英语教学法教程.ppt

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1、英语教学法教程教师事业部王蔚瑜 Table of Contentsn Unit1 Language and Language Learning n Unit2 Communicative Principles and Tasked-based Language Teachingn Unit3 The National English Curriculumn Unit4 Lesson Planningn Unit5 Classroom Managementn Unit6 Teaching Pronunciationn Unit7 Teaching Grammarn Unit8 Teaching

2、Vocabularyn Unit9 Teaching Listeningn Unit10 Teaching Speakingn Unit11 Teaching Readingn Unit12 Teaching Writing Views on language Views on language learning The qualities of a good language teacherPage 3Unit 1Language & Language Learning How Can One Become a Good Language Teacher Views on language

3、Views on language learning The qualities of a good language teacherPage 4Unit 1Language & Language Learning How Can One Become a Good Language TeacherStructural view Functional view Interactional viewPage 5 Views on language Structural view结构观结构观n The Structural View sees language as a linguistic sy

4、stem made up of various subsystems:n 1.The sound system(phonology) (Phonemes & sounds) 2.The discrete units of meaning produced by sound combinations(morphology) (morphemes & words) 3. The system of combining units of meaning for communication(syntax) (phrases & sentences) Ferdiand de Saussure(1857-

5、1913 )BOTTOM TOP Structural viewn To learn a language is to learn structural items. n When this structural view combined with the stimulus-response （S-R刺激-反应）principles of behaviouristic psychology（行为主义心理学）, the audio-lingual approach （听说法）emerged. Functional view功能观功能观n advisingn apologizingn debat

6、ingn offeringn The functional view not only sees language as a linguistic system as well as a means for doing things.n Most of our day-to-day language use involves functional activities:n In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to expr

7、ess notions观念 that perform the functions. n The interactional view language as a communicative tool to build up and maintain social relations between people. n Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in t

8、he whole range of communicative context. Interactional view交互观交互观n 样卷：样卷：n 50. The _ view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combini

9、ng units of meaning for communication (syntax).n structuraln 11年：n 44. The _ view of language sees languages as a linguistic system made up of various subsystems: the phonology system, the morphology system, the syntax system and so on.n A. functional B. structural C. interactional D. communicative

10、Your view of language determines your way of teaching.More importantly,it is closely related to the understanding of language learning. Views on language Views on language learning The qualities of a good language teacherPage 14Unit 1Language & Language Learning How Can One Become a Good Language Te

11、acher. Views on Language Learning and Learning in Generaln Process-oriented theories are concerned with how the mind organise new information such as habit formation, induction, making inference, hypothesis testing and generalization.n Condition-oriented theories emphasize the nature of the human an

12、 physical context in which language learning takes place, such as the numbers of students, the kind of input learners receive, and the atmosphere. Tips: Some researchers attempt to formulate teaching approaches directly from these theories: the Natural Approach, Total Physical Response, and the Sile

13、nt Way. Views on Language Learning and Learning in General1 Behaviorist Theory行为主义理论行为主义理论B. F. Skinner (1904 - 1990)n The behaviourist theory of language learning was initiated by behavioural psychologist Skinner.(斯金纳)n 理论基础：Watson and Raynors theory of conditioning.条件反射 (Stimulus-Response) theory

14、or classical conditioning.responsereinforcement habit formationstimulusn Based on the theory of conditioning, Skinner suggested that language is also a form of behavior.n Behaviourism was adopted by audio-lingual method,which involves endless listen and repeat drilling activities. The idea：language

15、is learned by constant repetition and reinforcement of the teacher.1 Behaviorist Theoryn 样卷：n 53.The _ theory of language learning was initiated by the psychologist Skinner, who applied Watson and Raynors theory of conditioning to the way humans acquire languages.nbehavioristn The term cognitivism i

16、s often used to describe methods in which students are asked to think rather than simply repeat.n The cognitive theory is the result of Noam Chomskys reaction to Skinners behaviourist theory. 乔姆斯基：如果学习单纯依靠外界的刺激，孩子如何能说出一个别人没说过的句子？n According to Chomsky, language is not a form of behaviour, it is an i

17、ntricate rule-based system and large part of language acquistion is the learning of the system.There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence 语言能力 which enalbl

