Foreign Language Teaching

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Foreign Language Teaching Theories.外语教学理论

4.2 The approaches / methods • 4.2.1 The grammar- translation method
•
• A method which emphasizes the teaching of L2 grammar
and translation practices from and into the L2 L is a system of rules to be observed in texts and to be related to L1 rules and meanings. L learning is an intellectual activity involving logical analysis of the language, extensive memorization of complicated rules and paradigms, and the application of these rules and paradigms in translation exercises Little thought was given to teaching aural/oral communication
4.2.3 The reading approach
• A method that deliberately restricts the goal of
language teaching to training in reading comprehension.
• A method which puts stress on autonomous
silent reading and individual reading rate, characterized by detailed instructions on reading strategies, vocabulary control, graded reading materials, and rapid reading techniques.

（完整版）外语教学

（完整版）外语教学Chapter 2 Aspects of Foreign Language TeachingTeaching GuideThis chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students’ Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content concerning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “Implementation”we provide three activities concerning syllabus design, syllabus identification and FLT principles.2.1 Teaching ObjectivesThrough the study of this chapter, students should be able to:1. understand views of language and foreign language teaching.2. understand foreign language teaching syllabus.3. understand foreign language teaching principles.4. understand aims and objectives of foreign language teaching and learning.2.2 Interpreting Chapter ContentThis chapter mainly deals with the following four issues:2.2.1 Two Views of Language and Foreign Language Teaching1. The Structural ViewThis view sees language in terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students’ book).2. The Functional ViewThis view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social being and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment.According to the functionalists, language has three main functions: descriptive, expressive and social.1). The descriptive function of language is to convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside.2). The expressive function of language is to supply information about the speaker, his or herfeelings, preferences, prejudices, and past experiences.e.g.I’m not inviting the Smiths again.3). The social function of language serves to establish and maintain social relations betweenpeople.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of functions together with the language items needed for them.2.2.2 Foreign Language Teaching Syllabus1. Definition of SyllabusThe syllabus is a description of the contents of a course and the order in which they are to betaught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs to express in the target language.2. Types of SyllabusThere are many types of syllabuses such as grammatical syllabus, task-based syllabus,skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic syllabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based.A: Grammar or Structural (organized according to a list of grammatical structures and one that will readily be recognized by most English language teachers.)B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language. )C : Situational (presents a set of everyday situations or settings.)D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.)E: Topic-based(uses topics or themes as its starting point.)3. Design of SyllabusesThe important thing to do in syllabus design is to decide what to include in the syllabus. Below is a list of possible components of syllabuses.Aims/GoalsGeneral statements about what must be accomplished by the end of the course.Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals.Non-language outcomesAffect cultivation, such as confidence, motivation, interestLearning strategies, thinking skills, interpersonal skills, etc.Cultural understandingLearning contentsKnowledge: vocabulary list, grammar itemsSkills: listening, speaking, reading and writingFunctions and notionsTopicsCultureImplementationApproaches/methodologiesTeaching principlesTeaching suggestionsRecommendation of textbooks/materialsAssessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation?What should be evaluated?How is evaluation best done?For what purposes should evaluation be done?Proficiency tests4. Changes in Foreign Language Teaching and the ImplicationsThe major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students’ book)These changes have the implication that the integration of the four skills is the most plausible approach to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include:1) a pre-reading discussion of the topic to activate schemata;2) listening to a lecture or a series of informative statements about the topic of a passage to beread;3) a focus on a certain reading strategy, e.g. scanning;4) writing a paragraph of a section of the reading passage.2.2.3 Principles of Foreign Language TeachingTeaching and learning are interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching style, our approach, methods, and classroom techniques.According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram):Cognitive principles: relate mainly to mental and intellectual functions, including automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection.Linguistic principles:center on language itself and on how learners deal with these complex linguistic systems, including the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning1. General Aim --- to develop student’s communicative competenceForeign language teaching and learning used to focus on imparting the language knowledge to the language learners, but now its general aim is to develop students’communicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a formal system to the social and cultural k nowledge which speakers need in order to understand and use linguistic forms (Hedge, 2002: 45).According to Hymes (1972), communicative competence consists of linguistic / grammatical competence, discourse competence, sociocultural competence, and strategic competence.Linguistic/Grammatical Discourse Sociocultural StrategicLinguistic competence refers to the ability to recognize the lexical, morphological, syntactic, and phonological features of a language, the sentence-level grammatical forms, and to make use of these features to interpret and form words and sentences.Discourse competence is concerned, in oral texts, with the ability to perform the turns in discourse, to maintain the conversation and to develop the topic; while in written context, theability to understand and interpret the relationships through formal devices and to create coherent written texts.Social-cultural competence refers to an ability to interact effectively with people of different social and cultural backgrounds. Socio-cultural competence comprises four components:1) Awareness of one's own socio-cultural world view;2) Attitude towards cultural differences;3) Knowledge of different social and cultural practices and worldviews;4) Cross-cultural skills. Developing cultural competence results in an ability to understand,communicate with, and effectively interact with people across culturesStrategic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and affective strategies.The key components of communicative competence, as identified by a number of researchers, could also be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56).Linguistic Pragmatic Discourse Strategic Fluencycompetence competence competence competence Chomsky's view of linguistic competence, however, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingual adult native speaker, and distinct from how they happen to use and experience language.Canale and Swain (1980) defined communicative competence in terms of four components:1) grammatical competence: words and rules2) sociolinguistic competence: appropriateness3) discourse competence: cohesion and coherence4) strategic competence: appropriate use of communication strategiesCanale and Swain's definition has become canonical in applied linguistics.A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.2. Aims:Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching is to develop students’ communicative competence and language awareness is essential. Aims are often affected b y the following factors beyond the teacher’s control:--- community attitudes to learning English;--- educational policy within a state;--- importance of exams;--- time allotted to teaching foreign language (hours per week)--- place within curriculum (compulsory, optional, or taught only at certain level)--- students’ needs: why do they need English?