教学法 behaviourist theory
第二语言习得理论对大学英语教学的启示
第二语言习得理论对大学英语教学的启示刘滨梅从六十年代起,国外许多语言学家开始研究第二语言习得,目的是发掘第二语言习得内在的规律。
而教材的选择、内容难易的顺序,到具体的教学方法,都应遵从这个基本规律,所以了解第二语言习得理论对我们每一个外语教师是必要的。
如何将各种理论运用到教学实践中去也是每个语言工作者需要思考的事情。
本文先介绍几种习得理论,再谈谈它们对大学英语(非英语专业)教学的启示。
一、第二语言习得理论1.行为主义学习理论(Behaviourist Learing Theory)心理学家Skinner把“条件反射”应用于解释人怎样学习语言。
条件反射包括三个阶段:刺激(stimulus)、反应(response)、强化(reinforcement)。
行为主义认为语言使用者的表现主要是强化起作用的结果。
基于这个理论,产生了五、六十年代流行的听说教学法(audio lingualism),就是学习者通过反复听、记忆、重复说达到口语流利的目的。
行为主义二语学习理论主要有以下观点:(1)外语学习是养成习惯的机械过程;(2)外语学习不同于母语学习;(3)错误是母语干扰的结果,应避免出现的,应及时纠正。
2.认知理论(Cognitiv e Learning Theory)和行为心理学的观点相反,认识理论认为语言不是习惯,而是复杂的、有规则的系统。
语言学习者掌握一定的语法规则,可以创造出无限的句子。
它从Chomskey研究儿童如何学习母语开始,并对第二语言学习的研究产生影响。
认知理论研究二语学习的主要观点如下:(1)外语学习由学习者控制,而不是教师;(2)人类天生有学习语言的能力;(3)错误是学习过程中不可避免的。
3.监察模式(The Monitor Model)无疑Krashen的监察模式是最有影响的二语习得理论。
他把外语教学从描写语言学习时期“教什么”,结构主义语言学习时期“怎么教”,发展到现在应用语言学和心理语言学时期的“怎么教和怎么学的统一”。
《英语教学法》名词解释
《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）The structural 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 combining units of meaning for communication (syntax).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this 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 which enables him to produce language.◆Constructivist theory (建构主义理论)-------John DeweyThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a randomguess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
英语教学法重点术语英汉对照(王蔷)
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论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 learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。
英语教学法教程之二(听说读写)
2) What are language learning theories and theories about learning in
general?
Behaviourist theory Cognitive theory
Constructivist theory
• 学生角色
课程理念的变化
• 教师角色
•
知识的传授者 统一标准 按统一标准测试 课堂的组织者、参与者 学习的指导者、促进者 面向全体，尊重差异
• 教学要求 • 教学评价
• • • • • •
综合评价，注重能力； 过程与结果并重 多元结构: 自评、同伴评、 家长评、教师评、师生 商讨以及统一测试等 多形式：口试、笔试、表演 小组项目活动、档案袋、成果展示等
doing things that are beyond or below the students’ coping abotivation (Schumann, 1999)
Linkage: the teaching steps should be linked with each other. That is, there should be coherence.
Teaching aids
Teachers have to decide whether they are going to use the board or the tape recorder, an overhead projector or some role cards, etc.
Teaching procedures
Language skills Learning strategies Affect Cultural awareness
王蔷英语教学法_英汉对照
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论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 learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。
(完整版)英语教学法知识点整理
1，Structural view of language sees languages as a linguistic system made up of various subsystems(Larsen-Freeman&Long): Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼 &朗）：音位学、形态学、句法。
2，Functional view: communicative needs of the learner (Johnson and Marrow ), the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不但把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们平常使用的大部分语言都涉及功能性活动：供应、建讲和道歉。
3，Interactional view: the interactional view considers language to bea communicative tool, whose main use is to build up and maintainsocial relations between people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和保护人与人之间的社会关系。
4， Behaviourist theory: the way human acquires language ( Harmer).Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. The key point of the theoryof conditioning is that “you can train an animal to doanything(within reason) if you follow a certain procedure whichhas three major stages, stimulus,response,andreinforcement” (Harmer)行为主义理论：人类获取语言的方式（哈默）。
国外双语教育理论发展
•
Hymes(1972)提出了不同的看法,他认为“语 言水平”(Language proficiency)的内容远远超过 “语言能力”这一概念所能涵盖的范围,他提出了 “交际能力”(Communicative competence)这一 概念,认为语言能力是交际能力的一个方面. • Chomsky认为语言水平是物种特有的能力,除 了那些成长严重迟缓的人之外几乎所有人可获得 这种能力,因此语言是天生的,每一个正常人生来在 大脑中就有语言习得机制(Language Acquisition Device),母语和第二语言甚至第三语言都是通过 这个机制习得的.
