《英语教学法》辅导纲要.doc

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1、英语教学法辅导纲要Unit 1 Language Teacher Qualities主要内容：1. A good language user2. Teacher as a language analyst3. Empathetic quality as a teacher4. Teacher as an enabler5. Teacher as a means employer重点掌握：1. First of all, a teacher is required to be proficient in the English language. He/she needs to be excel

2、lent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in st

3、udents acquisition of the language. Second, a good command of English endows a teacher with confidence. A teachers confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also conf

4、idence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers t

5、he teacher to manage class well, try new methods and adapt his or her teaching at any time.2. Being an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective la

6、nguage analyst also means being able to conceptualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience.3. The ability to understand students fe

7、elings and problems can decide the teachers attitudes toward students and build up rapport with his/her students. Considering students feelings by putting him/herself in students place helps understand and appreciate students difficulties and feelings.4. A good teacher tries to enable students to do

8、 their self-discovery and self-exploration. To enable students also refers to facilitate students personality development and social abilities. A teachers work involves students who are the future of the society. As a teacher, he/she is responsible to educate and develop each individual learner as a

9、 whole person in equipping them with qualities of cooperation, justice, responsibility and discipline, and with abilities of being critical and judgmental in dealing with their complex life.5. A teachers job is to guide and help students learn efficiently. The efficiency lies not only in being good

10、at knowledge of and about the language but also in his/her ways or methods employed to achieve a desired purpose. In other words, in order to achieve a purpose such as motivating students, dealing with a language point, or improving reading ability, the teacher needs to try different ways to reach t

11、hat purpose. This is called means and ends relationship (Dewey 1933). Means are various alternatives or suggestions; ends are the desired purposes. In order to reach desired aims, the teacher needs to make efforts to explore and employ different means. Unit 2 Language Learning and Language Learners主

12、要内容：1. Error analysis2. Acquisition and learning3. Error analysis4. Individual differences5. Learning styles and strategies6. Affective states of learners7. Why do learners make mistakes and errors?8. The role of consciousness in L2 acquisition9. Input, interaction and output重点掌握：1. Making errors is

13、 a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes.2. Acquisition: a subconscious process which leads to the development of co

14、mpetence and is not dependent on the teaching of grammatical rules. Learning: the conscious study and knowledge of grammatical rules, which does not lead to acquisition.3. Linguistic taxonomy of errorsCategory Example (1) Singular-plural He have been here for six month. (2) Word form I saw a beauty

15、picture. (3) Word choice She got on the taxi. (4). Verb tense He is here since June. (5). (a) Add a word I want go to the zoo. (b)Omit a word She entered to the university. (6). Word order I saw five times that movie. (7). Incomplete sentence I went to bed. Because I was tired. (8). Spelling An acci

16、dent occurred. (9). Punctuation What did he say. (10). Capitalization He is american. (11). Article This is a English book. (12). Meaning not clear He borrowed some smoke. (13). Run-on sentence My roommate was sleeping, we didnt want to wake her up. 4. 5. Learning styles refers to an individuals nat

17、ural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills.6. For learners affective states, anxiety is often talked about. There are three kinds of anxiety:Personality, permanent predisposition State anxiety Anxiety can be both facilitating and debilitatin

18、g. 7. Richards (1971) provides three reasons why learners make mistakes: interference errors, intralingual errors and developmental errors.8. Intentionality: Attention: Incidental learning: Noticing: 9. In language learning, input refers to the language that a learner receives through listening and

19、reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by wh

20、ich more than two people communicate over the language use or material.Unit 3 A Review of Teaching Approaches and Methods主要内容：1. Grammar Translation Method2. The Audiolingual Method3. Total Physical Response4. The Silent Way5. Community Language Learning6. The Direct Method7. The Natural Approach重点掌

21、握：1. Grammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern lan

22、guages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms. Features:(1). There are three aims in learning a foreign language: to able to read literature works, gain benefits from mental discipline, and promote intellectual deve

23、lopment. (2). Reading and writing dominate teaching and learning; there are almost no speaking and listening activities. (3). Vocabulary learning is conducted through bilingual lists, featuring dictionary study and memorization. (4). The sentence is the basis of teaching and learning, which is analy

24、sis of grammatical elements and translation into and out of the target language. (5). Accuracy is of extreme importance. In teaching and learning, mistakes are to be avoided at any costs. (6). Grammar learning is conducted deductively. The sequence of grammar teaching is first presentation and study

25、 of rules, followed by translation practice. Grammar knowledge is organized systematically throughout the units of the textbooks. (7). The native language is used in classroom instruction in presenting and explaining the target language and comparing the similarities and differences between the nati

26、ve language and the target language. 2. The Audiolingual Method was developed and became prominent in the 1950s and 1960s, especially in the United States and has been widely used in the world of foreign language teaching.3. Total Physical Response (TPR) is a language teaching method developed by Ja