--- students’ level: what level of English do they require?The following guidelines could be used in making aims more concrete:1. Indicate which observable activity or task the students can carry out when he has achieved theaims.2.Indicate the subject matter (learning content) with respect to which the students can carry outthe task described.3.Indicate the conditions under which the student can carry out the tasks described.4.Indicate the criteria for acceptable performance.3. Objectives:Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students), in terms of skills (e.g. to give students practice in extracting specific information from a text) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The written objectives will be more or less specific depending on how specific the teacher’s aims are.Aims and objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it.However, defining foreign language teaching objectives is no easy matter, it entails at least: 1. specifying what students can do in the target language (behavioral specification) e.g. the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time.2. specifying the linguistic elements ( language forms) necessary to carry out the tasksspecified (linguistic specification). This could for instance include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc.3. specifying the level of proficiency in listening, speaking, reading and writing.2.3 ImplementationActivity 1 When a syllabus is designed, which of the following aspects of the intended learner should be taken into account:a. the learner’s previous knowledgeb. the learner’s attitude and motivationc. the learner’s past experience of languag e learningd. the learner’s present mastery of the languagee. the learner’s goal of studyf. the gap between the learner’s present mastery of the language and his/her goalReference:Generally speaking, all of the above-mentioned aspects should be taken into account in designing a syllabus.Activity 2 The following is an excerpt from a textbook written on the basis of situational syllabus. Study the excerpt carefully and then try to describe the difference between the situational syllabus and the grammatical syllabus.Talking about WeatherWang: Oh, it is raining outside. Mark, the weather is quite different in different places. What is the weather in your hometown?Jones: It is very hot. The temperature is sometimes over 40C.Wang: Do you like the weather in Beijing?Jones: Well, I like Beijing in autumn and summer, but I don’t like it in spring.Wang: Why?Jones: It’s very windy and cold in spring.Wang: What about the weather in your wife’s hometown?Jones: It changes very quickly. A sunny day will probably become very rainy and cold.Wang: Really?Jones: One day last week, we went for walk in the country. When we started in the morning, the sky was blue and it waswarm and sunny. There were no clouds at all. But at midday, a sudden rain came. There was a strong wind, too.Wang: Oh, that’s terrible. Did you bring any raincoats?Jones: No, we didn’t bring any raincoats or umbrellas. There were no houses nearby. We walked in the rain for about half an hour.Wang: Did you catch cold in the rain?Jones: Yes, I had a bad cold after that. So people sometimes say that you can have four seasons in one day. Reference:As for the situational syllabus, the fundamental principle for the organization of the contents is situation, instead of grammar items, although which will also appear in the syllabus. Situational syllabus attaches much importance to the context within which the theme and the linguistic topics are presented; more often than not there would be a list of useful situations which learners would encounter during the course. On the contrary, a grammatical syllabus is based on the structures of a language. Learners learn grammatical structures in a sequence that reflects their complexity, rather than their use in communication. And also learners are not usually exposed to more difficult structures than the ones they are learning. The whole purposes of the grammatical syllabus was to control input to the learner so that only one item was presented at a time. Activity 3 Match Column A with Column BColumn A Column BCognitive principles risk-takingmeaningful learning,the anticipation of reward,intrinsic motivationstrategic investment.Affective principles the native language effect,the language-culture connectioncommunicative competence.Linguistic principles language ego,self-confidence,automaticityinterlanguage.Reference:1.Cognitive principles include automaticity, meaningful learning, the anticipation of reward,intrinsic motivation and strategic investment.2.Affective principles includes language ego, self-confidence, risk-taking and thelanguage-culture connection.3.Linguistic principles includes the native language effect, interlanguage and communicativecompetence.2.4 Suggested A nswers to the “Questions and T asks”(Page 28-29)1. How do you understand the two approaches to language study, the structural and the functional? How do they respectively contribute to language teaching?As for these two approaches to language study, it is not the matter of right or wrong. Both of them are contributable tolanguage. The structural approach mostly stresses the importance of all the aspects of language (i.e. word, phrase, clause, etc.) but it just considers language within language system itself and ignores the social aspects of language. The functional approach is concerned with language as instrumental of social interaction rather than as a system that is viewed in isolation, but it does not mean that it ignores the importance of the eight aspects of language, any kind of function is expressed by language items.2. Must we pay equal attention to all the eight aspects of language in teaching? Why or Why not?No, it is not necessary. The eight aspects of language are equally importance in terms of language itself, but it does not mean that we should pay equal attention to all of them in teaching. How much attention should be paid to the eight aspects in language depends on many factors such as the materials, the teaching objectives, the levels of learners, etc.3. How do you understand the last feature of language-“language and language learningboth have universal characteristics”?There are numerous kinds of languages in the world such as Chinese, English, Japanese, etc. and every kind of them has its own special features. However, according to Chomsky, there is a set of rules that are shared by all languages in the world. In other words, they share some universal characteristics. For example, they are mainly used for communications, for expressing personal ideas, feelings, etc. Thus accordingly, the ways of learning one language(i.e. Chinese) will be probably suitable to learning another language (i.e. English), though thelanguages themselves do differ from each other in many aspects.4. Of the 12 teaching principles specified by Brown, which do you think have been implemented in your teaching or/ and learning experience? Which should get more attention from you as a pre-service (or in-service) teacher？Why?Different language learners may have different experiences. According to my own experiences, among the 12 teaching principles, the anticipation of reward, self-confidence, the language-culture connection, the native language effect and communicative competence have been implemented in my teaching and learning, and the rest should be given more attention. For example, as a teacher, strategic investment should be paid more attention in teaching practices, that is, we should help learners become autonomous learners, letting them “invest” certain time, effort and attention in language learning according to their own situations.5. The aims and objectives of a certain course should be made clear to both the teacher and the student. Think of a course you like, say “Advanced Reading and Writing”, and specify the aims and objectives of the course in the position of a teacher. This is for open discussion.6. If you were asked to design a syllabus for a new English-as-a-foreign-language (EFL) course, what are some of the first things you would do as preparation？If I were in such a situation, some of the first things I would do as preparation are as the follows: a. the objectives of the course; b. the situations of learners; c. the situations of teachers, and etc.7. Locate three different EFL textbooks. Study the introduction and a chapter or two in each. What are some of the obvious differences in the goals of each book? In other words, what does the author of each book intend for the student to learn through the use of the book? What kinds of activities does the author provide? After studying the books, get together with a friend who has also reviewed a few texts. Take turns showing the text materials and discuss the goals of each book.This is for open discussion.2.5 Technical TermsAutomaticity: the ability to use a language using automatic processing which refers to the performance of a task without conscious or deliberate processing.Curriculum: an educational programme which states (a) the educational purpose of the programme; (b) the content, teaching procedures and learning experience which will be necessary to achieve this purpose; (c) some means for assessing whether or not the educational ends have been achieved.Interlanguage: the type of language produced by second-and foreign-language learners who are in the process of learning a language and it differs form both the mother tongue and the target language.Language ego: (in SL or FL learning) the relation between people’s feelings of personal identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language.Objective: a goal of a course of instruction. Two different types of objectives may be distinguished. General objectives, or aims, are the underlying reasons for or purposes of a course of instruction; specific objectives are descriptions of what is to be achieved in a course.Risk-taking: a personality factor which concerns the degree to which a person is willing toundertake actions that involve a significant degree of risk. It is said to be an important characteristic of successful SLL, since learners have to be willing to try out hunches about the new language and take the risk of being wrong.Syllabus design: the procedures for deciding what will be taught in a language programme. Syllabus: a description of the contents of a course of instruction and the order in which they are to be taught. Language-teaching syllabuses may be based on (a) grammatical items and vocabulary;(b) the language needed for different types of situations; (c) the meanings and communicative functions which the learner needs to express in the target language.2.6 Further readingBreen, M.P. (1987) “Contemporary paradigms in syllabus design” (Part I and II). Language Teaching (20.2): 81-92;(20.3):157-174.Brown, H.D. (2002) Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.Crombie, W. (1985) Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford: Pergamon. Nunan, D. (1988) Syllabus Design. OUP.Widdowson, H. (1990) Aspects of Language Teaching. Oxford OUP.Wilkins, D. A. (1976) Notional Syllabuses. Oxford OUP.Willis, D. (1990)The Lexical Syllabus. London: Collins Cobuild ELT.Yalden, J. (1987) The Communicative Syllabus: Evolution, Design and Implementation. Prentice-Hall International (UK).。

