Lecture Theories of language teaching and learnin
外语教学流派课本中文翻译
外语教学法主要流派［内容提要］教学法在外语教育学理论总模式中属实践层次。
但实践层次中也包含理论。
各教学法流派都有自己的教学观点、教学模式和教学技巧。
本章简略地介绍了十个影响较大的外语教学法流派产生的时代背景、心理学和语言学等方面的理论基础、主要特点、教学过程，并简述其主要优缺点。
西方的外语教学可以上溯到2500年以前，但作为一种科学的方法体系加以研究并逐步形成各种教学法流派，却是近百年来的事。
一百多年来，外语教学得到了很大的发展，产生了几十种流派。
在发展进程中，各教学法流派在相互剧烈的论争中不断继承、发展自家的优点，同时也不断吸收别派的长处，不断完善自身。
各派相互促进，长期共存。
第一章语法翻译法语法翻译法（The Grammar Translation Method）是以语法作为教学基础，运用翻译的手段来教授外语书面语的一种方法，其目的是培养学生阅读外国文学作品的能力，进行人文主义教育以及发展智力。
一.时代背景在外语教学中运用翻译的手段进行教学已有很长的历史。
1880年以前，欧洲大陆的外语教学以教授古典语言（古希腊语和拉丁语）为主，这是文艺复兴时期以来人文主义教育的一个重要内容。
古典语言是一种“死”的语言，学习古典语言的目的，主要是为了阅读古典文献，而不是将其作为交际的工具。
长期的教学实践证明，语法翻译法适应这种教学的需要，因此，一直被当年的语文教育界广泛采用，并且代代相传。
18世纪，现代语言教学，如法语教学和英语教学，都沿用了拉丁语等的教授方法，其教材编写也大体继承了拉丁语教学法的特点。
到18世纪末和19世纪中期，这种以拉丁语教学法为基础的现代语言教学法——语法翻译法便基本建立起来，并在相当长的时期内成为欧洲外语教学的主要方法。
二．理论基础由于语言和思维是同一的，并且任何一种语言都是受一切语言所共有的规律制约的，因此，各种语言的词汇所表达的概念和语法也都是相同的，所不同的只是发音和书面形式不同而已。
Foreign Language Teaching Theories. 外语教学理论
Two phases in course design We need to divide the work involved in designing a second language course into two phases. The first phase is what is thought of as classic syllabus design: the preparation of syllabus specifications, comprising a greater or lesser number of components, producing a description of the language situation – its learners, goals, and classroom environment – as well as one of the target language situations.
A syllabus may consist of an independent publication – a book or booklet – if it is intended to cover all the courses in a particular context regardless of the actual materials used, such as a country‟s national syllabus for schools, or the syllabus of a group of language colleges.
5.3.2 Analyzing the concrete needs and the gap between the learner’s present mastery and the future requirement of him/her.
Principles-of-Language-Learning-and-Teaching
Terminology: Discourse/Text
Distictions Between Discourse and Text
First, people often talk of spoken discourse versus written text. Discourse often is naturally occuring spoken language, as found in such discourses as conversations, interviews, commentaries, and speeches, which implies interactive discourse; whereas text is wriiten language, as found in such texts as essays, notices, newspaper articles and chapters, which implies noninteractive monologue, whether intended to be spoken aloud or not. For example people can speak of an academic paper, meaning what is delivered or read to an audience, or its printed version. For instance, a lecture may refer to a whole social event, or only to the main spoken text or its written version. One talk of a written text of a speech. So such ambiguities arise in the previous examples.
四种二语习得理论
四种二语习得理论1、中介语理论（Interlanguage）by SelinkerML TLchiglishtarget language中介语是介于母语与目标语之间的一种语言Positive transfer（正迁移）母语的干扰：Transfer（迁移）Negative transfer（负迁移）正迁移（positive）:母语帮助目标语2、文化移入说（Acculturation . Model）--by Schunman（舒曼）3、渐进体系说（Approximative System）循序渐进（Graduality）Palmer ( 帕默) "Snowball"四先原则：先易后难，先简后繁，先死后活，先集体后个人。
4、输入说（Input Theory）S.D.Krashen（克拉申）对于二语的习得，要进行大量的，可理解性的输入"i+1"即"input+1","1"相当于不定量"n"“中国外语立体教学理论”by “张正东”所用甚少四、环境对外语教学的影响Critical period 关键期假说“13”is the critical age1、印度狼孩2、非洲黑猩猩孩3、辽宁猪孩思考题：语言学对我国外语教学有什么样的启示第二部分：外语教学流派(Schools of FILM )教学目的：1、了解英语教学法主要流派。
2、借签第四讲：一、FLIM: Foreign Language Teaching Methods（一）.GTM（语法翻译法）----Grammar Translation Methods始于18世纪末19世纪中，源于欧洲（西欧），（18世纪前的拉丁语）中国从1872年开始，同文馆标志着中国班级教学的开始。
GTM持续到20世纪70年代。
主要特点如下（弊端）1、重视书面语，轻视口语。
2、重视语法教学。
Lecture 14(12.09)
knowledge=behaviors teaching/testing
of structures
the
communicative language teaching approach: psycholinguistic-socialinguistic testing use of language knowledge=behaviors from cognition & affections teaching/testing of knowledge+ skills +competences
validity （效度） —— the degree to which a test measures what it is supposed to measure, or can be used successfully for the purposes for which it is intended. internal validity: content validity (controlled by syllabus), construct validity (controlled by the viewpoints of linguistics, pragmatics and language learning) external validity: a test for a certain purpose, communicative language test
3. major techniques and methods in applied linguistics (CA/EA/DA, speech therapy, corpus building, language planning, syllabus design, computer language , testing, etc.) application in difference fields concerning language uses, guided by theories (linguistics, psychology, sociology, pedagogy, etc)
托福听力TPO5学习笔记之lecture1-智课教育旗下智课教育
智 课 网 托 福 备 考 资 料托福听力TPO5学习笔记之lecture1-智课教育旗下智课教育以下是小编的托福听力TPO5学习笔记中关于lecture1的内容，针对难词注解、长难句分析以及考题对应考点这三大方面展开，仅供参考。
下面就让小编来为大家介绍一下这篇托福听力TPO5学习笔记的相关内容吧，这是小编的一些见解，以便帮助大家更加充分的理解TPO真题，希望能够给正在准备托福听力的考友们带来帮助。
一、难词注解Alligator n. 短吻鳄(产于美国及中国);短吻鳄皮革;鳄口式工具adj.鳄鱼般的;鳄鱼皮革的;鳄鱼皮纹的vi. 皱裂;裂开sewer n. 下水道;阴沟;裁缝师vt.为…铺设污水管道;用下水道排除…的污水vi. 清洗污水管twinkle n. 闪烁vt. 使闪耀;闪耀vi. 闪烁;发亮Meme 模因transmission n. 传动装置，[机] 变速器;传递;传送;播送Replicators n. [遗] 复制基因;重复符Fecundity n. [生物] 繁殖力;多产;肥沃mutation n. [遗] 突变;变化;转变二、长难句分析the whole point of defining this familiar process as transmission of memes is so that we can explore its analogy with the transmission of genes.将这种人们熟悉的过程定义为模因的传递的重点在于我们能够可以将它与基因的传递相类比。
难句类型：介词短语做定语，so that 句式难句拆分：the whole point of+介词短语，so that+句子三、考题对应考点6.A meme is defined as a piece of information copied from person to person. By this definition, most of what you know,ideas, skills, stories, songs are memes. All the words you know, all the scientific theories you’ve learned, the rules your parents taught you to observe, all are memes that have been passed on from person to person. 开头原则中的背景引入式，讲座开头举出两个例子，都是为了今天讲课的主题—meme，而memes that have been passed on from person to person，对应B选项7. "Well we’ve all heard this song. Where am I going with this? Well, both the song and the story are examples of memes"举例原则，当教授介绍完这两个例子之后，说了前面这句话，both the song and the story are examples of memes，所以答案选择C8.在教授介绍完meme的含义之后，说“By this definition, most of what you know, ideas, skills, stories, songs are memes. All the words you know, all the scientific theories you’ve learned, the rules your parents taught you to observe, all are memes”，By this definition看出是强调原则，所以答案是AD9. 教授之前举了一个alligator的例子，之后又提到"If you takethe alligator story, it can exist for a long time in individual memory, let’s say, my memory".说明她记住这个 alligatorstory很多年，所以选择B10. Fecundity is the ability to reproduce in large numbers. For example, the common housefly reproduces by laying several thousand eggs, so each fly gene gets copied thousands of times. Memes, well, they can be reproduced in large numbers as well. How many times have you sung the‘twinkle, twinkle song’ to someone? Each time you replicated that song, and maybe passed it along to someone who did not know it yet, a small child maybe.举例原则，For example，前后两个例子互相对比，所以选择D11.Other memes are replicated with higher fidelity though, like the twinkle, twinkle song. It had the exact same words 20 years ago as it does now. Well, that’s because we see songs as something that has to be performed accurately each time. If you change a word, the others will usually bring you in line. They’llsay, ‘that’s not how you sing it’, right?，结尾原则，当别人说错的是后你会改正，课件人们在传播时不会改变太多。
