王蔷英语教学法重点.pdf

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1、王蔷英语教学法重点 Revised as of 23 November 2020Unit 1 Language and LearningUnit 1 Language and Learning How do we learn language How do we learn languageWe learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPe

2、ople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successfullearning by all the

3、learners who have more differences than the commonality.1.2 What are the major views of language1.2 What are the major views of language1)Structural view:Language is a linguistic system made up of various subsystems:phonology,morphology,lexicology andsyntacx.To learn a language is to learn its vocab

4、ulary 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 tobe able to do things with it(use it).To perform functions,learners need to know how to combine thegrammatical rules and the vocabulary to express noti

5、ons that perform the functions.3)Interactional view:Language is a communicative tool to build up and maintain social relations between people.Learners needto know the rules of a language and where,when and how it is appropriate to use them.1.31.3Views on Language LearningViews on Language LearningTw

6、o broad learning theoriesTwo 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 theoryB.F.SkinnerA stimulus-response theory of psychologyAudio-lingual m

7、ethodThe idea of this method is that language is learned by constant repetition and the reinforcement ofthe teacher.Mistakes were immediately corrected,and correct utterances were immediately praised.B.Cognitive theoryInfluenced by Noam Chomsky(revival of structural linguistics)Language as an intric

8、ate rule-based systemA learner acquires language competence which enables him to produce language.One influential idea of cognitive approach to language teaching is that students should be allowed tocreate their own sentence based on their own understanding of certain rules.C.Constructivist theoryJe

9、an Piaget(18961980)D.The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development”(ZPD);scaffolding(脚手架脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner andbe

10、tween learners.What are the qualities of a good language teacher What are the qualities of a good language teacherA good language teacher does not solely depend on his/her command of the language.There are a variety ofelement that contributes to the qualities of a good language teacher.These element

11、 can be categorized intothree groups:ethic devotion,professional quality and personal styles.How can one become a good language teacher How can one become a good language teacherWallaces(1991)reflective model(Figure,Stage 1:language developmentStage 1:language developmentStage 2:learning,practice,re

12、flectionStage 2:learning,practice,reflection The learning stage is the purposeful preparation that a language normally receives before thepractice,This preparation can include:1.Learning from others experience2.Learning the received knowledge3.Learning from ones own experiences The practice stage(2

13、senses)Pseudo practice:Pseudo practice:short period of time assigned to do teaching practice as part of ones pre-service education,usually under the supervision of instructorsThe real classroom teaching:The real classroom teaching:what a teacher undertakes after he/she finishes formal education Teac

14、hers benefit from practice if they keep on reflecting on what they have been doingGoal:professional competenceGoal:professional competenceUnit 2 Communicative Principles and Task-based language teachingUnit 2 Communicative Principles and Task-based language teaching How is language learned in classr

15、ooms different from language used in real life How is language learned in classrooms different from language used in real lifeLanguage used in real lifeLanguage used in real lifeTo perform certain communtcativefunctionsUse all skills,both receptive skillsand productive skillsUsed in a certain contex

16、tLanguage taught in theLanguage taught in theclassroomclassroomTo focus on forms(structures orpatterns)To focus on one or two languageskills and ignore others.To isolate language from itscontext What is communicative competence What is communicative competenceTo bridge the gap between classroom lang

17、uage teaching and real-life language use,one solution is to adoptCLT,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 touse the language appropriately in communicative

18、 situations2.2.2 Five components of communicative competence(Hedge 2000)Linguistic competenceLinguistic competence（语言能力）（语言能力）The knowledge of language itself,its form and meaning.Pragmatic competence Pragmatic competence（语用能力）（语用能力）The appropriate use of language in social context.Discourse compete

19、nce Discourse competence（语篇能力）（语篇能力）Ones ability to create coherent written text or conversation and the ability to understand them Strategic competence Strategic competence（策略能力）（策略能力）Strategies one employs when there is communication breakdown due to lack of resources.Fluency Fluency（流利性）（流利性）One

20、s ability to link units of speech together with facility and without strain or inappropriateslowness or undue（过分的，不适当的）hesitation for teaching and learning for teaching and learningTeaching must enable learners to grasp the five components of communicative competence,but not just thelinguistic compe

21、tence.Principles of CLT Principles of CLTThree principles suggest by Richard and RodgersThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt p

22、roposes 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 through communication”(Howatt,1984:279)Major Activity Types of CLT Major Activity Types of CLTA sequence of

23、activities represented in Littlewood(1981:86)Pre-communicative activitiesPre-communicative activities Structural activities Quasi-communicative activities类似,准,半Communicative activities (PP22-23)Communicative activities (PP22-23)Functional communication activitiesSocial interaction activities Six Cri

24、teria for evaluating communicative classroom activities Six Criteria for evaluating communicative classroom activities(main features of communicative activities)(main features of communicative activities)Communicative purpose Communicative desire Content,not form Variety of language No teacher inter