外语教学理论

The statement above tells us that “Every ting in FLT is for students”
As we know, any action should follow some special laws and principles. FLT is an action of system, which is complex, and involves some important and multifarious factors, such as theorical factors, conditional factors, and methodical factors. The factors each have their own law of going and developing, and they are interrelated and interact on each other,which will have a great influence on the result of FLT.
Lecture 2 General Introduction
of
Some Therical Structures of FLTT
The Theorical Structure (Model) of Second Language Teaching
Linguistics Psychology Sociology Anthropology
What is called FLT we mean an action which is to teach students some knowledge of target language , to help them have some communicating skills in target language, or learn about some culture of the countries using target language so as to help them go well or meet their needs in the future .

foreign language teaching in schools

Book report of foreign language teaching in schoolsWith the establishment and implement of the national curriculum, the teaching of English has been in a constant state of flux, with new theories, approaches, practices and materials appearing in China. We are constantly challenged by new research, provoked by the questioning of long-held beliefs, and amazed by the sheer brilliance and creativity of the researchers and professionals in the field of English teaching, especially by the new teaching concepts, teaching goals, and teaching methods proposed by the National English Curriculum.In order to meet the need of the new teaching situation, Foreign Language teaching in schools, has taken its shape based on the information obtained from teaching practice and the latest research. It is designed for a wide range of readers, such as English teachers in schools, post-graduates, experts and so on. It is also helpful and beneficial for those who study in service or out-of- service training program. It is also of much help to those who hope for professional development, yet have no chance or time to attend in-service or out-of service training. With discounting the importance of basic teaching methods and techniques in English language teaching, this book attempts to introduce the beliefs, knowledge, theory and thinking that underlie their successful use. Foreign Language Teaching in Schools, coveres English teaching situation in China, teaching and learning theories, essence of the National EnglishCurriculum, history and development of English teaching in China, teaching of language knowledge and skill, affect and strategies, cultivation of students’ cultural awareness and moral character, and variety of assessment, etc.Section One discusses the present situation of English teaching in China, including teachers’ concept, belief and methods in classroom teaching. The problem existing in English teaching at present are analyzed and the causes for the problem are explored. The major trends of English teaching in the 21st century in China are given further attention and the features in English teaching in China in the near future are predicted. Moreover, it offers a general introduction to the popular theories underlying English language teaching guided by the National English Curriculum, including the structural view, functional view, interactional view and transformational view, as well as the learning theories, such as discourse theory, monitor theory, cognitive psychology, the constructivism, etc. Section Two is an overview of the different schools of English language teaching in the history of English language teaching: Grammar–Translation Method, Oral approach, Audio-lingual method, Natural Approach, Eclectic Approach, etc. The Communicative Approach, including its theory, features, principles, objectives, techniques, etc. is presented. It also discusses the effect of the Communicative Approach on China’s English education through the information obtained fromquestionnaires and interviews. Causes are analyzed for the failure of employing this approach in Chinese English teaching .Concurrent approaches within the communicative framework: Content-based Instruction, Task-based Instruction, and Interactive Language teaching, etc. are introduced to the readers in order to help them to have a clear and thorough understanding of all of them.Section Three keeps an eye on language teaching with modern teaching technology, especially, computer-assisted language teaching and learning, language teaching with multimedia, using the Internet in language teaching, etc. First of all, it defines the multi-media and summarizes the advantages of multi-media in English teaching. It suggests some practical and effective way of using multi-media in English teaching. Some tips for using-multi-media in English teaching are provided so as to help English teacher to use it successfully and effectively.Section Four focuses on the learning and teaching style. On the basis of elaboration of learning and teaching style, this section mainly discuss how to accommodate teaching style to learning style in classroom English teaching. It offers some practical and feasible advice to English teachers on how to design learning activities according to the Multiple Intelligence Theory in order to meet students’ different learning needs. It also discusses reflective language teaching, which cover the following aspects: definition and characteristics of reflective language teaching, process andcontents of reflective language teaching, methods of reflection and reflection questions, etc. so as to help English teacher s to develop their professional abilities based on their regular and timely reflection after teaching.The book has been shaped and compiled under the guidance of the National English curriculum. . The new teaching concept, new teaching goals, new teaching content, advocated by the National English Curriculum are included in this book.In recent years, the field of language teaching in China has experienced a sharp shift from traditional language teaching to communicative and task-based language teaching. Teaching theories and approaches, teaching methods and techniques, teaching goals and assessments , are reflected in this book based on those proposed by the National Curriculum and the information from both teachers and students in middle school through investigation.。

