英语教学论--英语专业院校的原版课件优秀PPT.ppt

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1、English Language Teaching Methodology 4/15/20231The method concept in language teaching:the notion of a systematic set of teaching practices based on a particular theory of language and language learning 4/15/20232ELT Methodology:It mainly studies the fundamental tenets,basic principles,common metho

2、ds,practical techniques and popular means of ELT.4/15/20233Methodology is that which links theory and practice 4/15/20234Theory statements would include theories of what language is and how language is learned or，more specifically，theories of foreign language/second language acquisition（SLA）Such the

3、ories are linked to various design features of language instruction 4/15/20235These design features might include stated objectives，syllabus specifications，types of activities，roles of teachers，learners，materials，and so forthDesign features in turn are linked to actual teaching and learning practice

4、s as observed in the environments where language teaching and learning take place 4/15/20236Practice and Theory1.ELT Practice2.ELT Methodology3.ELT Practice4.ELT Methodology4/15/20237Unit 1 Language and Learning4/15/20238I.How do we learn languages?1)How do we learn our own language?Language acquisi

5、tionLanguage learning4/15/20239Language acquisition:the process where a language is acquired as a result of natural and largely random exposure to language.(a subconscious process)Krashen describes this process as a natural Krashen describes this process as a natural one,where there is no conscious

6、focusing on one,where there is no conscious focusing on linguistic forms.linguistic forms.According to his According to his argument,acquisition refers to the way argument,acquisition refers to the way children learn their native language.children learn their native language.4/15/202310Language lear

7、ning:the process where the exposure to language is structured through language teaching.Learning is a conscious process,Learning is a conscious process,and it usually takes place in the language classroom.and it usually takes place in the language classroom.4/15/202311Items of Items of comparisocomp

8、arison n LearningLearning acquisitionacquisition ProcessProcess Conscious Conscious Explicit(Explicit(显显显显性的）性的）性的）性的）unconscious/unconscious/subconsciousubconscious s implicitimplicit（隐性（隐性（隐性（隐性的）的）的）的）FocusFocus FormsForms meaningmeaning InputInput SelectedSelected naturalnatural EmphasisEmphasis

9、 AccuracyAccuracy fluencyfluency SettingSetting formal/formal/controlledcontrolled informal/informal/naturalnatural 4/15/2023122)How do we learn foreign language?(1)People learn language for different reasons.(2)People learn language in different ways.(3)People have different understanding about lan

10、guage learning.(4)People have different capabilities in language learning.4/15/2023131)What is language?II.Views on language.Language is a system of structures:structural learning,formal instruction of grammatical structures.Language is a means of communication:instruction focused on the functions a

11、nd notions of language;learning through using.Language is the reflection of cultures:instruction on cultures and focus on appropriateness of speech.4/15/202314ViewsViewsLanguageLanguageLanguage learningLanguage learningStructuralStructurala linguistic a linguistic system system to learn these struct

12、ural items to learn these structural items FunctionalFunctionala linguistic a linguistic system,means system,means for doing for doing thingsthingsto know how to combine the to know how to combine the grammatical rules and the grammatical rules and the vocabulary to express notions vocabulary to exp

13、ress notions that perform the functions.that perform the functions.InteractionalInteractional a a communicative communicative tool tool not only to know the grammar not only to know the grammar and vocabulary of the language,and vocabulary of the language,but also to know the rules for but also to k

14、now the rules for using them in a whole range of using them in a whole range of communicative municative context.4/15/202315Structural View:It sees language as a linguistic system made up of various subsystem:from phonological,morphological,lexical,etc.to sentence.Each language has a finite number o

15、f such structural items.To learn a language means to learn these structural items so a s to be able to understand and produce language.4/15/202316 Functional View:It sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional acti

16、vities:offering,suggesting,advising,apologizing,etc.Therefore,learners learn a language in order to do things with it.To perform functions,learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.4/15/202317Interactional View:It cons

17、ider language as a communicative tool,whose main use is to build up and maintain social relations between people.Therefore,learners not only need to know the grammar and vocabulary of the language,but also need to know the rules for using them in a whole range of communicative context.4/15/202318III

18、.Views on language learning1)What are the psycholinguistic and cognitive process involved in language learning?2)What are the conditions that need to be met in order for these learning process to be activated?4/15/202319Process-oriented theories are concerned with how the mind processes new informat

19、ion,such as habit formation,induction,making inference,hypothesis testing and generalization.4/15/202320Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place,such as the number of students,what kind of input learners receive,and the

20、 learning atmosphere.4/15/202321Behaviourist theory(行为主义学习理论）行为主义学习理论）Proposed by behavioural psychologist Skinner,who applied the theory of conditioning to the way humans acquire language.4/15/202322Language is also a form of behaviour.It can be learned the same way as an animal is trained to respo

21、nd to stimuli.-learning as habit formation4/15/202323The key point of the theory of conditioning“You can train a animal to do anything(within reason)If you follow a certain procedure which has threemajor stages,stimulus,response,and reinforcement”.4/15/202324One influential result is the audio-lingu

22、al method（听说（听说,which involves the“listen and repeat”drilling activities.The idea of this method is that language is learned by constant repetion and the reinforcement of the teacher.Mistakes are immediately corrected,and correct utterances are immediately praised4/15/202325Cognitive theory(认知主义学习理论

23、）认知主义学习理论）The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.4/15/202326If all language is a learned behaviour,how can a child produce a sentence that has never been said by others before?4/15/202327According to Chomskys theory,langua

24、ge is not a form of behaviour,it is an intricate rule-based system.4/15/202328One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.4/15/202329According to the cognitive theory,learning is a process in which