18、es him to produce language.2 Cognitive Theory认知理论认知理论10n 10年年n 50. According to Chomsky, language is not a form of behavior, but an intricate rule-based system and a large part of language acquisition is the learning of the system. There are a finite number of _ rules in the system and with a knowle

19、dge of these an infinite number of sentences can be produced.n grammatical n 11年：年：n 49. According to Chomsky, language is not a form of behavior, it is an intricate _ system and a large part of language acquisition is the learning of this system.n rule-basedn The constructivist theory believes that

20、 learning is a process in which the learner constructs meaning based on his experiences and what he already knows. 建构主义认为，人的知识源自经验。 学习是学习者主动构造内部心理表征的过程。n Teaching should be built based on what learners alweady knew and engage learners in learning activities.3 Constructivist Theory建构主义理论建构主义理论n Socio

21、-constructivist theory represented by Vygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development (ZPD) and scaffolding.（脚手架）（类似儿童学走） 最近发展区：儿童现有发展水平与即将达到的发展水平之间的发展区域。 In other words, learning is best achieved throug

22、h the dynamic interaction between the teacher and the learner and between learners.4 Socio-constructivist Theory社会建构论社会建构论n 补充：n 人本主义学习理论：n 每一个人都希望展现自己的才能，了解自己、增强自尊是激励学习的方式，有效的学习是学习者自己发现的。n 社会学习理论：n 班杜拉认为行为习得有两种不同的过程：一种是通过直接经验获得行为反应模式的过程，即我们所说的直接经验的学习；另一种是通过观察示范者的行为而习得行为的过程，“通过示范所进行的学习”，即我们所说的间接经验的学

23、习。 强调观察学习或模仿学习。n 10年：n 44.新课程标准所倡导的任务型教学，就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式来体现教学成就的一种教学理念。它是 在英语教学中的应用。n A.行为主义学习理论 B.社会学习理论n C.建构主义学习理论 D.人本主义学习理论 Views on language Views on language learning The qualities of a good language teacherPage 28Unit 1Language & Language Learning How Can One Becom

24、e a Good Language Teacher What makes a good language teacher? Views on language Views on language learning The qualities of a good language teacherPage 30Unit 1Language & Language Learning How Can One Become a Good Language TeacherTeachers professional development (Adapted from Wallace, 1991:15)Lang

25、uage developmentStage 1OthersexperienceReceived knowledgeOwn experiencePracticeReflectionProfessionalcompetenceStage 2Goallearningpracticereflection Language Use in Real Life VS traditional Pedagogy What is Communicative Competence? What are the Implications of CLT to teaching and learning?Page 32Un

26、it 2Communicative Principles and Task-based Language Teaching What are the Main Features of Communicative activities? Task-based Language Teaching How is Task-based Language Teaching Different from PPP? Are There Limitations of CLT and TBLT?Page 33Unit 2Communicative Principles and Task-based Langua

27、ge Teachingn 人们发现，实际教学中，所教与所用并不对等。n The ultimate goal of foreign language teaching is: to enable the learners to use the foreign language in work or life.n Differences:n perform certain communicative functions VS focus on forms rather than functions;n Use all skills VS focus on one or two language s

28、kills; n In a certain context VS isolate language from its context. 1. Language Use in Real Life VS traditional PedagogyHow can we bridge the gap between the traditional pedagogy and language use in real life?The adoption of CLT1. Language Use in Real Life VS traditional Pedagogy Language Use in Rea

29、l Life VS traditional Pedagogy What is Communicative Competence? What are the Implications of CLT to teaching and learning?Page 36Unit 2Communicative Principles and Task-based Language Teaching What are the Main Features of Communicative activities?2.What is Communicative Competence?n The goal of CL

30、T is to develop students communicative competence.n 交际能力指的是不仅能用语法规则来组成语法正确的句子，而且知道何时何地向何人使用这些句子的能力。Five Main Components of Communicative CompetenceHedgeLinguistic competencePragmatic competenceDiscourse competenceStrategic competencefluencyCommunicative Competencen Linguistic competence is concerned