(完整版)外语教学

Chapter 2 Aspects of Foreign Language TeachingTeaching GuideThis chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students’ Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content concerning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “Implementation”we provide three activities concerning syllabus design, syllabus identification and FLT principles.2.1 Teaching ObjectivesThrough the study of this chapter, students should be able to:1. understand views of language and foreign language teaching.2. understand foreign language teaching syllabus.3. understand foreign language teaching principles.4. understand aims and objectives of foreign language teaching and learning.2.2 Interpreting Chapter ContentThis chapter mainly deals with the following four issues:2.2.1 Two Views of Language and Foreign Language Teaching1. The Structural ViewThis view sees language in terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students’ book).2. The Functional ViewThis view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social being and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment.According to the functionalists, language has three main functions: descriptive, expressive and social.1). The descriptive function of language is to convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside.2). The expressive function of language is to supply information about the speaker, his or herfeelings, preferences, prejudices, and past experiences.e.g.I’m not inviting the Smiths again.3). The social function of language serves to establish and maintain social relations betweenpeople.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of functions together with the language items needed for them.2.2.2 Foreign Language Teaching Syllabus1. Definition of SyllabusThe syllabus is a description of the contents of a course and the order in which they are to betaught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs to express in the target language.2. Types of SyllabusThere are many types of syllabuses such as grammatical syllabus, task-based syllabus,skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic syllabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based.A: Grammar or Structural (organized according to a list of grammatical structures and one that will readily be recognized by most English language teachers.)B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language. )C : Situational (presents a set of everyday situations or settings.)D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.)E: Topic-based(uses topics or themes as its starting point.)3. Design of SyllabusesThe important thing to do in syllabus design is to decide what to include in the syllabus. Below is a list of possible components of syllabuses.Aims/GoalsGeneral statements about what must be accomplished by the end of the course.Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals.Non-language outcomesAffect cultivation, such as confidence, motivation, interestLearning strategies, thinking skills, interpersonal skills, etc.Cultural understandingLearning contentsKnowledge: vocabulary list, grammar itemsSkills: listening, speaking, reading and writingFunctions and notionsTopicsCultureImplementationApproaches/methodologiesTeaching principlesTeaching suggestionsRecommendation of textbooks/materialsAssessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation?What should be evaluated?How is evaluation best done?For what purposes should evaluation be done?Proficiency tests4. Changes in Foreign Language Teaching and the ImplicationsThe major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students’ book)These changes have the implication that the integration of the four skills is the most plausible approach to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include:1) a pre-reading discussion of the topic to activate schemata;2) listening to a lecture or a series of informative statements about the topic of a passage to beread;3) a focus on a certain reading strategy, e.g. scanning;4) writing a paragraph of a section of the reading passage.2.2.3 Principles of Foreign Language TeachingTeaching and learning are interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching style, our approach, methods, and classroom techniques.According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram):Cognitive principles: relate mainly to mental and intellectual functions, including automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection.Linguistic principles:center on language itself and on how learners deal with these complex linguistic systems, including the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning1. General Aim --- to develop student’s communicative competenceForeign language teaching and learning used to focus on imparting the language knowledge to the language learners, but now its general aim is to develop students’communicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a formal system to the social and cultural k nowledge which speakers need in order to understand and use linguistic forms (Hedge, 2002: 45).According to Hymes (1972), communicative competence consists of linguistic / grammatical competence, discourse competence, sociocultural competence, and strategic competence.Linguistic/Grammatical Discourse Sociocultural StrategicLinguistic competence refers to the ability to recognize the lexical, morphological, syntactic, and phonological features of a language, the sentence-level grammatical forms, and to make use of these features to interpret and form words and sentences.Discourse competence is concerned, in oral texts, with the ability to perform the turns in discourse, to maintain the conversation and to develop the topic; while in written context, theability to understand and interpret the relationships through formal devices and to create coherent written texts.Social-cultural competence refers to an ability to interact effectively with people of different social and cultural backgrounds. Socio-cultural competence comprises four components:1) Awareness of one's own socio-cultural world view;2) Attitude towards cultural differences;3) Knowledge of different social and cultural practices and worldviews;4) Cross-cultural skills. Developing cultural competence results in an ability to understand,communicate with, and effectively interact with people across culturesStrategic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and affective strategies.The key components of communicative competence, as identified by a number of researchers, could also be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56).Linguistic Pragmatic Discourse Strategic Fluencycompetence competence competence competence Chomsky's view of linguistic competence, however, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingual adult native speaker, and distinct from how they happen to use and experience language.Canale and Swain (1980) defined communicative competence in terms of four components:1) grammatical competence: words and rules2) sociolinguistic competence: appropriateness3) discourse competence: cohesion and coherence4) strategic competence: appropriate use of communication strategiesCanale and Swain's definition has become canonical in applied linguistics.A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.2. Aims:Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching is to develop students’ communicative competence and language awareness is essential. Aims are often affected b y the following factors beyond the teacher’s control:--- community attitudes to learning English;--- educational policy within a state;--- importance of exams;--- time allotted to teaching foreign language (hours per week)--- place within curriculum (compulsory, optional, or taught only at certain level)--- students’ needs: why do they need English?--- students’ level: what level of English do they require?The following guidelines could be used in making aims more concrete:1. Indicate which observable activity or task the students can carry out when he has achieved theaims.2.Indicate the subject matter (learning content) with respect to which the students can carry outthe task described.3.Indicate the conditions under which the student can carry out the tasks described.4.Indicate the criteria for acceptable performance.3. Objectives:Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students), in terms of skills (e.g. to give students practice in extracting specific information from a text) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The written objectives will be more or less specific depending on how specific the teacher’s aims are.Aims and objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it.However, defining foreign language teaching objectives is no easy matter, it entails at least: 1. specifying what students can do in the target language (behavioral specification) e.g. the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time.2. specifying the linguistic elements ( language forms) necessary to carry out the tasksspecified (linguistic specification). This could for instance include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc.3. specifying the level of proficiency in listening, speaking, reading and writing.2.3 ImplementationActivity 1 When a syllabus is designed, which of the following aspects of the intended learner should be taken into account:a. the learner’s previous knowledgeb. the learner’s attitude and motivationc. the learner’s past experience of languag e learningd. the learner’s present mastery of the languagee. the learner’s goal of