英语教学法复习资料

《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 excellent 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 students‟ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher‟s confidence positively affects his or he r speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. 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 the 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 language 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 theteacher is required to theorize the language experience.3. The ability t o understand students‟ feelings and problems can decide the teacher‟s 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‟ d ifficulties and feelings.4. A good teacher tries to enable students to do their self-discovery and self-exploration. To enable students also refers to facilitate students‟ personality development and social abilities. A teacher‟s work involves students wh o are the future of the society. As a teacher, he/she is responsible to educate and develop each individual learner as a 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 teacher‟s job is to guide and help students learn efficiently. The efficiency lies not only in being good 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 that 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 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 competence 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 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 accident 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 didn‟t want to wake her up.4.5. Learning styles refers to a n individual‟s natural, 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 anxietyAnxiety can be both facilitating and debilitating.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 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 which 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 languages 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 development. (2). Reading and writing dominate teaching and learning; there are almost no speaking and listening activities.(3). V ocabulary learning is conducted through bilingual lists, featuring dictionary study and memorization.(4). The sentence is the basis of teaching and learning, which is analysis 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 of rules, followed by translation practice. Grammarknowledge 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 native 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 James 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 rods 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 objective 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 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 responsibility 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.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 circle 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 supportive 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 emerges from the interaction between students‟ native language intention and the teacher‟s 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 translation, 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 teacher‟s words and work with others collaboratively as a supporter too.(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). V ocabulary and sentences used in daily communications are learning contents.(3). Question-and-answer 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. For 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 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 Krashen‟s five hypotheses: the acquisition/learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective 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 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 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 meaningful.Unit 4 Teaching Pronunciation主要内容：1. Syllable, open syllable and closed syllable2. Intonation3. Spelling-pronunciation rule4. Rap重点掌握：1. (1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel 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 letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable(3) Closed syllables:with one vowel letter followed or closed by one or more than consonant 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 different 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. In comparison with L1重点掌握：1. V ocabulary meanings can also be understood in terms of denotation, connotation, contextual meaning, and meaning relationship (Ur 1996).Denotative meaning:Connotative meaning:Contextual meaning:2. Unplanned teaching often produce positive results and it is necessary to encourage “unplanned” teaching as most of the vocabulary learning is actually unplanned (Brown 1994). They are the moments when a student asks about a word or phrase or when the teacher feels a word or phrases deserves some attention. Such moments are called impromptu moments that are valuable and can be extended in teaching.3. L1 vocabulary and L2 vocabulary do not share a lot in common. Very often denotative meanings can be the same, but connotative and contextual meanings are quite different. Very often the wrong use of connotative and contextual meanings makes L2 speakers sound inappropriate. This means vocabulary learning requires careful use of L1.Unit 6 Teaching Grammar主要内容：1. Grammar: form and function2. Types of Grammar Practice: From Accuracy to Fluency3. Systematic teaching and unplanned teaching4. Deductive and inductive approaches5. What is grammar?重点掌握：1. Grammar form is the language material that is structural and then grammar function is functions of the language. For beginners, studying structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English.2. Types of Grammar Practice: From Accuracy to Fluency(1): Awareness(2): Controlled drillsAgain the responses are very controlled, but learners can make a limited choice of vocabulary.(4): Guided, meaningful practice(5): (Structure-based) free sentence composition(6): (Structure-based) discourse composition(7): Free discourse3. Unplanned teaching are the moments when a student asks about a word or phrase or when the teacher feels a word or phrases deserves some attention. Such moments are called impromptu moments that are valuable and can be extended in teaching.4. Deductive learning is an approach to grammar teaching in which students are taught rules first and then students try to apply the rules to practice and actual use of the language. It is a rule first learning and teaching.Inductive learning is the opposite. It is an approach in which grammar rules are not taught first but are left for students to discover or induce rules from their experience of using the language.5. Grammar is the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language (Yule 2002). The structure connects forms and functions in the language. Usually there are two general ways to classify grammar items. One is function oriented; the other is form oriented. The following are two examples.Again the responses are very controlled, but learners can make a limited choice of vocabulary.Unit 7 Teaching Listening主要内容：1. Listening comprehension2. Listening situations3. Sources of knowledge required in effective listening4. Approaches to understanding重点掌握：1. Listening comprehension means the process of understanding speech in a second or foreign language. This process involves sound recognition and meaningful perception. It is auditory perception of information