Principles of Language Learning and Teaching
Longman Dictionary of Lanuage Teaching and Applied Linguistics
What is discourse?
#Sometimes the study of both written and spoken discourse is known as
The Origins of Discourse Analysis
Zelling Harris He is sentence linguist, publised a paper with the title of “Discourse Analysis”. He is the first linguist who both coins the term “discourse analysis” and initiates a search for language rules which would explain how sentences are connected within a text by a kind of extended grammar.
《语言教学的流派第二版》自己整理的笔记
第一章A brief history of language teaching第二章The nature of approaches and methods前两章很简单，详见前面中文导读第三章The oral approach and situational language teachingThe oral approach (situational language teaching) is a grammar-based method inwhich principles of grammatical and lexical gradation are used and new teachingpoints are presented and practiced through meaningful situation—based activities。
一、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. V ocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows：1. Language teaching begins with the spoken language。
Material is taught orally。
2. The target language is the language of the classroom.3。
New language points are introduced and practiced situationally.4。
V ocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5。
theories and practice in language teaching
To What Extent Teaching Materials Related to Principles for L2 Writing Different from reading and listening, speaking and writing are viewed as important means to test students‘ language output ability. Since there exist few definite findings regarding speaking, this paper emphasizes the part of writing. Writing is the direct output of language skills as well as the higher goal of language learning. Therefore, English writing teaching plays an important role in language teaching, and writing practice has been one of the most crucial part among listening, speaking, reading, writing and translation skills. Teachers exert great effort on writing teaching and the students acquire some writing skills. However, students still can not write right and proper articles, which is fairly discouraging.In 1982 one commentator on the teaching of writing suggested that ‗The whole enterprise is beyond words—beyond conception.‘(Frank Smith, 1982) Three approaches, product approaches, process approaches and genre approaches are introduced respectively in this essay. Over the last 20 years, process and product approaches have dominated much of the teaching of writing that happens in the EFL classroom. In the last ten years, genre approaches have gained adherents (John Swales, 1990; Christopher, Tribble 1996).One of the most explicit descriptions of product approaches is provided by Pincas. Pincas holds that learning to write has four stages: familiarization; controlled writing; guided writing; and free writing. The familiarization stage aims to make learners aware of certain features of a particular text. In the controlled and guided writing sections, the learners practice the skills with increasing freedom until they are ready for the free writing section, when they ‗use the writing skill as part of a genuine activity such as a letter, story or essay‘ (Anita Pincas, 1982). Writing in process approaches is seen as predominantly to do with linguistic skills, such as planning and drafting, and there is much less emphasis on linguistic knowledge, such as knowledge about grammar and text structure (Richard Bager and Goodith White, 2000.). Tribble suggests that process approaches stress writing activities which move learners from the generation of ideas and the collection of data through to the ‗publication‘ of a finished text (Christopher Tribble, 1996). Genre approaches are relative newcomers to ELT. However, there arestrong similarities with product approaches and, in some ways, genre approaches can be regarded as an extension of product approaches. Like product approaches, genre approaches regard writing as predominantly linguistic but, unlike product approaches, they emphasize that writing varies with the social context in which it is produced. So, we have a range of kinds of writing—such as sales letters, research articles, and reports—linked with different situations (John Flowerdew, 1993). As not all learners need to operate in all social contexts, this view of texts has implications for the writing syllabus.English teaching materials influence greatly on the teaching effects. Tomlinson argues that foreign language teaching materials, viewed as prompts which trigger learning and communication reaction, provide real instances of the second language and opportunities to apply the language (Brian Tomlinson, 1998). Teaching materials should be compiled according to learners‘ requirements and their levels. That is to say teaching materials should be learner-centered and close to the times. According to Hall, foreign language teaching materials should be student-centered and serve for communication. Students‘assessment on teaching materials are the most crucial for they are the users and the direct beneficiaries.Materials are generally used to provide a stimulus to writing or discussion, as a starting point for language input and analysis, and as ideas for organizing lesson activities. In EFL contexts, moreover, materials play a particularly important role as they may be the only contact that learners have with English and offer the only opportunities for them to study target texts.Three teaching materials, Reward, Language Leader and Introduction to Academic Writing are analyzed in this part. As is seen from the content part of Reward, nearly each lesson of this book consists of reading, speaking, listening and writing. Likewise, Language Leader is not a specialized writing teaching material. Language Leader is also composed of reading, listening, speaking and writing skills. Compared with the first two coursebooks, Introduction to Academic