studyf. the gap between the learner’s present mastery of the language and his/her goalReference:Generally speaking, all of the above-mentioned aspects should be taken into account in designing a syllabus.Activity 2 The following is an excerpt from a textbook written on the basis of situational syllabus. Study the excerpt carefully and then try to describe the difference between the situational syllabus and the grammatical syllabus.Talking about WeatherWang: Oh, it is raining outside. Mark, the weather is quite different in different places. What is the weather in your hometown?Jones: It is very hot. The temperature is sometimes over 40C.Wang: Do you like the weather in Beijing?Jones: Well, I like Beijing in autumn and summer, but I don’t like it in spring.Wang: Why?Jones: It’s very windy and cold in spring.Wang: What about the weather in your wife’s hometown?Jones: It changes very quickly. A sunny day will probably become very rainy and cold.Wang: Really?Jones: One day last week, we went for walk in the country. When we started in the morning, the sky was blue and it was warm and sunny. There were no clouds at all. But at midday, a sudden rain came. There was a strong wind, too.Wang: Oh, that’s terrible. Did you bring any raincoats?Jones: No, we didn’t bring any raincoats or umbrellas. There were no houses nearby. We walked in the rain for about half an hour.Wang: Did you catch cold in the rain?Jones: Yes, I had a bad cold after that. So people sometimes say that you can have four seasons in one day.Reference:As for the situational syllabus, the fundamental principle for the organization of the contents is situation, instead of grammar items, although which will also appear in the syllabus. Situational syllabus attaches much importance to the context within which the theme and the linguistic topics are presented; more often than not there would be a list of useful situations which learners would encounter during the course. On the contrary, a grammatical syllabus is based on the structures of a language. Learners learn grammatical structures in a sequence that reflects their complexity, rather than their use in communication. And also learners are not usually exposed to more difficult structures than the ones they are learning. The whole purposes of the grammatical syllabus was to control input to the learner so that only one item was presented at a time.Activity 3 Match Column A with Column BColumn A Column BCognitive principles risk-takingmeaningful learning,the anticipation of reward,intrinsic motivationstrategic investment.Affective principles the native language effect,the language-culture connectioncommunicative competence.Linguistic principles language ego,self-confidence,automaticityinterlanguage.Reference:1.Cognitive principles include automaticity, meaningful learning, the anticipation of reward,intrinsic motivation and strategic investment.2.Affective principles includes language ego, self-confidence, risk-taking and thelanguage-culture connection.3.Linguistic principles includes the native language effect, interlanguage and communicativecompetence.2.4 Suggested A nswers to the “Questions and T asks”(Page 28-29)1. How do you understand the two approaches to language study, the structural and the functional? How do they respectively contribute to language teaching?As for these two approaches to language study, it is not the matter of right or wrong. Both of them are contributable to language. The structural approach mostly stresses the importance of all the aspects of language (i.e. word, phrase, clause, etc.) but it just considers language within language system itself and ignores the social aspects of language. The functional approach is concerned with language as instrumental of social interaction rather than as a system that is viewed in isolation, but it does not mean that it ignores the importance of the eight aspects of language, any kind of function is expressed by language items.2. Must we pay equal attention to all the eight aspects of language in teaching? Why or Why not?No, it is not necessary. The eight aspects of language are equally importance in terms of language itself, but it does not mean that we should pay equal attention to all of them in teaching. How much attention should be paid to the eight aspects in language depends on many factors such as the materials, the teaching objectives, the levels of learners, etc.3. How do you understand the last feature of language-“language and language learningboth have universal characteristics”?There are numerous kinds of languages in the world such as Chinese, English, Japanese, etc. and every kind of them has its own special features. However, according to Chomsky, there is a set of rules that are shared by all languages in the world. In other words, they share some universal characteristics. For example, they are mainly used for communications, for expressing personal ideas, feelings, etc. Thus accordingly, the ways of learning one language(i.e. Chinese) will be probably suitable to learning another language (i.e. English), though thelanguages themselves do differ from each other in many aspects.4. Of the 12 teaching principles specified by Brown, which do you think have been implemented in your teaching or/ and learning experience? Which should get more attention from you as a pre-service (or in-service) teacher？Why?Different language learners may have different experiences. According to my own experiences, among the 12 teaching principles, the anticipation of reward, self-confidence, the language-culture connection, the native language effect and communicative competence have been implemented in my teaching and learning, and the rest should be given more attention. For example, as a teacher, strategic investment should be paid more attention in teaching practices, that is, we should help learners become autonomous learners, letting them “invest” certain time, effort and attention in language learning according to their own situations.5. The aims and objectives of a certain course should be made clear to both the teacher and the student. Think of a course you like, say “Advanced Reading and Writing”, and specify the aims and objectives of the course in the position of a teacher.This is for open discussion.6. If you were asked to design a syllabus for a new English-as-a-foreign-language (EFL) course, what are some of the first things you would do as preparation？If I were in such a situation, some of the first things I would do as preparation are as the follows: a. the objectives of the course; b. the situations of learners; c. the situations of teachers, and etc.7. Locate three different EFL textbooks. Study the introduction and a chapter or two in each. What are some of the obvious differences in the goals of each book? In other words, what does the author of each book intend for the student to learn through the use of the book? What kinds of activities does the author provide? After studying the books, get together with a friend who has also reviewed a few texts. Take turns showing the text materials and discuss the goals of each book.This is for open discussion.2.5 Technical TermsAutomaticity: the ability to use a language using automatic processing which refers to the performance of a task without conscious or deliberate processing.Curriculum: an educational programme which states (a) the educational purpose of the programme; (b) the content, teaching procedures and learning experience which will be necessary to achieve this purpose; (c) some means for assessing whether or not the educational ends have been achieved.Interlanguage: the type of language produced by second-and foreign-language learners who are in the process of learning a language and it differs form both the mother tongue and the target language.Language ego: (in SL or FL learning) the relation between people’s feelings of personal identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language.Objective: a goal of a course of instruction. Two different types of objectives may be distinguished. General objectives, or aims, are the underlying reasons for or purposes of a course of instruction; specific objectives are descriptions of what is to be achieved in a course.Risk-taking: a personality factor which concerns the degree to which a person is willing toundertake actions that involve a significant degree of risk. It is said to be an important characteristic of successful SLL, since learners have to be willing to try out hunches about the new language and take the risk of being wrong.Syllabus design: the procedures for deciding what will be taught in a language programme. Syllabus: a description of the contents of a course of instruction and the order in which they are to be taught. Language-teaching syllabuses may be based on (a) grammatical items and vocabulary;(b) the language needed for different types of situations; (c) the meanings and communicative functions which the learner needs to express in the target language.2.6 Further readingBreen, M.P. (1987) “Contemporary paradigms in syllabus design” (Part I and II). Language Teaching (20.2): 81-92; (20.3):157-174.Brown, H.D. (2002) Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.Crombie, W. (1985) Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford: Pergamon.Nunan, D. (1988) Syllabus Design. OUP.Widdowson, H. (1990) Aspects of Language Teaching. Oxford OUP.Wilkins, D. A. (1976) Notional Syllabuses. Oxford OUP.Willis, D. (1990)The Lexical Syllabus. London: Collins Cobuild ELT.Yalden, J. (1987) The Communicative Syllabus: Evolution, Design and Implementation. Prentice-Hall International (UK).。