双语教育理论
• 二十世纪七十年代以前,学者们大都认为语言能 力指的仅仅是语法能力,或者认为语言能力仅仅与 语音、词汇、句法和语义知识有关。作为对这种 观点和当时盛行的行为主义教学法(Behaviourist Approach)的有力反驳,Chomsky(1965)对语言运 用(Performance)和语言能力(competence)作了 区分。
平衡理论(The Balance Theory)
Baker(1993)认为cummins的平衡理论 (TheBalaneeTheory)是双语教育初级阶段理论, 有其时代局限性。该理论提出了一个比较有趣的 说法,认为人的头脑中存在气球形的语言空间,其 容纳量是有限且固定不变的。当人脑只容纳一种 语言时,空间较大,有足够的发展潜力;而当人脑 中需要容纳两种语言时,就会形成两个较小的气 球形空间,随着一种语言的发展,其所占空间也会 有所扩张,使另一种语言的空间缩小,影响其发展。 该理论还假设,第一语言和第二语言分别占据各 自的气球形空间,没有交叉,互不干扰。
语言依存假设(Interdependenee Hypothesis)
《英语教学法》名词解释教学教材
《英语教学法》名词解释《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）The structural 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 combining units of meaning for communication (syntax).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this 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 which enables him to produce language.◆Constructivist theory (建构主义理论)-------John DeweyThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’ language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning areemphasised. In other words, listening comprehension involves“ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
英语教学法重点术语英汉对照(王蔷)
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论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 learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement. Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度ArrayCultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V ocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds): Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) V olume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。
英语教学法知识点整理教学文稿
英语教学法知识点整理1，Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen-Freeman&Long): Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼&朗）：音位学、形态学、句法。
2，Functional view: communicative needs of the learner (Johnson and Marrow), the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，Interactional view: the interactional view considers language to bea communicative tool, whose main use is to build up and maintainsocial relations between people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory: the way human acquires language (Harmer).Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. The key point of thetheory of conditioning is that “you can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer)行为主义理论：人类获取语言的方式（哈默）。
教学法名词解释
1. Structural viewThe structural view is one of the commonly accepted views of language.It sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax.Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2. Functional viewThe functional view is one of the three views of language that have influenced language teaching and learning practice.It not only sees language as a linguistic system but also a means for doing things: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it.In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Examples of notions are the concept of present, past & future time, the expressions of certainty and possibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3. Interactional viewThe interactional view of language is one of the three views of language that have influenced language teaching and learning practice.It considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.Learners not only need to know the grammar rules and vocabulary of the language but as importantly they need to know the rules of using them in a whole range of communicative context.4. Behaviorist theoryThe behaviorist theory is one of the influential theories of language learning. It was initiated by behaviorist psychologist Skinner.Based on the theory of conditioning, Skinner suggested that language is a form of behavior and it can be learned the same way as an animal is trained to respond to stimuli.5. Cognitive TheoryCognitive Theory is represented by Chomsky. In this theory, students are asked to think rather than simply repeat. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this 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 which enables him to produce language.6. Constructivist theoryJohn Dewey provided a foundation for constuctivism. The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. It is believed that education is used to develop the mind. Teachers need to design environment and interact with learners to foster inventive, creative, critical learners.7. Socio-constructivist TheorySocio-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)最近发展区and scaffolding教学支架.In other words, learning is best achieved through the interaction between the teacher and the learner and between learners（通过使用目标语在社交情境中进行师生之间和生生之间的互动可以达到最佳的学习效果）.With the teacher's scaffolding through questions and explanations, or with a more capable peer's support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.8. Communicative competenceThe general aim of language teaching is to develop students’ communicative competence. Communicative competence is the aspect of our competence that includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.It entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.Hedge discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Linguistic competence: It is concerned with knowledge of the language itself, its form and meaning. Linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.Pragmatic competence: It is concerned with the appropriate use of the language in social context. That is to say, the choice of vocabulary and the structure depends on the setting, the relative status of the speakers and their relationships.Discourse competence: It refers to one’s ability to create a coherent written text or conversation and the ability to understand them. It also includes one’s ability to initiate, develop, interrupt or confirm in a conversation.Strategic competence: It is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures or using a longer explanation. In this way, they can keep the conversation going and possibly get input from the other end.Fluency:It means one’s ability to link units of speech together with facilities and without strain or inappropriate slowness or undue hesitation. Teaching learners lexical phrases or chunks of language, also termed as prefabricated language can help learners produce language more fluently.9. PPPPPP (Presentation, Practice and Production) model of teaching is a traditional teaching model. （是什么）In language teaching, a typical PPP lesson would include the following steps:（怎么做）Presentation- the teacher introduces a new language item in a context.Practice -students are guided to do some controlled practice, such as drilling, repetition, dialogue reading, etc.Production- students produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.PPP offers a simplified approach to language learning, which could save time when teaching new language items.（优点）10. Task-based Language TeachingIt refers to an approach based on t he use of tasks as the core unit of instruction in language.It’s a further development of communicative language teaching and it shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It stressed the importance to combine form-focused teaching with communication-focused teaching.11. Linguistic CompetenceLinguistic Competence is one of the main components of Communicative Competence, and it is concerned with knowledge of the language itself, its form and meaning. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.12. Pragmatic competencePragmatic competence is one of the important components of communicative competence. It is concerned with the appropriate use of the language in social context. That is to say, the choice of vocabulary and structure in language use depends on the setting（背景）, the relative status of the speakers（说话者之间的相对地位）, and their relationships（他们之间的关系亲疏）.13. Discourse competenceDiscourse competence is one of the components of communicative competence. It refers to one's ability to create coherent written text or conversation and the ability to understand them （理解和输出完整连贯的书面语篇或口头话语的能力）.In other words, it is one's ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used （通过高效地使用衔接词有逻辑性地、条理清楚地理解和表达一个话题的能力）According to Hedge, it also includes one's ability to initiate, develop, enter, interrupt, check, or confirm in a conversation. （语篇能力也包括开启一段对话、展开对话、中途插话、与对方核对观点、确认信息等交流能力）14. Strategic competenceStrategies one employs when there is communication breakdown such as paraphrasing or finding a synonym when unable to retrieve a word.15. Fluencythe ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.16. TaskA task can hold different meanings for different people. In language teaching, a task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.Generally speaking, a task has four main components: a purpose, a context, a process and a product.17. Information gap activitiesInformation gap activities are one type of communicative activities.In an information gap activity, the participants have different information and they need to obtain information from each other in order to finish a task.Therefore, the participants have a real communicative purpose and they will try to bridge the "information gap" when they are communicating.18. Lesson planA lesson plan is a framework of a lesson in which teachers make advance decisions about what they would like to achieve and how they would like to achieve it.In other words, teachers need to think about the aims to be achieved, contents and aids to be covered, stages to be arranged, timings to be planned, activities to be organised, homework to be assigned in order to achieve the aims of the lesson.19. Macro PlanningMacro Planning is planning over a longer period of time, for instance, planning for a whole programme, a whole-year course or a semester planning. This is often done by a group of teachers who are to teach the same course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context in which language teaching takes place.20. Micro planningMicro planning is planning for a specific