Writing (Alice Oshima and Ann Hogue, 2006) is a specialized writing teaching material, with no reading and listening part. The whole book is about how to write academic articles.To conclude, while the first two teaching materials cover integrated skills, like reading, listening and writing, Introduction to Academic Writing mainly involves writing. Generally speaking, the specialized writing teaching materials illustrate more clearly how to write an article, whereas the writing teaching materials which involve integrated skills introduce vaguely about writing. Take Language Leader as an instance, each unit of it covers grammar, vocabulary, reading, listening, speaking, and writing. There is little possibility that the writing part of the unit can be illustrated elaborately. In addition, when learning this sort of writing teaching materials, students‘attention will be distracted to other skills‘training, such as reading and speaking (William Grabe, 2003). Introduction to Academic Writing, however, can clarify clearly about how to write academic articles since the whole book talks about how to write academic articles. Students‘ attention can be totally drawn on writing. Furthermore, the writing parts of Reward and Language Leader require students to write something about a topic. But the concrete steps or methods are not given. Thus, students usually have no idea conceptualizing a structure. However, Introduction to Academic Writing gives specific instances and guiding principles. Therefore, students can apply the skills acquired from Introduction to Academic Writing to their own academic writing.In terms of the methodological principles, Reward proposes an outline for each strand of the course design, which includes grammar, vocabulary, reading, listening, speaking and writing. As to the methodological principles for writing, the writing activities in Reward are based on guided paragraph writing with work on making notes, turning notes into sentences, and joining sentences into paragraphs with various linking devices. The activities are quite tightly controlled. This is not to suggest that more creative work is not valid, but it is one of the responsibilities of a coursebook to provide systematic grounding in the skill. More creative writing is covered in the Practice Book. Work is also done on punctuation, and most of the writing activities are based on real-life tasks, such as writing letters and cards. (see Appendix 1) Learning to write is not merely just for passing exams, it should also serve for real-life use, such as writing letters or working report. However, sometimes acquiring writingskills so as to achieve high marks is given priority in teaching. Thus the balance between high marks and real-life application ability should be achieved.Specific classroom tasks are also given in Language Leader (David Cotton, David Falvey and Simon Kent , 2008). (see Appendix 3)Aim 1: to practice speaking; to prepare for talking and writing in activities 2 and 3. Ask the students to find out if there are any couch potatoes in the class. Ask them to list five favorite hobbies and leisure activities. Encourage them to think of as many different activities as possible.Ask the students to work in groups and to agree on a score from 1 (lazy) to 10 (energetic) for the different activities.Ask the students to add up their individual scores. Does the definition of a couch potato in vocabulary and reading apply to the person with the lowest score?Aim 2: to practice talking about likes and dislikes.Ask the students to go round talking yo people about their likes and dislikes. Encourage them to work with people they don‘t know so well. Suggest that they make a few notes as they go round.Aim 3: to practice writing about likes and dislikes.Ask the students to use their notes to write a paragraph about three or four people‘s likes and dislikes. Suggest that they the example as a model for their paragraphs. Encourage them to use the linking devices as suggested.You may like to ask the students to do this activity for homework.In addition to the speaking and writing part, Language Leader also introduces grammar. The corresponding grammar part introduces the use of common adverbial phrases of frequency and to or ing patterns of like and love and so on. Pincas sees writing as being primarily about linguistic knowledge, with attention focused on the appropriate use of vocabulary, syntax, and cohesive devices. The grammar part corresponds to syntax. The use of linking devices, such as and, but and because corresponds to cohesive devices. The arrangement of Language Leader totally accords with product approaches proposed by Pincas.A typical product class might involve the learners familiarizing themselves with a set ofdescriptions of hobbies or leisure activities, possibly written especially for teaching purposes, by identifying, say, the verb patterns of likes and dislikes used in a description of hobbies. At the controlled stage, they might produce some simple sentences about leisure activities from a substitution table. The learners might then produce a piece of guided writing based on the discussion of hobbies and, finally, at the stage of free writing, a description of their hobbies or leisure activities.As is shown in the coursebook of Language Leader, one writing task: (see Appendix 2)Write a paragraph about what three or four people in your class enjoy doing. Use linking words and, but and because.-Say what they like doing.Frederico likes going to football and tennis matches...-Say why they like doing it....because he thinks they’re very exciting.-Say if they dislike anything....but they can’t stand the crowds.