英语教学理论与方法5

2-
1906)
• By the end of the 18th century, nearly all the European languages had been studied as foreign languages in schools. The principal aim of foreign language teaching at that time was to help learners to acquire a reading knowledge of the target languages. To satisfy the requirements of group teaching in schools, GrammarTranslation Method was devised and developed. For the next scores of years, GrammarTranslation Method dominated the foreign language teaching.
Communicative language teaching (1970- )
• At the end of the 1950s, Chomsky’s transformational generative linguistics started a revolution in linguistic world. And then at the end of the 1960s, cognitive psychology came into being and began to make its impact felt in the world. Inspired by the new approaches in linguistics and psychology, people began to look at things from different angles.

外语教学英语作文

外语教学英语作文Title: The Essence of Foreign Language Teaching.Foreign language teaching is an intricate and multifaceted process that requires a delicate blend of expertise, empathy, and innovation. At its core, language teaching aims to empower learners to communicate effectively, think critically, and engage culturally with the world beyond their native tongue. It is a journey that traverses the vast landscape of linguistics, pedagogy, and technology, seeking to bridge the gaps between languages and cultures, fostering mutual understanding and respect.The foundation of effective foreign language teaching lies in the teacher's understanding of the language being taught. This involves a profound knowledge of grammar, vocabulary, and syntax, as well as an appreciation for the nuances of the language's history, literature, and culture. Teachers must be able to convey this knowledge in a waythat is accessible and engaging for learners, making theoften-intimidating task of language acquisition seem manageable and enjoyable.In addition to linguistic proficiency, teachers must possess strong pedagogical skills. They must be able to design lessons that are both challenging and motivating, fostering a learning environment that encourages active participation and risk-taking. They must also be adept at adapting their teaching methods to the diverse needs and learning styles of their students, creating a personalized learning experience that caters to the individual rather than the generic.In today's technology-driven world, foreign language teaching has been transformed by digital tools and resources. These innovations have opened up new avenues for language learning, making it more accessible, interactive, and immersive. Teachers must be willing to embrace these technologies, integrating them into their teaching practices to enhance the learning experience and prepare students for the globalized world.However, technology alone cannot replace the human element in language teaching. The role of the teacher as a mentor, guide, and facilitator is paramount. Teachers must create a safe and supportive learning environment where students feel comfortable taking risks, making mistakes, and learning from them. They must foster a culture of respect and inclusivity, where every student's voice is heard and valued, and where differences are celebrated as assets to the learning community.In conclusion, foreign language teaching is much more than the mere transmission of linguistic knowledge. It is an act of cultural exchange and personal growth, where teachers and learners alike embark on a journey of discovery and transformation. It requires a dedication to lifelong learning, a commitment to continuous improvement, and an openness to the rich diversity of the world's languages and cultures. As we move forward in this globalized era, the importance of foreign language teaching cannot be overstated. It is a critical component of education that must be nurtured and invested in, for thesake of our students and the future of our interconnected world.。

CHAPTER 2 ASPECTS OF FOREIGN LANGUAGE TEACHING

In the context of language teaching, the first two questions have to do with syllabus design, the third with language teaching methodology, and the fourth with assessment and evaluation. Syllabus design, then, is the selection, sequencing, and justification of the content of the curriculum（教学大纲的设计,是选择、排序,和课程的内容的理由）.
Structural View （结构主义语言理论） :
It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items.
Interactional View :（交互语言理论）
It consider language as a communicative tool , whose main use is to build up and maintain social relations between people.

These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notionalfunctional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it.

045108-学科教学(英语)(考试大纲)

附6：2019年硕士研究生招生专业考试大纲（模版）学院代码：05学院名称：外国语学院专业代码及专业名称：045108 学科教学（英语）初试科目代码及名称：916 英语课程与教学论考试大纲：《英语课程与教学论》考试大纲一、考试目的、要求测试考生对《英语课程与教学论》知识的掌握程度，以促进考生对《英语课程与教学论》知识的学习。

根据本课程各章节内容、难度、深度不一，对考试要求由低到高分了解、理解、综合运用三个层次。

二、考试命题原则《英语课程与教学论》考试大纲依据《英语课程与教学论》教学大纲制定，基本掌握教学大纲的内容方可考试及格。

三、考试内容现代外语教学的理论与知识为考试基本内容。

四、考试类型与方式本课程的考试题型主要包括概念解释、术语描述与解释、基本原理运用简述题、指定材料的教学设计与分析等。

采取闭卷、笔答考试方式。

试卷满分为150分，考试时间为180分钟。

五、参考书目[1] 王蔷. 英语教学法教程[M]. 北京：高等教育出版社，2006年.[2] J.Harmer. How to Teach English. 北京：外语教学与研究出版社，2004年.[3] 理查德, 罗杰斯. 语言教学的流派（第2版），北京：外语教学与研究出版社，2008年.[4] 布朗，吴一安. 语言学习与语言教学的原则[M]. 北京：外语教学与研究出版社，2002年.六、考试大纲细则第一章Foreign Language Teaching Methodology本章考查目的：要求考生学会和掌握有关教学法的基本概念和原理。

考查内容:1. Understanding Foreign Language Teaching Methodology2. Disciplines Contributing to Foreign Language Teaching （FLT）3. Factors Influencing Foreign Language Teaching and Learning。