25、 the learner actively tries to make sense of data.The basic technique associated with a cognitive theory of language learning is the problem-solving task.4/15/202330Constructivist theory（建构主义学习理论）（建构主义学习理论）Learning is a complex cognitive process in which the learner constructs meaningbased on his or

26、 her own experiences and What he/she already knows.4/15/202331ReceivinginformationProcessing informationConstructing new meaningsInput(listening,reading)Decoding(解码）解码）Relating what learners already know with the received information(Listening/reading)comprehensionoutput4/15/202332Implications for c

27、lassroom teaching Teaching should be built based on what learners already know and engage learners in learning activities.Teachers need to design activities to arouse learners interests and curiosity for learning4/15/202333To provide the background information to activate learners schema(激活图式）激活图式）;

28、To motivate students by making the topic relevant and interesting to them.4/15/202334Socio-constructivist theorySociocultural theory(社会文化理论）社会文化理论）Represented by Vygotsky(维果茨基维果茨基)It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Pr

29、oximal Development(ZPD,最近发展区)and scaffolding(support).4/15/202335In other words,learning is best achievedthrough the dynamic interaction between the teacher and the learner and between learners.4/15/202336It is the distance between the actual developmental level as determined by independent problem

30、solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers（Vygotsky 1978：86）Zone of Proximal Development(ZPD 最近发展区)4/15/202337“最近发展区最近发展区”理论：理论：前苏联心理教化学前苏联心理教化学家维果茨基的长期探讨揭示：教化对学生的发家维果茨基的长期探讨揭示：教化对学生的发展能起主导作用和促

31、进作用，但要确定学生发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独童可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，在集体活立地解决任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的动中，能够解决这些任务。这两种水平之间的距离就是距离就是“最近发展区最近发展区”。把握好最近发展区，。把握好最近发展区，能加速学生的发展。能加速学生的发展。4/15/202338

32、 最近发展区(ZPD)A B 独立解决问题的水平在老师指导下解决问题的水平the actual developmental level as determined by independent problem solving the level of potential development as determined through problem solving under adult guidance 4/15/202339Implications for classroom teaching“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必需适合学生的“最近发展区”，既不消

33、极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。4/15/202340Learnability(可学性）可学性）:the contents and tasks planned for the lesson should be within the learning capability of the students.Of course,things should not be too easy either.Doing things that are beyond or below the student

34、s coping ability will diminish their motivation.4/15/202341Acquisition is dependent on the learners obtaining comprehensive input.For learning to take place,there must be exposure to the target language,following the principle of i+1.Krashens second language acquisition theory(其次语其次语言习得理论）言习得理论）4/15

35、/202342The concept of scaffolding originates with the work of Wood et al（1976）and it serves as a metaphor for the novice-master interaction in a problem-solving taskScaffolding(支架理论）4/15/202343According to Wood et al，“scaffolding involves the expert taking control of those portions of a task that ar

36、e beyond the learners current level of competence，thus allowing the leaner to focus on the elements within his or her range of ability”4/15/202344IV.What makes a good language teacher?Are you ready for your future teaching?the would-be teachers4/15/202345What preparations have you made for your care

37、er?What qualifications have you obtained now?What qualifications have you obtained now?What will you do if you havent got the required What will you do if you havent got the required qualificationsqualifications?4/15/202346A good English teacher should.What qualities do you think a good English teac

38、hershould have?4/15/202347Preparations in knowledgeContent knowledge（专业学问）Pedagogic content knowledge（专业教化学问）Support knowledge（支持学问）Pedagogic knowledge（教化学问）4/15/202348Professional qualities Resourceful,well-informed,professionally trained,creative4/15/202349Ethic devotionwarm-hearted,hardworking,re

39、sponsible enthusiastic,caring,kind,well-prepared4/15/202350 flexible,patient,humourous,attentive,dynamic(positive)Personal style:4/15/202351Craft Model(技艺模式）Applied science model（应用科学模式）The apprentice-expert modellearn-the theory-and-then-apply-it modelV.How can one become a good language teacher?4/

40、15/202352Reflective model（反思性模式）（反思性模式）4/15/202353Stage I:language developmentAll English teachers are supposed to have a good command of English.Why are Stage 1 and Stage 2 interrelated by a double arrow line?4/15/202354Teachers should always make a point of updatingtheir command of English because

41、 language is always changing.Live and Learn.Lifelong learning(终身学习）4/15/202355Language trainingPre-service training(职前培训）职前培训）In-service training（在职培训）（在职培训）4/15/2023564/15/202357Stage II:professional developmentthree sub-stages:learning practice reflection4/15/202358The learning stage involves:(a)l

42、earn from others experience(empirical knowledge(b)learn received knowledge(such as language theories,psycholinguistics;sociolinguistics;educational psycho-logy,etc.(c)learn from ones own experience4/15/202359The term“practice”can be used in two senses:(1)Pseudo Practice:it is a short period of time

43、assigned for students to do teaching practice as part of their pre-service education,under the supervision of their instructors.(2)The real classroom teaching:the real work that the teachers would undertake when they finish their education.4/15/202360ReflectionTeachers benefit from practice if they

44、keep on reflecting on what they have been doing.4/15/202361Some middle school teachers opinions about reflectionAction Research(行动探讨）4/15/202362Why are practice and reflection connected by a circle?4/15/202363The teachers reflect on their work not only after they finish a certain period of practice,

45、but while they are doing the practice.And the most difficult thing to do is to keep on reflecting on their work when teachers are doing practice in the real work sense.4/15/202364After some period of practice and reflection,a teacher matures and approaches the goal.But this goal is“a moving target or horizon,toward which professionals travel all their professional life but which is never finally attained.Stage 3:Goal-professional competence4/15/202365