27、mes Asher who advocates the coordination of speech and action. Language is taught through physical (motor) activity.4. Features:(1). The Silent Way views language as a substitute for experience, so experience is what gives meaning to language. In the Silent Way teaching, tokens, picture charts or ro

28、ds are used to stimulate experiences to promote learning.(2). The learning theory is on cognition and experience. Learning is promoted through self-discovery or self-exploration, through relating thinking and experiencing by using physical objects and through problem solving.(3). The general objecti

29、ve of the Silent Way is to develop learners near-native fluency, correct pronunciation and mastery of the target language elements. Its immediate objective is for learners to master grammar knowledge and learn how to learn through discovery grammar learning.(5). The syllabus is a structural one with

30、 grammatical items and related vocabulary organized in lessons. (6). The major learning tasks and activities in the Silent Way are designed to encourage oral responses from students to commands, questions, and visual cues. (7). Learners play roles of being independent and autonomous who take the res

31、ponsibility to make generalizations and self-discoveries by working out conclusions on their own and by interacting with each other.(8). The teacher has to refrain him/herself to be the main speaker in the class. The teacher encourages students to try, make experiments and formulate rules and ideas.

32、 The teacher is also a judge who is required to be fair and supportive. 5. Community Language Learning (CLL) is developed by Charles A. Curran. He applies Counseling-learning theory to language teaching. A group of learners called a community study together in a circle with the teacher outside the c

33、ircle who provides target language expressions and gives advice and support.Features:(1). It views language as sound features, sentences and information-transmission and social contact. Learning language is to understand and master sound system, meanings, and basic grammar of the language in a suppo

34、rtive and intimate environment.(2). Language learning is a holistic approach, addressing both cognitive and affective aspects. Learning is effective when it is conducted through unified, personal and social experience of intimacy, understanding and support.(3). The syllabus is not systematic. It eme

35、rges from the interaction between students native language intention and the teachers target language reformulation. Specific grammar points and vocabulary items are dealt with separately in subsequent procedures. (4). The learning and teaching activities are of conversational nature, including tran

36、slation, group work, recording, analysis, reflection and observation, listening and free conversation.(5). Learners are members of the group who listen to the teacher (knower) attentively, say things they want to talk about, repeat teachers words and work with others collaboratively as a supporter t

37、oo.(6). The teacher plays roles as a knower, a supporter and a safe environment provider. 6. Features:(1). It is emphasized that only the target language can be the medium of classroom instruction.(2). Vocabulary and sentences used in daily communications are learning contents.(3). Question-and-answ

38、er exchanges between the teacher and students are used to develop speaking skills in carefully graded progression.(4). Grammar teaching is inductive.(5). Only speaking is used to introduce new language points.(6). Teachers use demonstration, objects and pictures to teach concrete vocabulary items. F

39、or abstract vocabulary, teachers employ association of ideas techniques.(7). Speaking and listening are included in teaching.(8). Accuracy is still of great importance, especially in pronunciation and grammar. 7. Features:(1). It sees that language is communication of meanings and messages. It does

40、not think grammar is the essential component of the language. What is central is the vocabulary.(2). The learning theory that underlies the approach is Krashens five hypotheses: the acquisition/learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the a

41、ffective filter hypothesis.(3). Language proficiency is achieved through natural communication rather than formal grammar study which, however, monitors the acquiring process.(4). The Approach advocates natural acquisition of the language with emphasis on language input through listening and reading

42、 rather than output.(5). The learning and teaching activities are rich and contains many activities used in other methods. () What makes the Natural Approach prominent is it focuses on comprehensible input and comforting and supportive environment (6). Language learners are acquirers in the learning

43、 process, a processors of language input and self-managers of their own learning.(7). The teacher provides comprehensible input as the source and generator, creates a relaxing, supportive and friendly atmosphere affectively and finally manages classroom activities to make them rich, interesting and

44、meaningful. Unit 4 Teaching Pronunciation主要内容：1. Syllable, open syllable and closed syllable2. Intonation 3. Spelling-pronunciation rule4. Rap重点掌握：1. (1) Syllables A syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vow

45、el sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable. (2) Open syllables: with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letter with one

46、 vowel letter that is followed by a mute “e” at the end of the stressed syllable with one vowel letter followed by a single consonant letter (other than “r”) and then a mute “e” at the end of the stressed syllable (3) Closed syllables: with one vowel letter followed or closed by one or more than con

47、sonant letter (other than “r”) in a stressed syllable2. Intonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate d

48、ifferent meanings and help to express feelings and attitudes.3. Pronunciation is a skill that requires acquisition much more than learning the knowledge about pronunciation. Another problem is the high expectation of the rules between spelling and pronunciation. 4. Students listen to the tape with words spoken to music with steady beat. As they listen, they do clapping and practice. This activity is liked by elementary school students and good for practicing stress and intonation.Unit 5 Teaching Vocabulary主要内容：1. Aspects of meanings2. “Unplanned” teaching3.