教学法期末复习

The structural view（概念）结构主义考点：掌握三者的概念及区别The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things.The interactional view 交互语言理论The interactional view sees language as a communicative tool (to build up and maintain relations between people).The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communicationof language form (grammar & vocabulary)of language use in a context (Is it appropriate to use this language item in this context)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得—学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Learning: a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language. when they are writingsth. formal, talking to someone important, etc.). They monitor their own speech---checkingit carefully before they produce it. Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds ina predictable order.The Input Hypothesis输入假说: We acquire (not learn) language by understanding input that isa little beyond our current level of competence.The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”.The learner’s emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition.filter(motivation, self-confidence, anxiety)Input ….. . Language acquired competenceAcquisitionDeviceCommunicative Language Teaching 掌握目标The goal of CLT is 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(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, sentence structure, semantics)语言能力Pragmatic competence: the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships.)语用能力Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)语篇能力Strategic competence: one’s ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 策略能力Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者的概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P24purposedesire, not formof languageteacher interventionmaterials control考点：简答题，这个活动是不是communicative 首先列出标准，评价符合哪些标准，最后判断是与否Unit 3New National English Curriculum in 2001 了解新版教学大纲从1978到2001年的大纲规定（）可以看到有如下几点进步：1.教学目标：单纯传授知识提高学生全面素质2. 教学要求：单一、封闭灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）3. 教学观念和方法:明确英语教学的目的是培养学生运用语言进行交际的能力提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）强调处理好语言教学与文化的关系注意发挥教师的指导作用，充分调动学生的学习主动性和积极性重视利用直观教具和现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、CD-ROM 、DVD 、软件4. 教材：教材的内容逐渐贴近学生的生活和现代社会生活，渗透思想情感的教育，渗透大量自然和社会科学知识采用结构、功能、话题相结合的方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活教材编写注意学生生理和心理发展的特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣力求符合学生学习英语的认知规律，调节难易运用现代教学技术编制多媒体教材多样化：一纲多本、引进国外教材、编写不同起点的教材。