unit or a lesson which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.21. Backwash/Washback effectBackwash/Washback effect refers to the effect of tests on classroom language teaching and learning. Tests strongly affect what actually occurs in the classroom. When assessment is solely dependent on test results, teachers tend to begin teaching to the test. Teaching becomes test practice. Teachers try to find out what will be tested and how it will be tested.22. PortfoliosPortfolios aim to assess students’ ability to apply knowledge. A portfolio is a purposeful collection of materials assembled over a period of time by a learner toprovide evidence of skills, abilities and attitudes related to their study.A portfolio may include oral performance records, collection of pictures and art works reflecting the student’s learning, drawings, diagram description by the student, collection of the student’s writings, and so on.为了评价学生应用所学知识的能力，在一段时间内有意识地搜集一些能证明学生学习技能和态度的材料，把这些材料整理存档，就形成了“学生成长档案”。
外语教学法自考题-3
外语教学法自考题-3(总分：90.00，做题时间：90分钟)一、Ⅰ.Multipe Choice(总题数：15，分数：15.00)1.The habit-formation theory originates from the ______ and was popular in the 1950s and 60s.A. cognitive psychologyB. Gestalt psychologyC. behaviourist psychologyD. psychoanalysis（分数：1.00）A.B.C. √D.解析：[解析] 习惯形成说源于行为主义心理学，代表人物斯金纳(Skinner)，行为主义心理学家认为语言是一套语言习惯，这种语言习惯是通过确认并强化刺激(Stimulus)与反应(Response)之间的联系而形成的。
选项A认知心理学是研究人们获得、组织、记忆和使用知识来指导行为的能力，代表人物是皮亚杰和乔姆斯基。
选项B格式塔心理学产生于20世纪20年代，是由德国心理学家韦特墨、考夫卡和勒文等人所创立。
选项D精神分析是由弗洛伊德创建的一种心理学理论。
2.The general objective of the Total Physical Response Method is to teach ______ at a beginning level.A. oral and aural facilityB. oral proficiencyC. reading comprehension abilityD. translating ability（分数：1.00）A.B. √C.D.解析：[解析] 全身反应法(Total Physical Response Method)是试图通过身体动作来教语言的教学法，其倡导者是阿舍(Asher)，全身反应法总的教学目标是发展初学者的口语能力(oral proficiency)，理解(Comprehension)是一种手段，其最终目的是教授基本说的技能(basic speaking skills)，课堂活动的主要形式是利用祈使句进行操练(Imperative drills)。
教学法复习资料
填空1.Three different language view are (structural view) (functional view)(interactional view)2.the Behaviourist theory of language learning was initiated bybehavioural psychologist(Skinner). Cognitive theory…by(Chomsky).Constructivist theory…by(John Dewey). Socio-constructivist theory…by(V ygotsky).3.the role of the teacher are(controller) (assessor) (organiser) (prompter)(participant)(resource-provider)(teacher’s new roles)4.the most common student groupings are(whole class work)(pairwork)(group work)(individual study).二．判断题1.the class is under the teacher’s control(T)2.the classroom is quiet(F)3.the teacher and students are cooperating smoothly(T)4.the teacher and students show respect to each other(T)5.undisciplined students are punished(F)6.the lesson is proceeding according to plan(T)7.the teacher appears to be the authority(F)8.students need to be able to read International Phonetic Alphabets(IPA) (T)9. students need to be able to write International Phonetic Alphabets(IPA)(F)10.students need to know phonetics in order to learn English(T)11.poor pronunciation may cause problems for the learning of other skills.(F)12.adult learners need to focus on pronunciation,but young learners don't(F)13.both consistency and accuracy in pronunciation are very important(T)14.stress and intonation are not important for beginning learners(F)15.students should learn Received Pronunciation(RP)(F)16.strees in pronunciation is sometimes as important as grammar.(T)17.bad intonation can lead to important misunderstandings.(T)18students need to be given detailed grammer rules if they are to learn a foreign language successfully(T)19.children do not need to learn grammar rules when they acquire their first language,so they do not need them either when learning a foreign language(F)20.if students get enough chance to practise using a foreign language,the do not need to learn grammar(F)21.making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important(T)22.grammar should be taught to help students analyse difficult structures in texts(T)23.teaching and learning grammer should focus on practice rather than the study of grammar itself(T)24.grammar should be taught and practised in context(T)25.knowing grammar is not enough for real communication(T)26.an inadequate knowlede of grammar would severely constrain one’s capacity for effective communcation(T)27.grammar is always the most boring bit of language learning(T)28a vocabulary item can be more than one word(T)nguage consist of words with equivalents from one language to another(F)30.vocabulary cannot be taught,it must be learned by the individuals(F)31.the best way to explain vocabulary is to translate(F)32.English-English explanations are the best way for vocabulary teaching(F)33.an English-English dictionary is an important aid for students.