英语教学法设计理论.ppt

Method analysis:DesignBy Chu RongDesign nDesign is the level of method analysis in which we consider:n(a)objectives n(b)the syllabusn(c)types of learning and teaching activitiesn(d)learner rolesn(e)teacher rolesn(f)the role of instructional materialsObjectives n1.DefinitionnObjectives refer to what a method sets out to achieve.n2.Classificationn1)product-oriented objectives:the focus is on the knowledge and skills which learners should gain as a result of instruction.(e.g.the Grammar-Translation Method)n2)process-oriented objectives:The focus is on the learning experiences themselves.(e.g.Communicative Approach)nThe degree to which a method has product-oriented or process-oriented objectives may be revealed in how much emphasis is placed on vocabulary acquisition and grammatical proficiency and in how grammatical or pronunciation errors are treated in the method.ne.g.Grammar-Translation Method bilingual word lists,organized and systematic grammar translation exercises,high standard in accuracy.nCommunicative Approach mastery of vocabulary and grammar through communication and cooperation,fluency and acceptable language is pursued,learning through trial and error.Syllabusn1.DefinitionnSyllabus refers to the contents of a course of instruction and the order in which they are to be taught.n2.Classificationn1)Priori syllabus（外显型大纲）:the syllabus that is usually determined in advance of teaching.(e.g.Situational Language Teaching,Audiolingual Method)n2)Posteriori syllabus（隐含型大纲）:the syllabus that would be determined from examining lesson protocols.(e.g.The Silent Way,Total Physical Response)nBrown(1995:7)lists seven basic syllabus types:n1)Structural Audiolingual Methodn2)Situational Situational Language Teachingn3)Topical Community Language Learningn4)Functionaln5)Notionaln6)Skills-based Multiple Intelligencesn7)Task-based Task-based Language TeachingCommunicative ApproachTypes of learning and teaching activitiesnThe activity types that a method advocates the third component in the level of design in method analysis often serve to distinguish methods.ne.g.Audiolingual Method dialogues,pattern-practice exercises,drillsnThe Silent Way problem-solving activities(special charts and colored rods)nCommunicative Approach information gap,role-playLearner rolesnJohnson and Paulston(1976)spell out learner roles in an individualized approach to language learning in the following terms:n(a)Learners plan their own learning program and thus ultimately assume responsibility for what they do in the classroom;n(b)Learners monitor and evaluate their own progress;n(c)Learners are members of a group and learn by interacting with others;n(d)Learners tutor other learners;n(e)Learners learn from the teacher,from other students,and from other teaching sources.Teacher rolesnTeacher roles in methods are related to the following issues:The types of functions teachers are expected to fulfill;The degree of control the teacher has over how learning takes place;The degree to which the teacher is responsible for determining the content of what is taught;The interactional patterns that develop between teachers and learnersTeacher rolesAudiolingual Method Primary source of language and language learning;central and active;teacher-dominatedCounseling-learning Psychological counselor and adviser;facilitator and assistantThe role of instructional materialsnThe instructional materials in their turn further specify subject-matter content,define the day-to-day learning objectives,and suggest the intensity of coverage for syllabus items,allocating the amount of time,attention,and detail particular syllabus items or tasks require.nThe role of instructional materials within a method will reflect decisions concerning:uThe primary goal of materials(e.g.to present content,to facilitate communication)uThe form of materials(e.g.textbook,audiovisuals)uThe relation of materials to other sources of input(major/minor component)uThe abilities of teachers(e.g.their competence in the language,degree of training and experience)