英语教学法考试重点.docx
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英语教学法考试重点.docx
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英语教学法考试重点
❤判断主张并简要说明理由:
Structuralview:
Thestructurelanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:
phonology,morphologyandsyntax.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
Functionalview:
Thefunctionalviewisnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings,suchasofferingsuggesting,etc.Leanersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
Internationalview:
Theinternationalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Leanersnotonlyneedtoknowthegrammarandvocabularybutalsoneedtoknowtherulesforusingtheminacommunicativecontexts.
❤Whatmakesagoodlanguageteacher?
Theseelementscanbecategorizedintothreegroups:
ethicdevotion,professionalqualitiesandpersonalstyles.
❤教师的专业能力是如何发展起来的(Howcanbeagoodteacher/Thedevelopmentofprofessionalcompetence)
答:
Thedevelopmentofprofessionalcompetenceincludingthreeparts:
Stage1,Stage2andGoal.
I.Thefirststageislanguagedevelopment.AllEnglishteacheraresupposedtohaveasoundcommandofEnglish,andlanguageisalwayschanging,languagedevelopmentcannevercometoanend.
II.Thesecondstageisthemostimportantstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:
learning,practice,andreflection.
(1)Thelearningstageisthepurposefulpreparationbeforeateacherstartsthepracticeofteaching.Itincludesthreeparts:
learningfromother'sexperience,learningthereceivedknowledgeandlearningfromone'sexperiences.Bothexperienceknowledgeandreceivedknowledgeareusefulwhenateachergoestonpractice.
(2)Theterm'practice'canbeusedintwosenses.Onesenseisalsocalledpseudopractice.Theothersenseistherealclassroomteaching.(3)Teacherbenefitfrompracticeiftheykeeponreflectingonwhatthey'vedone,Notonlyaftertheyfinishtheirpractice,butalsowhiletheyaredoingthepractice,
III.Aftersomeperiodofpracticeandreflection,ateachershouldbeabletoreachhisorherprofessionalcompetence.Asanfinalitshouldn'tanend,onemustbekeeplearning,practicingandreflecting.
❤真实应用语言&课堂语言的不同(Thedifferencesbetweenlanguageusedinreallifeandlanguagetaughtintheclassroom.)
Languageusedinreallifediffersfromlanguagelearnedunderthetraditionallanguageteachingpedagpgyinthefollowingaspects:
(1)Inreallife,languageisusedtoperformcertaincommunicationfunctions;inatraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.
(2)Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoreothers.Inreallanguageuseweuseallskills,includingreceptiveskillsandproductiveskills.
(3)Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.
❤交际教学法的目标
ThegoalofCLTistodevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandthelanguageabouthowtousethelanguageappropriatelyincommunicativesituations.
★★★交际的五个方面(名词解释or简答)
Therearefivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.
Linguisticcompetenceisconcernedwithknowledgeitself,itsformandmeaning.(Itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Itisanintegralpartofcommunicativecompetence.)
Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsocialcontext.(Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.)
Discoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(AccordingtoHedge,alsoincludesone'sabilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation.)
Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression.
Fluencymeansone'sabilityto'linkunitofspeechtogetherwithfacilityandwithoutstrainorinappropriateorunduehesitation.
❤Principlesofcommunicativelanguageteaching.(交际教学语言CLT原则)
(1).Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
(2)Taskprinciple:
Activitiesinwhichlanguageisusedforcarringoutmeaningfultaskspromotelearning.
(3)Meaningfulnessprinciple:
languagethatismeaningfultothelearnersupportsthelearningprocess.
❤交际教学法&语言技能的关系(CLTandtheteachingoflanguageskills)
(听说读写在交际教学法中怎样。
可能出听OR读OR说OR写)
Communicativecompetenceinlanguageteachingpracticeistodeveloplearners'languageskills,suchaslistening,speaking,readingandwriting.
Intraditionalpedagogy,listeningandspeakingactivitiesinvolvesuseoflanguageinacompletelydifferentwayfromhowlanguageisusedinreality.ThelisteningskillhasreceivedspecialattentioninCLT.Listeningsharesanumberoffeatureswithreadingsince.Listeningisnotonlyasthecounterpartofspeakingbutasanindependentskillswithitsownobjectives.Inreallife,therearesituationinwhichweactaslistenersonly,forexampleasaudienceforradio,television,lecture,films,etc.