(T)34.words must be learned in language contexts(T)35.if we do not use the words we learned,we will soon forget them(T)36.reading has only one purpose,i.e. to get information(F)37.reading is a silent activity.reading aloud does not help much with comprehension(F)38.reading with a purpose is more effective than reading without a purpose(T)39.reading is an individual activity(T)40.we need to know all the words in order to understand a text(F)41.we read everything with the same speed(F)三．简单题1.what’s are the principles of teaching listening?<1>focus on process <2>combine listening with other skills<3>focus on the Comprehension of meaning<4>grade difficulty level appropriately. 2.what’s are the principles of teaching reading?<1>the selected text and attached tasks should be accessible to the students.<2>task should be clearly given in advance.Preferably,tasks should motivate students.<3>task should be designed to encourage selective and intelligent reading for the main meaning rather than test the student’s understanding of trivial details.<4>tasks should help develop student’s reading skills rather than test their reading comprehension.<5>the teacher should help students not merely to cope with one particular text in class but to develop their reading ability reading strategies .<6>the teacher should provide enough guidance and assistance at the beginning to help students read and develop reading strategies but gradually withdraw his/her guidance as students progress sothat they eventually become independent readers.3.What are the two basic grammer presentation method?explain them brief.There are the deductive method and the inductive method.the deductive method is that the teacher will give the students a lot of examples and make them find the rules.the inductive method is that the teacher porvides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.4.What are the goals of teaching pronuncition?Consisency:the pronunciation should be smooth and natural , intelligibility:the pronunciation should be understandable to he listeners. Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.5.Why is lesson planning nesessary?Firstly ,a clear lesson plan males the teacher aware of the aims and language contents of the lesson,teacher need to know what they expect their stuents to be able to do at the end fo the lesson and the can plan the activities and choose the techniques accordinglySecondly:it helps teachers distinguish the various stages of a lesson and see the felationship between themThirdly:proper lesson planning gives teachers the opportunity to anticipate potential problems of other options for the lesson. Fourthly:good planning gives teachers ,especially novice teachers,confidence in class .Fifthly:when planning the lesson ,the teacher also becomes aware of the teaching aids that are needed for the lesson.6.What are the features of good English teacher ?A good teacher should have ethic devotion,certain desirable personal styles.andmore importantly,he or she should has nessessary profession qualities.which is thestate or quality of being adequately for the professionand ormed with a specificrange of shills ,strategies ,knowleage and ability.。
教学法
一．View on language语言观1. Structural view:Language as a linguistic system made up of various subsystems, such as sounds, words and grammar.2. Functional view:Functional view not only sees language as a linguistic system but also a means for doing things. It combines the grammartic rules the vocabulary to express notions that perform the functions.3.Interactional view:It considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.二．View on language learning and learning in general 1.Behaviourist theory: In this theory all complex forms of behaviour—motions, habits. It has three major stages, stimulus, response, and reinforcement.2.Cognitive theory认知主义学习观:It emphasizes thinking, generative, rule-based. It was put forward by Chomsky and thinks language is not a forms of behaviour, it is an intricate rule-based system.3. Constructivist theory构建意识主义观: It believes that learning is a process in which the learning constructs meaning based on his or her own experiences and what he or she already know.4.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ZPD and scaffolding. 三．What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher: ethic devotion, professional qualities and personal styles.The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary.四．What is communicative competence?1. One possible solution to bridge the gap between classroom language teaching and real-life language use.2. CTL is to develop students’ communicative competence.3 it includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.五．Communicative competence交际能力1.Linguistic competence语言能力:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.2.Pragmatic competence语用能力: It is concerned with the appropriate use of the language in social context.3.Discourse competence话语能力: It refers to one’s ability to create coherent written text or conversation and the ability to understand them.4.Strategic competence策略能力: It is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.5.Fluency流畅: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.六．