received through the ears and requires a listener to detect different kinds of acoustic signals and understand them as meaningful chunks of language (Skehan 1998).2. Generally speaking, there are four types of listening situations: real-life listening, classroom listening, practice listening and test listening.3. Schematic knowledge:Contextual knowledge:Systemic knowledge4. There are two appr oaches to “understanding”. One is literal understanding: to know the meaning of what someone is telling us or to know the language they speak. The other is interpretative understanding by which the listener tries to work out the meaning between the lines or beyond the lines.Unit 8 Teaching Speaking主要内容：1. Fluency and accuracy2. Function interaction plays in speaking development3. Anderson‟s ACT Model4. Structural speaking activities5. Functional speaking activities6. Dealing students‟ errors重点掌握：1. Fluency is regarded as an important skill in English learning and speaking, but the understanding of it seems to be vague in our mind. This part tries to describe what is …fluency‟ in terms of native speakers and non-native speakers.2. Interaction makes input happen and facilitates speaking fluencyThere is no doubt that input is very important in the development of language fluency, however, interaction acts its function every minute in the mutual conversation.In the speaking activities of the second language acquisition, social interaction is assumed to bear the characteristic of negotiation of an agreement on meaning as well (Hatch 1983).3. Anderson‟s ACT model stands for Adaptive Control of Thought, to which Cook (1993) provides a brief guide. According to him, …the core concept in the model is the production system, made up of production rules‟ (p.246). Based on Cook and Schimidt (1992), the following focuses on Anderson‟s three stages of skills learning and developoing: the declarative stage, the procedural stage and the tuning production stage.4. Structural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples.5. Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (V ocabulary is also improved here.)6. Surely students will make mistakes in their speaking practice. How teachers deal with students‟ mistakes and errors is very important for individual learners. If we correct too much, we might kill students‟ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners‟ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error analysis can help better operation and management in teaching speaking.Unit 9 Teaching Reading主要内容：1. Reading skills2. Background information3. Skimming and scanning4. What makes reading difficult?5. Tolerance with ambiguity重点掌握：1. Efficient reading requires many skills In order to help our students to be efficient readers. Teachers need to develop their reading skills as follows:＊Skimming: reading to get main ideas from a passage with no attempt to understand details＊Scanning: reading to locate a particular piece of information without necessarily understanding the rest of a text or passage＊Finding topic sentence＊Working out supportive details or examples＊Predicting what is to come next＊Guessing meaning from context＊Understanding implied ideas＊Outlining to find important information＊Summarizing information＊Using a graphic organizer to organize information2. Background informationcultural: Inadequacy in culture affects efficiency in reading, especially in understanding implied meanings.factual: If a reader is knowledgeable, their reading rate can be faster as some of the information also exists in their mind, which makes them tend to read for meaning. Previous experience: Lack of experience tends to make readers to struggle in order to understand new experience. Another difficult is the reader‟s experience is different from that of the writer. This may disturb understanding.3. Skimming: reading to get main ideas from a passage with no attempt to understand detailsScanning: reading to locate a particular piece of information without necessarily understanding the rest of a text or passage4. Learners encounter difficulties in reading English text. There are many reasons for this.a. Linguistic levelb. Discourse structurec. Background informationd. Reading habite. EQ5. As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and aswe go further, our improvement will self solve some problems we had in previous processes.Unit 10 Teaching Writing主要内容：1. Writing genre2. Organization and style3. Checking techniques4. Differences between written text and spoken text5. Writing process重点掌握：1. People write for different purposes or functions. With the development of written expression for social functions and communications, different genres came into being with required conventions in discourse. Teachers should have this in mind and build up learners‟ awareness of genre writing2. Some students‟ writing is messy. They mention more than one main idea in one paragraph, or they mention the same idea again in other paragraphs. Also, they fail to give a topic sentence with supporting examples. Such students are also poor in structure accuracy. To be clear in formulation and organization is a weak point for many learners.Written is different from speech. Some learners write a composition as if they were chatting with friends or acquaintances. Their writing is like a transcript of their talking. Even for writing, there are formal and informal styles. Some students fail to write a formal one when required.3. Checking students‟ writing can be done either globally or locally. Global check means giving a score; local means correct mistakes. Not all mistakes are necessary to be corrected. Using a sample piece of writing and getting the whole to correct the sample writing with the guidance of the teacher is a good way to discuss mistakes,improve writing and reduce workload.4. Ur (1996: 150-161) defines and generalizes the differences between spoken and written discourse into nine points.(1). Permanence Written discourse is stable and fixed; spoken discourse is fleeting and moves on in real time.(2). Explicitness Written discourse has to provide clear context since the writer and readers do not direct contact; spoken discourse in which the speaker and listener have some shared information does not need to be make explicit.(3). Density Written discourse is dense in expression; spoken discourse has a feature of redundancy.(4). Detachment Written discourse is not fixed in time and space; spoken discourse occurs in direct and immediate interaction with listeners.(5). Organization Written discourse requires careful organization and formulation and conforms to conventional rules of grammar and vocabulary use. Spoken discourse hasa feature of ongoing alterations in the shape of glosses and self-correction.(6). Slowness of production, speed of reception Writing is slower than speaking. Understanding is faster in reading a text than listening to a text.(7). Standard language Writing usually uses standard variety of language; speech may sometimes be in a regional or other dialect.(8). A learnt skill Spoken language can be acquired intuitively, whereas the written form is in most cases should be intentionally taught or learned.(9). Sheer amount & importance Spoken text is usually longer than written text. In society, speech is more important for survival and effective functioning.5. “Writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. It is a complex process which is neither easy nor spontaneous for many second language writers”(Hedge 2000:302).。