Reading Aloud in the Foreign Language Teaching

Asian Social Science /ass148Reading Aloud in the Foreign Language TeachingLiangguang HuangEnglish Department, Zhenjiang Watercraft College of PLAZhenjiang 212003, ChinaE-mail: Blackhawk1975@AbstractSome students, who attach no importance to reading aloud, believe that the reading and writing should follow the listening and speaking. However, “reading aloud” plays an important role in the English learning process. Why must we read aloud? First of all, English is a kind of phonic language, which uses the alphabetic writing. Moreover, English is a subject with practice. At the same time, “reading aloud” also is an important part in education for all-around development, which has several functions in English teaching. But in recent years, some English teachers paid more attention to the accumulation of reading skill than to reading itself, and neglected to foster the reading practice ability. Some teachers even believe that it is enough to make the students to open their mouths. In fact, reading aloud in English Teaching is very demanding.Keywords: Reading aloud, Foreign language teaching, Pronunciation1. IntroductionJomsky, American famous linguist, ever said, when studying mother language, reading follows speaking. However, when studying foreign language without certain language surroundings, speaking follows reading. At present, we are studying English in the Chinese language surroundings. So, it accords with the regularity of language studying to learn to read English aloud firstly, in order to achieve the purpose of communicating in it. Three questions about reading aloud in the foreign language teaching will be discussed.2. Is reading aloud necessary?Maybe someone might consider the question itself unnecessary. But it is not the case. In ancient China, people had paid attention to the reading. Children in the private schools always read the Three-word Confucian classics. Nowadays, the students in the primary and middle schools always commence a day’s studying by reading aloud. Teachers have read aloud to young children for centuries. We know that time spent reading aloud is valuable to them. So, up to present, reading aloud is one of the efficacious and traditional methods to the mother language teaching. Most people think reading aloud is an important method in the Chinese teaching. That is the case in the foreign countries. In Great Britain, reading aloud was a usual method to the phonic training. Up to now, reading aloud is used as the major and magic way to improve students’ oral-English. In addition, reading aloud is an important teaching sector in Japan. Therefore, whether in home or in aboard, it is undoubted that reading aloud is used in the native language teaching, as well as the foreign language teaching. But it is not to say that there have no other attitudes to it, and it is also not to say that the persons who support it have proper mind to its functions and methods.I have ever made a questionnaire about the method and purpose of reading and whether to read. The result shows that there are absolutely opposite attitudes to reading aloud in class. About 1/3 students are sure that teacher’s and students’ reading is worthwhile. Someone believes reading aloud can help us not only to practice oral-English but to improve the memory.But most students have negative attitudes to reading aloud in class. They think reading aloud has several disadvantages. Firstly, reading aloud frequently will slow down our reading speed that we always emphasize to improve. Secondly, reading aloud only can give a few students chances of practice while the others feel bored. Thirdly, the students are easy to be embarrassed when reading. They will read worse when being corrected by teacher. Fourthly, it is too difficult to most students to read some unprepared literature. Fifthly, compared to conversation and discussion, reading aloud skill has little practical value unless the student will be the announcer in the future. Finally, this kind of reading is aimless. Every student has original material. As a result, only a few students can continue reading regardless of the embarrassment.How do the teachers do to such absolutely different attitudes? In my opinion, as a teaching method, we can’tAsian Social Science V ol. 6, No. 4; April 2010 neglect all of the reading aloud, nor can we believe it is all purpose. Practice in several classes proves thatreading aloud is very necessary in foreign language teaching.3. What’s the function of reading aloud?Reading aloud has five functions in foreign language teaching.3.1 Practice pronunciationReading aloud is a kind of comprehensive practice of pronunciation. The material for reading aloud is the passage with certain content and circumstances. Not only should we pronounce every word properly, but we should divide the meaning groups correctly, arrange the pause based on the content. Meanwhile, we should apply suitable stress, intonation and rhythm. Therefore, reading aloud is a very good pronunciation practice. Our students come from many places of the country, some of them have strong local accent. Reading aloud can help them correct their dialect effectively.3.2 Improve oral EnglishThe students with perfect oral English should pronounce properly and speak fluently. Most students learn English with a focus on reading and writing skill. For some students who don’t have the confidence to practice spoken English, reading aloud can help them overcome the faults of disfluency, repeat, improper pause, and develop natural and good pronunciation habit. Try to read with expression, change the pitch (high-low), tone (gentle-rough), and volume (soft-loud) of our voice to show different characters or create a mood. Reading aloud can not only help us open our mouths, but also improve our oral English evidently.3.3 Get deeper understandingIn fact, reading aloud is reappearance of all the original content of idea, feeling, attitude and style in the form of voice. Therefore, standard reading not only can make the students keep great attention, arouse their sense and imagination, but help them understand original correctly and deeply.3.4 Strengthen the knowledgeWe can strengthen what we have learned by listening, speaking, reading and writing. Reading aloud, which has relevant to listening, speaking, reading, is the practice of pronunciation, grammar and vocabulary. General oral English is an important method, but it has some restriction in vocabulary and structure. As a practice, reading aloud can make up with the lack of oral English, for its material has wide range in topic, vocabulary and grammar.3.5 Improve the classroom atmosphereIn class, especially in intensive class, students may feel tired and dull after some time. At that time reading aloud can help them back to the class. "During read-aloud, we share the excitement, the suspense, the emotion, and the sheer fun of a new book and its intriguing or annoying characters," said Nancy Lacedonia, who teaches in East Longmeadow, Massachusetts. "I read to my graduate students at the beginning of class because it gives them time to get settled and to clear their minds of the day's activities," Mary Bowman-Kruhm told Education World. "As a beginning teacher," she continued, "I quickly became aware that reading aloud to my class had benefits... my students became very quiet, they heard some good literature, and they got through an entire book. One student said it was the first book he had read in its entirety since first grade."4. What should we pay attention to when reading aloud?In reading aloud practice, there are some questions to which we should pay attention.4.1 Firstly, reading aloud should not be a hit-or-miss activity, we must fully prepare before reading.It is difficult to read the unfamiliar material. Comprehension is the foundation and prerequisite of reading. Only understanding the material, can what the author expressed be conveyed precisely by reading. Therefore, the students are required to fully prepare. They should understand the material, pay attention to the literary style, make clear the grammatical structure of complicated sentences, and analyze the pronunciation to decide its method. When talking about the reading aloud, all experts of teaching method emphasize that in order to understand the material deeply, we must think before reading, which is the most important preparation.4.2 In addition, we must choose the reading material carefully.The reading material must be authentic, which must be the kind of material that students will need and want to be able to read. We should not read the unfamiliar material, not read the material that is difficult to pronounce, not read the material whose pronunciation and grammar are not analyzed. I usually use the exercise one of the149Asian Social Science /ass College English – Reading Aloud and Memorized as the reading material, with which the students are familiar.Sometimes, I also use some modern material chosen from the English newspaper of magazine.4.3 The reading purpose and approach must be authentic.Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading. Students also should read the materials in a way that matches the reading purpose and the way people normally read.4.4 In fact, reading aloud is an activity which uses pronunciation knowledge and skill based on the written language.Reading aloud itself is a skill that the teachers and the students must grasp. In order to read well in teaching, the teacher’s role is deciding. The teacher should comprehend the importance of reading aloud; have necessary knowledge, technique and method; know how to guide the students; be able to demonstrate; and be good at finding out the students’ mistakes of reading, then analyze and correct them. Meanwhile, the students should attach importance to pronunciation knowledge and reading skill; have the patience and courage to read aloud; and imitate the foreigner’s accent in class.5. ConclusionIn a word, as the important part of language teaching, reading aloud is the primary pivot connecting reading and oral English training. Reading aloud fluently not only helps to foster reading ability and basic skill, but helps to improve oral expression. As long as we follow its principle and practice on hard, we can improve the students’ integrated ability.ReferencesDuan, Bin. (2005). The Re-consideration to Students’ Text Recitation in English Teaching. Teaching Monthly, Zhejiang: Teaching Monthly Publishing House.J. A. Bright & G.P. McGregor. (1979). T eaching and Learning English as a Foreign Language. Longmans. Krashen, S. (1987). Principles and Practice in Second Language Acquisition. Hertfordshire: Prentice Hall International Ltd.Krashen, S. & Terrel, D. (1983). The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.Read Alouds. [Online] Available: /classroom/foundations/reading/readalouds.html. Wang, Zongyan. (2008). Reading Aloud and English Learning. Dalian: Dalian Foreign Language College Press. Wesley Sharpe, Ed. D. (2009). Reading Aloud – Is it Worth it? [Online] Available: /a_curr/curr213.shtml (July 28, 2009).Zhang, Zhenbang. (2003). The Reform of Foreign Language Teaching in China. Foreign Language. Shanghai: Shanghai foreign Language University Press.150。