Principles of communicative language teaching: .Communication principle交际原则, Task principle, Meaningfulness principle.Howatt proposes a weak and a strong version of CLT 七．Main features of communicative activities: Functional communicative activities: Identifying pictures discovering identical pairs….Social interaction activities: role-playing through cued dialogue, improvisation(仿真)….八Task-based language teaching(TBLT)任务型教学法: It is a feature development of communicative language teaching. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Four components of a task:a purpose, a context, a process, a product.PPP: presentation practice and production.TBL：1.pre-task(introduction to topic and task)2.task cycle(task, planning, report, students hear task recording or read, text)nguage focus(analysis and practice, review and repeat task)九．Overall language ability:1.Cultural(knowledge, understanding, awareness)nguage(phonetics, grammar, vocabulary, functions, topics)nguage skills(listening, speaking, reading, writing)4.Learning(cognitive, self management, communication resourcing)5.Affect(international, respective, patriotism, confidence, motivation)十．Why is lesson planning important?A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it . In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.十一. Principle for good lesson planning1.Aims(objectives):aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson.2.Variety:means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.3.Learnability4.Linkage十二.The role of the teacher教师的角色:1.Controller控制者:an appropriate degree of control of the teacher over the class is vital in formal language teaching .The teacher controls the pace so that activities run smoothly and efficiently.2.Assessor评价者:it is generally believed it is a major part of a teacher’s job to assess the students’ work.aniser组织者:one of the teacher’s major task is to design and organize tasks that students can perform in the class.4.Prompter提示者:when students are not sure how to start an activity or what around the classroom and overhear what the students are saying.5.Participant参与者:task-based teaching methods encourage the teacher to participate in students’activities.6.Resource provider 资源提供者:jug-and-mug method灌输式教学。
王蔷 英语教学法教程 第二版 Unit1
第1章Language and language learning一、Views on language1. Structural view sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax etc. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.2. Functional view sees language as a linguistic system as well as a means for doing things. Most of our day-to-day language use involves functional activities: 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.3. Interactional view refers to language is a communicative tool 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 contexts.二、Views on language learning 两个方向，四个理论Two broad learning theories:Process-oriented theories are concerned with how the mind organises new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasise the nature of the human and physical context in which language learning takes place, such as the number of students, and the learning atmosphere.1. Behaviourist theorySkinner suggested that language is a form of behavior. It is based on a stimulus-response theory of psychology. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.2. Cognitive theoryAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.3. Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows. And education is used to develop the mind, not just to rote recall what is learned.Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4. Socio-constructivist theorySimilar to constructivist theory, it emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding.In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.三、What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be classified into three parts: ethic devotion, professional qualities and personal styles四、How can one become a good language teacher?Professional competence is the state or quality of being adequately qualified for the profession, and armed with a specific range of knowledge, skills, strategies and ability. To develop professional competence, we can use the “reflective model” by Wallace.We can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.1. The first stage is language development. All English teachers are supposed to have a sound command of English. Language is always changing, so language development can never come to an end.2. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection.①The learning stage is actually the specific preparation that a language teacher should make before they go to practice. This preparation can be learn from others’ experiences, learn the received knowledge and learn from one’s own experiences.②The learning stage is followed by practice. The term “practice” can be used in two senses: In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that a teacher undertakes after he finishes formal education.③Teachers benefit from practice if they keep on reflecting on what they have been doing. Teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.3. Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.Therefore, a language teacher must keep on learning, practicing, and reflecting.。