25、vention No materials control What is Task-based Language Teaching What is Task-based Language TeachingTBLT is a further development of CLT.It shares the same belief in the use of language in real life,butstresses the importance to combine form-focused teaching with communication-focused teaching.2.7

26、.1Four components of a task2.7.1Four components of a task1.2.3.4.A purposeA contextA processA product2.7.2 Exercises,exercise-tasks and tasks2.7.2 Exercises,exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises.This kind of activity consists of contextualizedpractice of langu

27、age item.Differences between PPP and TBLT Differences between PPP and TBLT1 The wayThe way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness&accuracy of languag

28、e form in general,not production of a single form*A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities.PPP isdifferent in this aspect.A task-established contextEncouraged to think,analyze,not simply to repeat,manipulate and applyA more v

29、aried exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy(+fluency)In TBL Integrated skills practiced How to design tasks How to design tasksStep 1 Think about students needs,interests,and abilitiesStep 2 Brai

30、nstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials CLT and TBLT in the Chinese context CLT and TBLT in the Chinese contextProblems with CLT1.The very first and forceful argument is whether it is culturally appropriate2.The second problem of CLT re

31、late 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 allcompetence level of learners.Constraints of TBLT The first is it may not be effective for presenting new language items The secon

32、d constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning The forth is Level of difficultyUnit 3Unit 3 A brief history of foreign language teaching in China A brief history of foreign language teaching in ChinaA phase of restoration(19

33、78-1985)A phase of rapid development(1986-1992)A phase of reform(1993-2000)A phase of innovation from 2000 Designing principles for the National English Curriculum Designing principles for the National English Curriculum1)Aim for educating all students,and emphasize quality-oriented education.2)Prom

34、ote 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 importance to formative assessment,and give

35、special attention to the development ofcompetence.6)Optimize learning resources,and maximize opportunities for learning and using the language.Goals and objectives of English language teaching Goals and objectives of English language teachingThe new curriculum is designed to promote students overall

36、 language ability,which is composed of fiveinterrelated components,namely,language skills,language knowledge,affects,learning strategies andcultural understanding.Each component is further divided into a few sub-categories.Language teaching is nolonger aimed only for developing language skills and k

37、nowledge,but expanded to developing learnerspositive attitude,motivation,confidence as well as strategies for life-long learning along with cross-culturalknowledge,awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspectsl

38、anguage knowledge,language skills,learning strategies,affects and cultural understanding.language knowledge,language skills,learning strategies,affects and cultural understanding.Design of the National English Curriculum Design of the National English Curriculum The standards for different levels of

39、 competence The standards for different levels of competence Challenges facing English language teachers Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system oflinguistic knowledge but a means for communication

40、.2)English language teachers are expected to change their traditional role of a knowledge transmitter to amulti-role educator.3)English language teachers are expected to use more task-based activities and put the students at the centerof learning.4)English language teachers are expected to use more

41、formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching,creating more effectiveresources for learning and for using the language.Unit 4.Lesson PlanningUnit 4.Lesson Planning备课备课 why is Lesson Planning Important why is Lesson Plann

42、ing ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about what they hopeto achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit fromlesson planning in a number of wa

43、ys.1.Makes teachers aware of the aims and language contents of the lesson,so as to plan the activitiesand choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationship between them sothat the activities of different difficulty levels can be ar

44、ranged properly and the lesson can movesmoothly 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.Raises teachers awareness of the teaching aids needed;6.Planning is a good p

45、ractice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:To enable the teacher to improve class timing;Lesson plans are also an aid to continuing development(plan-practice-reflection)Principles for Good Lesson Planning Principles for Good Lesson Plann

46、ing1.2.3.4.Aim:Aim:the realistic goals for the lesson;what students are able to do by the end of the lesson;Variety:Variety:different types of activities;a wide selection of materials;Flexibility:Flexibility:preparing some extra and alternative tasks and activitiesLearnability:Learnability:the conte

47、nts and tasks planned should be within the learning capability of thestudentsDoing things that are beyond or below the students coping ability will diminish theirmotivation(Schumann,1999)5.Linkage:Linkage:the stages and the steps within each stage are linked with one another.what are macro planning

48、and micro planning what are macro planning and micro planningMacro planningMacro planningPlanning over a long period of time which is often done by a group of teachers,it provides a generalguidance for language teachersMicro planningMicro planningPlanning for a specific unit or a lesson,which usuall

49、y lasts from one to two weeks or forty to fifty minutesrespectively.Micro planning is often an individual activity and different teachers may have different ways ofwriting their own lesson plans.Macro planning involves the followingMacro planning involves the following：Knowing about the professionKn

50、owing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:A lesson plan usually has the following components:Background information Teaching aims Teaching content