-Say how often they enjoy doing it.He goes five or six times a year.It obeys the rules of a typical product class. By imitating these examples, students can learn to describe people‘s likes and dislikes. All they need to do is to change the vocabulary of hobbies or leisure activities and the corresponding collocation words. For genre analysts, the central aspect of the situation is purpose. Different kinds of writing, or genres, such as letters of apology, recipes, or law reports, are used to carry out different purposes. Indeed, Swales defines a genre as a class of communicative events, the members of which share some set of communicative purposes (John Swales, 1990). Genres are also influenced by other features of the situation, such as the subject matter,the relationships between the writer and the audience, and the pattern of organization. This parallels Hedge‘s approach, described above (Tricia Hedge, 1988). Martin offers a diagrammatic explanation of genre (James Martin, 1993) .Different from Reward (Simon Greenall, 1995) and Language Leader, Introduction toAcademic Writing is a specialized teaching material. As suggested by the name of the coursebook, it mainly concerns about academic writing. Thus this kind of teaching materials serve for writing academic articles. From this perspective, Introduction to Academic Writing can be analyzed by genre approaches.Hyland contends that while L2 students obviously need an understanding of appropriate grammar and vocabulary when learning to write in English, writing is obviously not only these things (Ken Hyland, 2004). If language structures are to be part of a writing course, then we need principled reasons for choosing which patterns to teach and how they can be used effectively (Michael Halliday and Ruqaiya Hasan, 1989). An important principle here is to relate structures to meanings, making language use a criteria for teaching materials. This introduces the idea that particular language forms perform certain communicative functions and that students can be taught the functions most relevant to their needs. Functions are the means for achieving the ends (or purposes) of writing. This orientation is sometimes labeled ―current traditional rhetoric‖ or simply a ―functional approach‖ and is influential where L2 students are being prepared for academic writing at college or university. In this way Introduction to Academic Writing is more useful for real-life applications.In a word, to a great extent, The arrangement of Language Leader accords with product approaches proposed by Pincas. Since Language Leader is a comprehensive coursebook, in addition to the speaking and writing part, Language Leader also introduces grammar. For example, in one chapter, the corresponding grammar part introduces the use of common adverbial phrases of frequency and to or ing patterns of like and love and so on. Pincas sees writing as being primarily about linguistic knowledge, with attention focused on the appropriate use of vocabulary, syntax, and cohesive devices. The grammar part corresponds to syntax. The use of linking devices, such as and, but and because corresponds to cohesive devices. From this perspective, the arrangement of Language Leader nearly follows product approaches. Unlike Reward and Language Leader, Introduction to Academic Writing is a specialized teaching material. It only focuses on teaching writing, not all the integrated skills. As suggested by the name of the coursebook, it mainly concerns about academic writing. Thus this kind of teachingmaterials serve for writing academic articles. According to genre approaches, different kinds of writing, or genres, such as letters of apology, recipes, or law reports, are used to carry out different purposes. From this viewpoint, Introduction to Academic Writing provides many detailed skills and examples for students to write academic articles. Generally speaking, the specialized writing teaching materials Introduction to Academic Writing illustrate more clearly how to write an article, whereas the writing teaching materials which involve integrated skills introduce vaguely about writing.BibliographyAlice Oshima and Ann Hogue, 2006. Introduction to Academic Writing. 3rd ed. New York:Pearson Longman.Anita Pincas, 1982. Teaching English Writing. London: Macmillan.Brian Tomlinson, ed., 1998. Materials development in language teaching. Cambridge: Cambridge University Press.Christopher Tribble, 1996. Writing. Oxford: Oxford University Press.David Cotton, David Falvey and Simon Kent, 2008. Language Leader. New York: Pearson Longman.Frank Smith, 1982. Writing and the Writer. London: Heinemann.John Flowerdew, 1993. An educational or process Approach to the teaching of professional genres. ELT Journal, 47/4:5-16.John Swales, 1990. Genre Analysis. Cambridge: Cambridge University Press.Ken Hyland, 2004. Writing and Teaching Writing. In: Second Language Writing. Cambridge: Cambridge University Press, 2004. pp. 2-3.James Martin, 1993. A contextual theory of language. In Bill Cope and Mary Kalantzis, eds. The Powers of Literacy: A Genre Approach to Teaching Writing. London: Falmer Press.Michael Halliday and Ruqaiya Hasan, 1989. Language, context and text: aspects of language in a social semiotic perspective. Oxford: Oxford University Press.Richard Bager and Goodith White, 2000. A process genre approach to teaching writing. ELT Journal, 54/2, pp. 153-160.Simon Greenall, 1995. Reward Intermediate. London: Heinemann.Tricia Hedge, 1993. Writing. Oxford: Oxford University Press.William Grabe, 2003. Reading and writing relations: L2 perspectives on research and practice. In: Barbara Kroll, ed., Exploring the dynamics of second language writing. New York: Cambridge University Press, 2003. pp. 242–61.Appendix 1 (Greenall 1995: v)(Cotton, D., Falvey, D., Kent, S. 2008: 9) Appendix 211Appendix 3。
讨论式教学和讲座式教学英语作文
讨论式教学和讲座式教学英语作文Discussion-Based vs. Lecture-Based English Language Teaching.English language teaching methodologies have evolved significantly over time, with a shift towards more interactive and learner-centric approaches. One of the most fundamental debates in this regard revolves around the comparative merits of discussion-based teaching andlecture-based teaching.Discussion-Based Teaching.Discussion-based teaching places emphasis on active student participation and peer collaboration. Students are encouraged to express their ideas, question each other's perspectives, and engage in meaningful dialogue. This approach fosters critical thinking, problem-solving, and communication skills.Advantages:Encourages active learning: Students are not passive recipients of information but rather actively involved in the learning process.Promotes critical thinking: Discussions require students to analyze, evaluate, and synthesize information.Develops communication skills: Students have ample opportunities to practice speaking, listening, and interacting with others.Fosters learner autonomy: Students become more confident in expressing their own ideas and taking ownership of their learning.Disadvantages:Time-consuming: Discussions can be time-consuming, especially with large class sizes.Can be difficult to manage: Students may get sidetracked or monopolize the conversation.Requires well-prepared students: Discussions are more effective when students have prior knowledge and