Thereadingskillsisredefinedtofocusonthepurposeofreading.Traditionallythepurposeofreadingistolearnlanguage,namelyvocabulary,grammar,etc.InCLT,readingistoextractmeaningorinformation.WithDifferentreadingpurpose,studentsusedifferentskills,suchasskimming,scanning,etc.
InCLT,thewritingskillhasbeenexpandedtofocusonitscommunicativegoals.Studentsshouldpracticewritingwhatpeoplewriteineverydaylifeabdwritinginthewaypeoplewriteinreality.Studentsshouldwritetoexpresstheirownfeelingsordescribetheirownexperiences.
Inaword,CLTonlyexpandedtheareas:
languagecontent,learningprocess,andproduct.CLTrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher.
❤Sixcriteriaforevaluatinghowcommunicativeclassroomactivities:
(怎样判断XX是不是一个好的交际活动)
(1)Communicativepurpose;Theactivitymustinvolvethestudentsinperformingarealcommunicativepurpose.Inorderforthistooccurtheremustbesomekindof"informationgap"thatstudentsseektobridgewhentheyarecommunicate.
(2)Communicativedesire:
Theactivitymustcreateadesiretocommunicateinthestudents.
(3)Content,notform:
Whenthestudentsaredoingtheactivity,theymustbeconcentratingonwhattheyaresaying.Theymusthavesome"message"thattheywanttocommunicate.
(4)Varietyoflanguage:
Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform.Thestudentsshouldfeelfreetoimprovise,usingwhateverresources
(5)Notteacherintervention:
Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.Thisassessmentshouldbebasedonwhetherthestudenthaveachievedthecommunicativepurpose.
(6)Nomaterialscontrol:
Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshouldbeuse.Thechoiceaboutwhatlanguagetouseshouldberestwith(取决于)thestudents.
❤Task-basedlanguageteachingisafurtherdevelopmentofcommunicativelanguageteaching.Itsconsidersthatlanguageshouldbelearnedasclosedaspossibletohowitisinreallife.
Fourcomponentsofatask:
apurpose,acontext,aprocess,aproduct.
❤PPPandTBLPresentation,Practiceandproduction
AtypicalPPPlessonwouldstartbytheteacherintroduceanewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.
(1)ThewaystudentsuseandexperienceinTBLisradicallydifferentfromPPP.
—Allthreecomponents(task,planingandreport)aregenuinelyfreeoflanguagecontrolandleanersrelyontheirownlinguisticresources.
—Thetasksuppliesagenuineneedtouselanguagetocommunicate,andtheothercomponentsfollowonnaturallyfromthetask.
—Inallthreecomponentslanguageisusedforagenuinepurpose—thereareoutcomestoachieveforthetaskandthepurposeoftheplanningstageistoadjusttheirlanguageforthereportstage.
—Thereportallowsafreeexchangeofideas,summarizingleaner'sachievements.
—Theplaningstageencouragesleanerstoconsiderappropriatenessandaccuracyoflanguageformingeneral.
—Thereisagenuineneedtostriveforaccuracyandfluencyasleanersprepareto"gopublic"forthereportstage,itisnotaquestionofeitheraccuracyorfluencyatanyonepointinthecycle.
(2)TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.
—InaPPPcycle,withthepresentationofthetargetlanguagecomingfirst,thiscontexthastobeinvented.InaTBLframework,thecontextisalreadyestablishedbythetaskitself.
—TheprocessofconsciousnessraisingusedintheTBLlanguagefocusactivitiesencouragestudentstothinkandanalyse,notsimplytorepeat,manipulateandapply.
—ListeningandreadingoftheTBLframeworkprovideamorevariedexposuretonaturallanguage.
—TheexposureintheTBLframeworkwillincludeawholerangeofwords,collocation,lexicalphrasesandpatterninadditiontolanguagethanverbtensesandnewword.
—InaPPPcycle,itistheteacherwhoarepre-selectsthela
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