英语教学法(王蔷)总复习资料.docx

《英语教学法(王蔷)总复习资料.docx》由会员分享，可在线阅读，更多相关《英语教学法(王蔷)总复习资料.docx（46页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date英语教学法(王蔷)总复习资料Unit 1 Language and LearningUnit 1 Language and Learning 1.1 How do we learn language？1. We learn language at different ages2. People have different experiences 3. People

2、learn languages for different reasons4. People learn languages in different ways5. People have different capabilities in language learning6. Learning 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 confr

3、onting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology,

4、lexicology and syntax. To learn a language is to learn its vocabulary and structural rules. 2) Functional view:Language is a linguistic system as 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

5、 how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view: Language is a communicative 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 appropr

6、iate to use them. 1.3 Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryn B. F. Skinner A stimulus-response theory

7、of psychology Audio-lingual method n The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B. Cognitive theoryn Influenced by Noam Chomsky (revival of struc

8、tural linguistics)n Language as an intricate rule-based systemn A learner acquires language competence which enables him to produce language. n One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understan

9、ding of certain rules. C. Constructivist theoryn Jean Piaget (18961980)n The learner constructs meaning based on his/her own experiences and what is already known.D. Socio-constructivist theoryn Vygotsky n “Zone of Proximal Development” (ZPD); scaffolding (脚手架)n Learning is best achieved through the

10、 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 does 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

11、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 teacher?o Wallaces (1991) reflective model (Figure 1.1, p.9) Stage 1: language developmentStage 2: learning, practice, reflectionv The learnin

12、g stage is the purposeful preparation that a language normally receives before the practice, This preparation can include:1. Learning from others experience2. Learning the received knowledge3. Learning from ones own experiencesv The practice stage (2 senses)Pseudo practice: short period of time assi

13、gned to do teaching practice as part of ones pre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal educationv Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: p

14、rofessional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real lifeLanguage taught in the classroomTo perform certain communicative functionsTo focus on forms (structures

15、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 isolate language from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life langua

16、ge 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 the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five compon

17、ents 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 conve

18、rsation 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. 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） he

19、sitation2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：Involve real communication2 T

20、ask principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“Language is acquired

21、 through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities Structural activities Quasi-communicative activities类似,准,半Communicative activities (PP22-23) Functional communication activities Social i

22、nteraction activities2.6 Six Criteria for evaluating communicative classroom activities(Main features of communicative activities?)-1. Communicative purpose2. Communicative desire3. Content, not form4. Variety of language5. No teacher intervention6. No materials control2.7 What is Task-based Languag

23、e 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-focused 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 Exercis

24、es, exercise-tasks and tasksExercise-tasks are halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item. 2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.1. Free of langua

25、ge control2. A genuine need to use language to communicate3. A free exchange of ideas4. Appropriateness & accuracy of language form in general, not production of a single form5. A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP

26、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 natural language4. Language forms not pre-selected for focus5. Learner-free selection of language6. TBL cycle lead from Fluency to accuracy

27、 (+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 tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese contexto Problems wit

28、h 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 purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence

29、level of learners.n Constraints of TBLTn The first is it may not be effective for presenting new language itemsn The second constraint is Time as teachers have to prepare task-based activities very carefully.n The third is the culture of learningn The forth is Level of difficultyUnit 3 3.1 A brief h

30、istory 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 of innovation from 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize q

31、uality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular impor

32、tance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language. 3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students overall l

33、anguage ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language ski

34、lls and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the fol

35、lowing aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1) English language teachers are expected to cha

36、nge their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based a

37、ctivities and put the students at the center of learning.4) English language teachers are expected to use more formative assessment in addition to using tests.5) English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using

38、the language.Unit 4. Lesson Planning备课4.1 Why is Lesson Planning Important A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers.

39、 Language teachers benefit from lesson planning in a number of ways. 1. Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2. Helps teachers distinguish the various stages of a lesson and see the relationship betwe

40、en them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3. Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4. Gives teachers, esp. novice ones, confidence in class;5

41、. Raises teachers awareness of the teaching aids needed;6. Planning is a good practice and a sign of professionalism. Teachers benefit from proper lesson plans in a number of other ways:o To enable the teacher to improve class timing;o Lesson plans are also an aid to continuing development(plan-prac

42、tice -reflection)4.2 Principles for Good Lesson Planning1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;2. Variety: different types of activities; a wide selection of materials;3. Flexibility: preparing some extra and alternative tasks and activities

43、 4. Learnability: the contents and tasks planned should be within the learning capability of the studentsDoing things that are beyond or below the students coping ability will diminish their motivation (Schumann, 1999)5. Linkage: the stages and the steps within each stage are linked with one another

44、.4.3 What are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty

45、 to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.q Macro planning involves the following：Knowing about the profession Knowing about the institutionKnowing about the learners Knowing about t

46、he curriculum/syllabusKnowing about the textbook Knowing about the objectivesA lesson plan usually has the following components:Background information Teaching aims Teaching content and skillsStages and procedures Teaching aids End of lesson summary Optional activities and Assignment After lesson re

47、flectionUnit 5 Classroom Management 5.1 What is classroom management?Classroom management is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996). Efficient classroom management can be achieved when the following six conditions are met:1. The teacher plays appropriate roles.2. The te