preparation.Lecture-Based Teaching.Lecture-based teaching involves one-way communication from the instructor to the students. The instructor presents information in an organized and structured manner, while students typically listen and take notes. This approach is efficient in conveying a large amount of information.Advantages:Efficient: Lectures can cover a substantial amount of material in a relatively short period of time.Clear and organized: Instructors can presentinformation in a logical and cohesive manner.Provides a foundation: Lectures can provide students with a solid understanding of key concepts and theories.Disadvantages:Passive learning: Students are not actively involved in the learning process and may become disengaged.Limited opportunities for interaction: Students have limited chances to ask questions or participate in discussions.Can be inflexible: Lectures may not allow for individual student needs or varying learning styles.Comparison and Conclusion.The choice between discussion-based and lecture-based teaching depends on the specific learning objectives, classsize, and learner characteristics.Discussion-based teaching is most appropriate for:Developing critical thinking, communication, and problem-solving skills.Fostering learner autonomy and collaboration.Exploring complex and controversial topics.Lecture-based teaching is most appropriate for:Conveying a large amount of information in a short time.Establishing a solid foundation in core concepts.Providing clear and organized content.In general, a blended approach that combines both discussion-based and lecture-based elements can be highlyeffective. This allows instructors to leverage thestrengths of each approach while minimizing their drawbacks. By actively involving students in discussions, while also providing structured lectures, educators can create a dynamic and engaging learning environment that caters to a wide range of learners.。
小学教师资格证英语作文24念上预测
全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：小学教师资格证英语作文24念上预测全文共3篇示例，供读者参考篇1Predictions for the 24th Grade English ExamsAs a student about to take the 24th grade English exams, I can't help but feel a mix of excitement and trepidation. These exams are a big deal, not just for me, but for all of us aspiring tobecome primary school teachers. They test our English proficiency and determine if we have what it takes to effectively teach the language to young minds.From what I've heard, the exams this year are going to be quite challenging. The curriculum has been updated to reflect the latest teaching methodologies and pedagogical approaches.I can't rely solely on memorizing grammar rules and vocabulary lists anymore. The focus seems to be shifting towards practical application and real-world scenarios.One thing I'm fairly certain about is that there will be a strong emphasis on interactive and communicative language teaching methods. Gone are the days when teachers simply stood in front of the class and lectured. Nowadays, we're expected to engage students in activities that promote active learning and language acquisition through meaningful interactions.I wouldn't be surprised if there are questions or tasks that simulate classroom scenarios, where we have to demonstrate our ability to facilitate group discussions, role-plays, or other interactive exercises. The examiners want to see how well we can create an immersive and engaging language learning environment.Another area that I think will be heavily tested is our understanding of differentiated instruction. Every child is unique, with different learning styles, abilities, and cultural backgrounds. As future teachers, we need to be able to adapt our teaching methods to cater to these diverse needs. Expect questions that assess our ability to modify lesson plans, use a variety of teaching aids, and provide appropriate support and accommodations for learners with special needs.Technology is also playing an increasingly important role in education, and I'm sure the exams will reflect this trend. We might be asked to demonstrate our proficiency in using digital resources, educational apps, or online platforms to enhance language learning. Being tech-savvy is no longer an optional skill for teachers in the 21st century.Of course, we can't overlook the traditional aspects of language teaching either. There will likely be sections that test our knowledge of grammar, vocabulary, pronunciation, and the four language skills (reading, writing, listening, and speaking). However, I suspect that the questions will be more application-oriented, rather than just testing our theoretical knowledge.Another thing I'm anticipating is a focus on cultural awareness and sensitivity. As primary school teachers, we'll be working with students from diverse cultural backgrounds. The exams may include scenarios or materials that require us to demonstrate our ability to incorporate culturally relevant content and address potential cultural biases or misunderstandings.Lastly, I wouldn't be surprised if there are questions related to classroom management and creating a positive learning environment. Effective teachers need to have strong interpersonal skills, be able to maintain discipline, and foster a safe and inclusive classroom atmosphere conducive to learning.Overall, I'm both excited and nervous about the 24th grade English exams. They represent a significant milestone in our journey to become primary school teachers, and I'm determined to give it my best shot. With diligent preparation, an open mind, and a genuine passion for teaching, I'm confident that I can navigate the challenges and showcase my potential as an effective and inspiring English language educator.