英语课程教学论考试重点
Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。
Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3) a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but alsoa means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。
(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。
《英语教学法》名词解释
《英语教学法》名词解释<P3〉◆Structural view (结构主义语言理论）The structural 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 combining units of meaning for communication (syntax).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things。
In order to perform functions， learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions。
◆Interactional view（交互语言理论)The interactional view considers language to be a communicative tool，whose main use is to build up and maintain social relations between people.〈P5—6〉◆Behaviourist theory（行为主义理论）——-—-—SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason） if you follow a certain procedure which has three major stages， stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论)Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this 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。
behaviourist theory
behaviourist theory行为主义理论是一种心理学理论，它认为人类的行为主要由环境因素决定。
这种理论的中心思想是通过对行为的条件化和塑造来改变人的行为。
下面将分步骤阐述行为主义理论。
第一步：概述行为主义理论行为主义理论认为人类的行为是由人们所处的环境所决定的。
行为主义家们关注的是人类行为的动态和外在表现，而不是人的内心想法和情感状态。
行为主义家们还认为，人类可以通过付出努力和体验来获得新的行为。
第二步：条件化一种广泛应用行为主义理论的方法是条件化。
条件化是指建立一个人与它周围环境之间的联系。
条件化包括四个重要要素：无条件刺激、无条件反应、条件刺激和条件反应。
无条件刺激触发无条件反应，条件刺激与无条件刺激联系在一起继而触发条件反应。
第三步：塑造塑造也是行为主义理论的另一个主要概念。
它是通过给予逐渐逼近所要达到的目标行为的奖赏来塑造某个人的行为。
这个过程成为减退，因为目标行为只有在有美好后果的情况下才会发生，而不是无目的的。
塑造旨在创造一个崭新的行为模式，因此它能够产生新的回报并且得到认可。
第四步：应用行为主义的应用有很多，例如帮助人类开始体验并掌握新的行为、帮助孩子建立起符合社会规范的行为模式、帮助一部分残障人士减轻症状等等。
第五步：批判行为主义理论行为主义理论也存在一些批评。
这个理论过于集中于人类行为，而忽视了人类内心的想法和情感状态。
另一方面，行为主义理论通常限制于“经验注意力”，忽略了生物和心理过程在行为上可能扮演的角色。
总的来说，行为主义理论对于理解人类行为和帮助人类掌握新的行为是很有帮助的。
但是，在使用这种理论时，我们也需要注意到这种理论的局限性。
教学法-behaviourist--theoryPPT课件
Audio lingual method（听说法）
15
This method involves endless "listen and repeat " drilling activities.
The idea is that language is learned by constant repetition and reinforcement.
(behaviour not likely to occur again.)
-
Skinner(1904-1990)
He was an American behaviorist, he invented the operant conditioning chamber, innovated his own philosophy of science called radical behaviorism.
-
Ivan Pavlov's A nineteenth century Russian 经典条件反射（classical conditioning）
5
-
Ivan Pavlov's experiments with dogs and other animals.
6
A response (e.g.salivation)generated by one stimulus(e.g.food)can be produced by introducing a second stimulus(e.g.a bell)at the same time.This is known as SR(Stimulus-Response)theory or classical conditioning.
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A mid-twentieth-century American B.F.Skinner:
stimulus response
reinforcement
habit formation
Skinner language is also a from of behaviour
Based on Watson and Raynor's theory of conditioning. He suggested that language is also a form of behaviour. And it was adopled for some time by language teaching procession.
Behaviourist Theory.
1.Definition
2.Development
3.Influence
Definition
An approach to psychology that emphasizes observable measurable behavior. 由美国心理学家华生在巴甫洛夫条件反射学说 的基础上创立的，他主张心理学应该屏弃意识、 意象等太多主观的东西，只研究所观察到的并 能客观地加以测量的刺激和反应。
Stimulus-response theory
Stimulus
→ →
organism
response behaviour
Reinfoccur again and become a habit.)
No reinforcement (behaviour not likely to occur again.)
Ivan Pavlov's A nineteenth century Russian 经典条件反射（classical conditioning）
Ivan Pavlov's experiments with dogs and other animals. A response (e.g.salivation)generated by one stimulus(e.g.food)can be produced by introducing a second stimulus(e.g.a bell)at the same time.This is known as SR(Stimulus-Response)theory or classical conditioning.
History and development of behaviourist theory:
Pavlov(1849-1936) Classical conditioning Watson(1878-1958) Watson's behaviourism Skinner(1904-1990) Operant conditioning
Watson
Watson :
Formulated a stimulus-response theory of psychology According to the theory: Forms of behavior such as habits, motions, etc. The key point is that you can train an animal to do anything(within reason) if you follow a cwetain procedure which has three major stages. Stimulus, response and reinforcement. (harmer. 1983:30)
Influence
To Strengthen students' appropriate behavior and to eliminate students' inappropriate behavior .
行为主义学习理论应用在学校教育实践上，就是要求教师掌握塑造和矫正学生行为
的方法，为学生创设一种环境，尽可能在最大程度上强化学生的合适行为，消除不
合适行为。
Audio lingual method（听说法）
This method involves endless "listen and repeat "
drilling activities.
The idea is that language is learned by
constant repetition and reinforcement.
Skinner(1904-1990) He was an American behaviorist, he invented the operant conditioning chamber, innovated his own philosophy of science called radical behaviorism.