31、 with knowledge of the language itself, its form and meaning.n Pragmatic competenceis concerned with the appropriate use of language in social context.n Discourse competenceones ability to create coherent written text or conversation and the ability to understand them连贯性n Strategic competencestrateg

32、ies one employs when there is communication breakdown due to lack of resources维系谈话n Fluencyones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPage 39Five Main Components of Communicative CompetenceHedgen 11年：n 45. As Canale and

33、 Swain put it, _ competence refers to ones ability to create conherent written text or conversation and the ability to understand them.n A. linguistic B. pragmatic C. strategic D. discoursen The term communicative competence is often used in contrast to Chomskys term linguistic competence. For Choms

34、ky, competence simply means knowledge of the language system,namely grammatical knowledge.语言能力指一个理想的说话人或听话人所拥有的内在化的语言知识。Page 41Five Main Components of Communicative CompetenceHedge Language Use in Real Life VS traditional Pedagogy What is Communicative Competence? What are the Implications of CLT to

35、 teaching and learning?Page 42Unit 2Communicative Principles and Task-based Language Teaching What are the Main Features of Communicative activities?3.What are the implications of CLT to teach and learning?n Teaching must enable learners to grasp the five components of communicative competence, but

36、not just the linguistic competence. Principles of Communicative Language Teachingn Richards and Rodgers:Activities that involve real communication promote learning.Activities in which language is used for carrying out meaningful tasks promote learningLanguage that is meaningful to the learner suppor

37、ts the learning process. n Classification of communicative activities: functional communicative activities: identifying pictures, discovering differences, reconstructing story sequences. social interaction activities: role-playing, large-scale simulation activities, improvisation Task-based Language

38、 Teaching How is Task-based Language Teaching Different from PPP? Are There Limitations of CLT and TBLT?Page 46Unit 2Communicative Principles and Task-based Language Teaching5.Task-based Language Teaching(TBLT)?n What is the relationship between TBLT and CLT?n Task-based Language Teaching is, in fac

39、t, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life.n However, “TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. n Four compon

40、ents of a task: A purpose, a context, a process and a product.n 样卷：n 51. _ learning emphasizes the task rather than the language in learning process.n Tasked-basedn 11年：n 46. Principally speaking, _ Language Teaching is in fact, a further development of Communicative Language Teaching. I t shares th

41、e same beliefs, as language should be learned as close as possible to how it is used in real life.n A. Task-based B. Cognitive Approach n C. Product-based D. the Grammar-Translation method Task-based Language Teaching TBLT & PPP Are There Limitations of CLT and TBLT?Page 50Unit 2Communicative Princi

42、ples and Task-based Language Teaching6.How is Task-based Language Teaching Different from PPP?n What is PPP model?n In this model, a language classroom consists of three stages: presentation of new language item in a contextcontrolled practice (drilling, repetition, dialogue reading, etc)production

43、of the language in a meaningful way (a role-play, a drama, an interview, etc.)n Five-step teaching method: revision, PPP, consolidationn The difference?n 1.The way students use and experience the languagen 2.TBL can provide a context for grammar teaching and form-focused activities. PPP is different

44、 in this aspect. Task-based Language Teaching? How is Task-based Language Teaching Different from PPP? Are There Limitations of CLT and TBLT?Page 52Unit 2Communicative Principles and Task-based Language Teaching7.Are There Limitations of CLT and TBLT?n CLT：了解n 1. whether it is culturally appropriate

45、n 2.difficult to design a syllabus大纲 with a one to one correspondence between a function and a formn 3.Whether such an approach is suitable for all age level of learners or all competence level of learners 7.Are There Limitations of CLT and TBLT?n TBLT：了解n 1.It may not be effective for presenting ne

46、w language items.n 2.Timen 3.Culture of learningn 4.Level of difficultyUnit 3nThe National English Curriculum主要内容Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual

47、 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 importance to formative assessment, and give special attention to the development of c

48、ompetence.6) Optimize learning resources, and maximize opportunities for learning and using the language. Goals and objectives of English language teaching The new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language

49、 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 skills and knowledge, but expanded to developing learners positive attitude, motivation

50、, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.n 11年n 50 The new standards of English curriculum particularly show concerns over students_ needs as well as other learning needs in order to stimulate their interests in learnin