篇2Predictions for the 24th Grade English Teacher Certification ExamAs a student preparing to take the 24th Grade English Teacher Certification Exam, I can't help but feel a mix of excitement and trepidation. This exam is a crucial milestone that will determine our eligibility to become certified English teachers for the upper grades. While the road ahead is daunting, I've been diligently studying and believe I have a good grasp of what to expect. Here are my predictions for the upcoming exam:Written ExpressionThe written expression section has always been a challenging one. I anticipate a series of prompts that will test our ability to articulate complex ideas in a clear and organized manner. We may be asked to analyze a literary passage, craft a persuasive essay, or even compose a creative writing piece. Effective use of vocabulary, grammar, and sentence structure will be paramount. Personally, I've been practicing by writing regular journal entries and critiquing sample essays.Reading ComprehensionReading comprehension has been a core component of previous exams, and I doubt the 24th grade exam will be an exception. We can expect a diverse selection of passages ranging from classic literature to contemporary non-fiction. The questions will likely assess our ability to identify main ideas, drawinferences, and analyze rhetorical devices. Critical thinking skills will be essential in dissecting the nuances within each text. I've been honing my skills by regularly reading challenging material and taking practice tests.Linguistics and Language AcquisitionAs future English teachers, a deep understanding of linguistics and language acquisition theories is crucial. I predict questions that delve into the intricacies of phonology, morphology, syntax, and semantics. We may be asked to analyze language samples or apply our knowledge to hypothetical teaching scenarios. Additionally, questions on second language acquisition and effective teaching methodologies are likely to appear. I've been reviewing my notes from linguistics courses and exploring supplementary resources to solidify my grasp of these concepts.Pedagogy and Classroom ManagementThe exam will undoubtedly assess our readiness to manage a classroom effectively. Questions may revolve around lesson planning, instructional strategies, assessment techniques, and creating an inclusive learning environment. We may be presented with hypothetical classroom situations and asked to propose appropriate solutions. Familiarity with educationaltheories, philosophies, and best practices will be advantageous. I've been studying classroom management techniques and exploring various pedagogical approaches to broaden my understanding.Literature and Cultural AwarenessAs English teachers, we will be tasked with introducing students to a diverse array of literary works and fostering cultural awareness. I anticipate questions that gauge our knowledge of major literary movements, authors, and their sociocultural contexts. We may be asked to analyze excerpts, identify literary devices, or discuss the cultural significance of certain works. To prepare, I've been revisiting classic novels, reading critical analyses, and exploring literary criticism from various cultural perspectives.While these predictions are based on my understanding and experience, the actual exam may hold surprises. However, I believe that a well-rounded preparation, encompassing all aspects of English language and literature, will equip us to tackle any challenge the 24th Grade English Teacher Certification Exam presents.Regardless of the outcome, this journey has been an invaluable learning experience. The rigorous preparation hasdeepened my appreciation for the nuances of the English language and the art of effective teaching. I am confident that, whether successful or not, this exam will serve as a stepping stone towards becoming a competent and passionate English educator, dedicated to nurturing the next generation of language learners.篇3Teacher's Certificate in English - Predictions for 2024As a student currently preparing for the Teacher's Certificate in English exam in 2024, I can't help but wonder what changes and developments might be in store for this crucial assessment. After all, the education landscape is constantly evolving, and staying ahead of the curve is vital for aspiring educators like myself.One prediction I have for 2024 is an increased emphasis on digital literacy and technology integration within the English curriculum. In today's rapidly advancing digital age, it's essential for teachers to be well-versed in leveraging technology effectively in the classroom. I wouldn't be surprised if the exam incorporates more questions or practical components related tousing educational software, online resources, and multimedia tools to enhance language learning.Another potential change could be a greater focus on culturally responsive teaching strategies. As our classrooms become more diverse, it's crucial for educators to have the skills to create an inclusive and equitable learning environment that celebrates and validates the cultural backgrounds of all students. The exam may delve deeper into topics such as culturally relevant pedagogy, addressing implicit biases, and fostering a sense of belonging for students from various racial, ethnic, and socioeconomic backgrounds.Additionally, I anticipate an increased emphasis onsocial-emotional learning (SEL) and its integration into the English curriculum. Teaching isn't just about imparting knowledge; it's also about nurturing the whole child, including their emotional intelligence, self-awareness, and interpersonal skills. The exam may include more questions or scenarios related to incorporating SEL principles into language arts lessons, fostering a positive classroom climate, and supporting students' mental health and well-being.Furthermore, as the push for personalized and differentiated learning continues to gain momentum, I wouldn't be surprised ifthe 2024 exam addresses strategies for meeting the diverse needs of learners. This could include questions or tasks related to designing individualized instruction, implementing Universal Design for Learning (UDL) principles, and effectively utilizing formative assessment data to tailor instruction to each student's unique strengths and areas for growth.Another area that may receive heightened attention is the integration of global perspectives and cross-cultural competencies into the English curriculum. In our increasingly interconnected world, it's crucial for students to develop a deeper understanding and appreciation for diverse cultures, perspectives, and worldviews. The exam may assess candidates' ability to incorporate global literature, promote cultural awareness, and foster critical thinking about global issues through language arts instruction.Moreover, as the importance of promoting critical thinking and media literacy continues to be emphasized, the exam may place a stronger focus on these crucial skills. Candidates may be evaluated on their ability to teach students how to analyze and evaluate various forms of media, detect misinformation or biases, and develop well-reasoned arguments supported by evidence.I also anticipate that the exam will continue to evolve to reflect the latest research