《英语教学法教程》（王蔷）考研复习资料-名词解释

1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision 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.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations ar e often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory 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"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text.ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials(authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of s entences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is aproces i n which the learner constructs meaning based on his/her own experiences and what he/her already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。

英语教学法教程知识点总结

FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach isaxiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: 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: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of inputlearners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, 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.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, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe 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. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how touse it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous . Anunprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: 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.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: 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.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability: within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model isapplicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom. The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body language to assist understanding and stick to it each time you teach the class.Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: questions and open questions questions and genuine questions questions and higher-order questionsClosed questions refer to those with only one s ingle correct answer while open questionsmay invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation. Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’ language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listeners Communicative efficiency: the pronunciation should help convey the meaning that isintended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation). Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice. Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus 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. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas. Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling,interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities. Two approaches are frequently used to describe different processes of listening. Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint. Types of speaking: pre-communicative activities—mechanical activities; communicativeactivities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanning While-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated)4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 功效法/a prose model approach---fruitlessA Process approach to writing 进程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write,brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

英语教学论讲义【舒白梅】

内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。

为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。

外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。

它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。

外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。

它涉及到大纲、课程、教师、学生、教学环境等诸多方面。

因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。

内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。

还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。

力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。

本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。

鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。

本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。

参与本书编写的是华中师范大学英语系的部分教师。

舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。

对外教课的反馈和建议英语作文

对外教课的反馈和建议英语作文英文回答：When it comes to foreign language teaching, there are many factors that can impact the effectiveness of the learning experience. Here are some feedback and suggestions to enhance the quality of foreign language instruction:1. Curriculum Development: The curriculum should be designed to meet the specific needs and learning goals of the students. It should include a balance of grammar, vocabulary, listening, speaking, reading, and writing skills.2. Methodology: Effective language teaching methodologies should be employed to engage students and make the learning process enjoyable. These methods may include communicative language teaching, task-based learning, and project-based learning.3. Teacher Qualifications and Training: Qualified and well-trained teachers are essential for successful language learning. They should have a strong command of the language they are teaching, as well as knowledge of effective teaching practices.4. Assessment: Regular assessment is crucial to monitor students' progress and provide feedback on their learning. Assessments should be varied and include both formative and summative assessments.5. Technology Integration: Technology can be a valuable tool in foreign language teaching. It can be used to enhance listening, speaking, reading, and writing skills, as well as provide opportunities for interactive learning.6. Cultural Immersion: Exposing students to the target language culture is essential for developing their language proficiency. This can be achieved through authentic materials, cultural activities, and opportunities to interact with native speakers.7. Differentiated Instruction: Teachers should differentiate instruction to meet the individual needs of their students. This may involve providing different levels of support, materials, and activities to accommodate varying learning styles and paces.8. Feedback and Support: Regular feedback and support from teachers is essential to help students improve their language skills. This feedback should be specific, timely, and actionable.9. Student Engagement: Active student engagement is crucial for effective language learning. Teachers should create a positive and supportive learning environment where students feel comfortable taking risks and making mistakes.10. Continuous Evaluation and Improvement: Foreign language teaching should be subject to continuous evaluation and improvement. This involves gathering feedback from students, teachers, and stakeholders to identify areas for improvement and make necessary adjustments.中文回答：课程开发，课程应根据学生的具体需求和学习目标进行设计。

外研版英语人物介绍

外研版英语人物介绍Introduction to Figures in Foreign Language Teaching MaterialsIn the field of foreign language teaching, various teaching materials have been developed to facilitate language learning. One such widely used series is the “Foreign Language Teaching and Research Press” (FLTRP) English textbooks, commonly known as the "外研版" (Foreign Languages Teaching and Research Press，FLTRP). This article aims to introduce three prominent figures involved in the creation of the renowned "外研版" textbooks and explore their great contributions to English language learning.1. Ma LiMa Li is a renowned figure in foreign language teaching in China, especially in the area of English language education. With over 20 years of teaching experience and a master's degree in TESOL (Teaching English to Speakers of Other Languages), Ma Li has been actively involved in the development of the "外研版" textbooks. She has played a crucial role in designing the curriculum and instructional materials.Ma Li's teaching philosophy focuses on learner-centered approaches, where students are encouraged to actively participate in the learning process. Her insights on understanding student needs and interests have greatly influenced the content and organization of the "外研版" textbooks. By incorporating real-life scenarios, interactive activities, and authentic language materials, Ma Li has made the learning experience more engaging and practical for English language learners.2. Michael DavisMichael Davis, an English native speaker, is an expert in English language teaching and curriculum development. With his vast teaching experience and expertise, he has made significant contributions to the development of the "外研版" textbooks.One of Davis's key contributions is his emphasis on communicative competence. He believes that language learning should focus on meaningful communication and authentic language use. By integrating task-based activities and communicative exercises, Davis has helped create a communicative language learning environment in the "外研版" textbooks. This approach encourages students to use English in real-life situations, enabling them to develop functional language skills effectively.3. Li XiaomingLi Xiaoming is a renowned linguist and expert in second language acquisition. With his deep understanding of language learning processes, he has made crucial contributions to the design and development of the "外研版" textbooks.Li Xiaoming's expertise lies in systematic language instruction and curriculum design. He has integrated the research findings on second language acquisition into the "外研版" textbooks, making the language learning process more systematic and efficient. With a clear focus on grammar, vocabulary, and comprehension skills, the textbooks designed by Li Xiaoming promote a comprehensive development of language proficiency.ConclusionThe "外研版" English textbooks have been widely used in Chinese schools and have greatly influenced English language education. Ma Li, Michael Davis, and Li Xiaoming, as key figures in the development of these textbooks, have played significant roles in fostering effective language learning. Through their expertise in language teaching, curriculum design, communicative competence, and second language acquisition, they have contributed to the success of the "外研版" textbooks, making them an invaluable resource for English language learners.。

a briefhistory of engliteaching in chia

The New National English Curriculum in 2005.
Principles for the National English Curriculum
1. Aim for educating all students, and emphasizes qualityoriented education;
6. A forum for exchanging ideas and methods is provided;
7. In 1983, a foreign language became a requirement for admission into the university.
A phase of rapid development
3. Ignoring individual learner differences. 4. Assessment was done mainly using paper-and pencil tests focusing mainly on language knowledge, giving little attention to the assessment of language ability, and affective gains, both teachers and students felt overburdened by examinations.
A phase of innovation
2000-2005 This phase from 2000 is characterized by a firm and urgent call from the government for quality-oriented education. As far as English language learning is concerned, there remain significant problems for further improvement. 1. Overemphasis on knowledge, ignoring the development of students' language ability. 2. Lacking of connection between different stages of schooling.