget(1896—1980)
Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.
Socio-constructivisttheory
Vygotsky
“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)
Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.
4Whatarethequalitiesofagoodlanguageteacher?
Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:
ethicdevotion,professionalqualityandpersonalstyles.
Ethicdevotion
Professionalqualities
personalstyles
warm-hearted
creative
Flexible灵活的
hardworking
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
accurate
Intuitive有洞察力的
well-prepared准备充分的
speakingclearly
humorous
disciplined
Personally-trained经过专业训练的
5Howcanonebecomeagoodlanguageteacher?
☐Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)
Stage1:
languagedevelopment
Stage2:
learning,practice,reflection
vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:
1.Learningfromothers’experience
2.Learningthereceivedknowledge
3.Learningfromone’sownexperiences
vThepracticestage(2senses)
Pseudopractice:
shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors
Therealclassroomteaching:
whatateacherundertakesafterhe/shefinishesformaleducation
vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing
Goal:
professionalcompetence
Unit2CommunicativePrinciplesandTask-basedlanguageteaching
1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?
Languageusedinreallife
Languagetaughtintheclassroom
Toperformcertaincommuntcativefunctions
Tofocusonforms(structuresorpatterns)
Useallskills,bothreceptiveskillsandproductiveskills
Tofocusononeortwolanguageskillsandignoreothers.
Usedinacertaincontext
Toisolatelanguagefromitscontext
2Whatiscommunicativecompetence?
Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.
3.Definition:
Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations
4Fivecomponentsofcommunicativecompetence(Hedge2000)
◆Linguisticcompetence(语言能力)
Theknowledgeoflanguageitself,itsformandmeaning.
◆Pragmaticcompetence(语用能力)
Theappropriateuseoflanguageinsocialcontext.
◆Discoursecompetence(语篇能力)
One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem
◆Strategiccompetence(策略能力)
Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.
◆Fluency(流利性)
One‘sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue(过分的,不适当的)hesitation’
6.Implicationsforteachingandlearning
Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.
7.PrinciplesofCLT
ThreeprinciplessuggestbyRichardandRodgers:
1Communicationprinciple:
involverealcommunication
2Taskprinciple:
Carryoutmeaningfultasks
3Meaningfulnessprinciple:
Meaningfullanguagetothelearner
HowattproposesaweakandastrongversionofCLT:
Weakversion
Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.
Strongversion
“languageisacquiredthroughcommunication”(Howatt,1984:
279)
8.MajorActivityTypesofCLT
AsequenceofactivitiesrepresentedinLittlewood(1981:
86)
Pre-communicativeactivities
✓Structuralactivities
✓Quasi-communicativeactivities类似,准,半
Communicativeactivities(PP22-23)
▪Functionalcommunicationactivities
▪Socialinteractionactivities
9.Littlewood’s(1981)classificationofcommunicativeactivities:
1).Functionalcommunicativeactivities:
2).Socialinteractionactivities:
(1).Functionalcommunicativeactivities:
1.Identifyingpictures
2.Discoveringidenticalpairs
3.Discoveringsequencesorlocations
4.Discoveringmissinginformation
5.Discoveringmissingfeatures
6.Discovering"secrets"
7.Communicatingpatternsandpictures
8.Communicativemodels
9.Discoveringdifferences
10.Followingdirections
11.Reconstructingstory-sequences
12.Poolinginformationtosolveaproblem
(2).Socialinteractionactivities:
1.Role-playingthroughcueddialogues
2.Role-playingthroughcuesandinformation
3.Role-playingthroughsituationandgoals
4.Role-playingthroughdebateordiscussion
5.Large-scalesimulationactivities
6.Improvisation
10.SixCriteriaforevaluatingcommunicativeclassroomactivities
1.Communicativepurpose
2.Communicativedesire
3.Content,notform
4.Varietyoflanguage
5.Noteacherintervention
6.Nomaterialscontrol
9.WhatisTask-basedLanguageTeaching?
TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.
10.Fourcomponentsofatask
1.Apurpose
2.Acontext
3.Aprocess
4.Aproduct
11.Exercises,exercise-tasksandtasks
Exercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.
12.DifferencesbetweenPPPandTBLT
1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.1.Freeoflanguagecontrol
2.genuineneedtouselanguagetocommunicate
3.Afreeexchangeofideas
4.Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform
5.Agenuineneedforaccuracyandfluency
2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPis
differentinthisaspect.
Atask-establishedcontext
Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply
Amorevariedexposuretonaturallanguage
Languageformsnotpre-selectedforfocus
Learner-freeselectionoflanguage
TBLcycleleadfromFluencytoaccuracy(+fluency)
InTBLIntegratedskillspracticed
13.Howtodesigntasks?
Step1Thinkaboutstudents’needs,interests,andabilities
Step2Brainstormpossibletasks
Step3Evaluatethelist
Step4Choosethelanguageitems
Step5Preparingmaterials
14.CLTandTBLTintheChinesecontext
ProblemswithCLT
1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate
2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.
3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners
ConstraintsofTBLT
1.Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems
2.ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.
3.Thethirdisthecultureoflearning
4.TheforthisLevelofdifficulty
Unit3
1.AbriefhistoryofforeignlanguageteachinginChina
vAphaseofrestoration(1978-1985)
vAphaseof
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