and best practices in English language teaching methodologies. This could include a deeper exploration of communicative language teaching approaches, task-based language instruction, or the use of authentic materials andreal-world contexts to facilitate language acquisition.Finally, as the field of education continues to prioritize data-driven decision-making, the exam may place greater emphasis on candidates' ability to analyze and interpret student data, such as standardized test scores or formative assessment results, to inform instructional practices and drive student growth.Of course, these are just my predictions, and the actual changes to the Teacher's Certificate in English exam in 2024 may differ. However, one thing is certain: the landscape of education is ever-evolving, and as aspiring educators, we must be prepared to adapt and embrace these changes.Regardless of the specific updates or modifications to the exam, the core principles of effective English language teaching will likely remain unchanged. We must strive to create engaging, student-centered learning environments that foster critical thinking, creativity, and a love for language and literature. Wemust be culturally responsive and inclusive, meeting the diverse needs of our students while nurturing their social-emotional development.As I continue my journey towards becoming a certified English teacher, I am both excited and apprehensive about the challenges that lie ahead. But one thing is certain: I am committed to continually growing and evolving as an educator, embracing new technologies, pedagogy, and best practices to ensure that my future students receive the highest quality education possible.The road ahead may be uncertain, but with dedication, passion, and a willingness to adapt, I am confident that I – and my fellow aspiring teachers – will be well-equipped to navigate the changes and meet the demands of the 2024 Teacher's Certificate in English exam and beyond.。
如何才能学好教师口语英语
如何才能学好教师口语英语As a teacher, having good spoken English is essential for effective communication with your students, colleagues, and parents. Whether you are teaching in a native English-speaking country or in a non-native English-speaking country, improving your spoken English skills can help you become a more confident and proficient communicator. Here are some strategies to help you improve your spoken English as a teacher:1. Practice Speaking RegularlyThe key to improving your spoken English is consistent practice. Make an effort to speak in English as much as possible, both inside and outside the classroom. Engage in conversations with your colleagues, attend English-speaking events, and practice speaking with native speakers. The more you practice speaking, the more confident you will become.2. Listen to Native SpeakersOne of the best ways to improve your spoken English is to listen to how native speakers pronounce words and phrases. Watch English movies, listen to English music, and follow English-speaking podcasts. Pay attention to the intonation, rhythm, and pronunciation of the speakers, and try to imitate their speaking style.3. Enroll in Language ClassesIf you feel that you need more structured guidance in improving your spoken English, consider enrolling in language classes or taking private lessons. Language classes can provide you with the opportunity to practice speaking with other learners and receive feedback from a qualified instructor. Look for language schools or online platforms that offer courses specifically tailored for teachers.4. Use Language Learning AppsThere are numerous language learning apps available that can help you improve your spoken English skills. Apps like Duolingo, Babbel, and Rosetta Stone offer interactive lessons, exercises, and speaking practice to help you enhance your language proficiency. Set aside a few minutes each day to work on these apps and track your progress over time.5. Record Yourself SpeakingRecording yourself speaking is a useful tool for identifying areas of improvement in your spoken English. Set up a recording device or use a voice recording app on your phone to record yourself speaking in English. Listen to the recordings and take note of any pronunciation errors, grammar mistakes, or areas where you need to improve. Practice speaking those words or phrases until you feel more comfortable.6. Engage in Language ExchangesLanguage exchanges are a great way to practice speaking with native speakers in a casual and informal setting. Join language exchange groups or websites where you can connect with English-speaking partners who are interested in learning your native language. Spend time speaking in English with your language exchange partner and allow them to give you feedback on your speaking skills.7. Participate in Workshops and SeminarsMany schools and educational institutions offer workshops and seminars on language learning and teaching. Attend these events to learn new techniques, strategies, and resources for improving your spoken English as a teacher. Engage in group discussions, presentations, and role-playing activities to practice your speaking skills in a supportive environment.8. Read AloudReading aloud is a simple yet effective way to improve your pronunciation and fluency in spoken English. Choose a book, article, or poem in English and read it out loud, paying attention to your pronunciation, intonation, and pacing. Practice reading aloud regularly to become more comfortable speaking in English.9. Seek Feedback from OthersDon't be afraid to seek feedback from your colleagues, students, or language tutors on your spoken English skills. Ask them to listen to you speak and provide constructive criticism on areas where you can improve. Take their feedback into consideration and work on refining your speaking abilities based on their suggestions.10. Be Patient and PersistentImproving your spoken English as a teacher is a gradual process that requires patience and persistence. Don't be discouraged by setbacks or challenges along the way. Stay motivated, set realistic goals, and celebrate your progress as you continue to work on enhancing your spoken English skills. With dedication and hard work, you can become a more confident and proficient English speaker as a teacher.In conclusion, improving your spoken English as a teacher is a valuable skill that can enhance your communication abilities and enrich your teaching experience. By practicing speaking regularly, listening to native speakers, enrolling in language classes, using language learning apps, recording yourself speaking, engaging in language exchanges, participating in workshops and seminars, reading aloud, seeking feedback from others, and being patient and persistent, you can make significant strides in enhancing your spoken English as a teacher. Start implementing these strategies today and watch your spoken English skills improve over time.。
language teaching
语言教学引言语言教学是指通过不同的教学方法和策略，帮助学习者习得一门新的语言。
随着全球化的加速发展，语言教学在现代社会中变得越来越重要。
本文将介绍语言教学的重要性、常用的教学方法，以及如何评估语言教学的效果。
语言教学的重要性语言教学在全球范围内具有重要的地位和作用。
以下是几点说明语言教学的重要性：1.促进全球交流：语言是交流的桥梁，通过学习一门新的语言，人们能够更好地理解和沟通他人。
这有助于促进跨文化交流，推动经济和文化交流。
2.增强就业竞争力：在全球化的背景下，掌握多种语言的能力成为了就业市场上的一项重要竞争力。
语言教学能够使学习者具备更广阔的就业机会，提高自身的竞争力。
3.丰富个人经验：学习一门新的语言可以打开人们的视野，拓宽个人的知识面和经验。
掌握不同语言的人们能够更好地欣赏和理解其他文化的美。
常用的语言教学方法语言教学方法有很多种，根据学生的需求和教学目标，教师可以选择合适的方法来教授语言。
以下是一些常用的语言教学方法：1.交际法：交际法强调语言在日常交流中的使用。
教师会通过模拟真实交流场景，训练学生的听、说、读、写能力，帮助学生在实际情境中运用语言。
2.任务型教学法：任务型教学法以学生为中心，注重学生的参与和合作。
教师会设计各种任务，让学生在完成任务的同时学习语言，提高语言运用能力。
3.游戏式教学法：游戏式教学法通过各种游戏和活动来帮助学生习得语言。
学生在游戏中不仅能够提高语言能力，同时也能够增强学习的兴趣和动力。
4.社交情境教学法：社交情境教学法重视语言在社交交际中的使用。
教师会为学生提供真实的社交情境，让学生在实际交流中学习并应用语言。
评估语言教学的效果评估语言教学的效果是确保教学质量的重要环节。
以下是几种常见的评估方法：1.口语测试：口语测试是评估学生口语能力的一种常见方法。
教师可以通过与学生的对话或演讲，评估学生的语音、流利度和表达能力。
2.笔试测试：笔试测试主要评估学生的听力、阅读和写作能力。
《第二语言习得概论》课程教学大纲
《第二语言习得概论》课程教学大纲课程编码：30615001 学分： 2学分总学时：36学时说明【课程性质】《第二语言习得概论》是英语专业任意选修课。
【教学目的】帮助学习者在语言基础知识学习的基础上，掌握一些基本的教学理论，并使他们在学习的过程中形成自己的教学思路，为今后的教学实践或对其进一步的研究做准备。
【教学任务】通过对语言学习者学习语言过程的讨论，帮助学生将模糊的、无意识的实践性内容变成明确的、有意识的理论方法。
使他们在以后的教学中，能够批判性地接受现行的一些教学方法，并在实践过程中根据不同的受教育对象将其不断完善。
【教学内容】绪论；学习者语言的本质、中介语、中介语的社会层面；中介语的话语层面；中介语的心理语言学层面；中介语的语言学层面；二语习得中的个体差异；课堂教学和二语习得；结论【教学原则和方法】教学原则：理论和实践相结合，突出指导性和应用性。
教学方法：教师提出问题，并组织学生讨论，围绕具体问题进行讲解。
教师讲解与学生练习结合，学生每次课后书面回答具体问题。
【先修课程要求】“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。
【教材与主要参考书】教材：Rod Ellis 《第二语言习得》上海外语教育出版社,2000年。
参考书：P. M. Lightbown and N. Spada 《语言学习机制》上海外语教育出版社, 20XX年。
Rod Ellis《第二语言习的研究》上海外语教育出版社, 1994年。
大纲内容第一部分Introduction: Describing and Explaining L2 Acquisition【教学目的和要求】教学目的：本章是全书的绪论，学习的目的是弄清第二语言习得的概念和目标。
教学要求：明确什么是学习者语言等相关概念，从而在整体上使学生对第二语言习得的基本理论有个概括性的了解。
【内容提要】Ⅰ.The definition of second language acquisitionⅡ.The goals of second language acquisitionⅢ.Two case studiesⅣ.Methodological issuesⅤ.Issues in the description of learner languageⅥ.Issues in the explanation of L2 acquisition【教学重点与难点问题】教学重点：the definition of second language acquisition教学难点：the goals of second language acquisition【复习参考题】1. In what respects is Wes a ‘good language learner’ and on what respects is he not one?2. What is your own definition of a ‘good language learner’?第二部分The Nature of Learner Language【教学目的和要求】教学目的：学生了解学习者语言的本质。
Chapter 12 Language Teaching 语言教学法
Chapter 12 Language Teaching ①Questions for discussion:1. How to teach a foreign language effectively?2. What are elements of a teaching method?3. What are synonyms with method or 方法? What are the differences? 12.1 Methodological ElementsFigure 12 Language Teaching Methodology 12.1.1 Approach, method and technique ◆Different theories about the nature of language and how languages are learned (the approach ) imply different ways of teaching language (the method ), and different methods make use of different kinds of classroom activities (the technique ).An approach is a set of corelative assumptions dealing with the nature of language teaching and learning.A method is an overall plan for the orderly presentation of language material, which is based upon a selected approach.A technique is implementational. It is what actually takes place in a classroom. It is a particular trick used to accomplish an immediate objective.12.1.2 ApproachTheory of language✓ The structural view: language is a system of structurally related elements for coding of meaning. (AM, TPR, SW)✓ The functional view: language is a vehicle for the expression of functional meaning. (CLT, ESP)✓ The interactional view: language is a vehicle for the realization of interpersonal relations and for the performance of social transaction between individuals. (Interaction analysis, conversation analysis)Theory of language learningA learning theory underlying an approach or a method responds to two questions: ✓ What are the psycholinguistic and cognitive processes involved in language learning? (Monitor theory: acquisition vs. learning)✓ What are the conditions that need to be met in order for these learning processes to be activated? (Monitor theory: comprehensible input hypothesis)12.1.3 Design① 本章内容全部为教材以外的补充内容。
《TESOL教学理论》课程教学大纲
《TESOL教学理论》课程教学大纲课程名称：TESOL教学理论课程类别：教育选修课适用专业：英语考核方式：考查总学时、学分： 32 学时2学分其中实践学时： 0 学时一、课程教学目的TESOL（Teaching English to Speakers of Other Languages）即对外英语教学。
TESOL课程的教学对象为英语非母语国家的人群。
这个课程强调的是“英语教学”而不是“英语”。
因此本课程的主题是探讨英语教学的方法和理论，提升英语教学的师资水平。
二、课程教学要求To explore the theories in TESOLTo explore the goals of SLA research;To explore terms and definitions used in SLA studies;To consider why SLA research is needed by teachers of English三、先修课程英语听力，英语口语，英语阅读，英语写作，英语语音，英语词汇学，英语语法四、课程教学重、难点1.教学重点该课程的重点是提升学生英语教学理念。
2.教学难点教学难点是如何扩充学生对于理论的深入理解。
五、课程教学方法与教学手段课堂讲授、小组讨论六、课程教学内容A1 Introduction: approaches and methods (2学时)1. 教学内容a) Methodologyb) approaches and methods in ELT2．重、难点提示A2 Speaking (2学时)1. 教学内容To explore the nature of spoken languageTo explore what is involved in the ‘speaking skill’To consider potential difficulties faced by learners in learning to speak another languageTo consider appropriate methodology for teaching speaking skillsTo present a variety of activities for teaching speaking skills2．重、难点提示Appropriate Methodology for Developing Speaking SkillsA3 Reading (2学时)1. 教学内容To explore definitions and core issues related to readingTo explore what is involved in the ‘reading skill’To consider potential difficulties faced by learners in learning to read in another languageTo examine how the notion of authenticity has influenced contemporary approaches to reading instructionTo consider an appropriate methodology for teaching reading skills2．重、难点提示1) Why we read - our various purposes for reading2) How we read - the processes involved in effective reading comprehension3) What skills are involved in reading - a specification of the components of reading ability A4 Writing (2学时)1. 教学内容To explore key insights from the research on first and second language writing To explore what is involved in the writing skillTo consider appropriate methodology for teaching writing skills2．重、难点提示Key Issues in Writing PedagogyA 5 V ocabulary (2学时)1. 教学内容1) To explore various aspects of word knowledge2) To explore frameworks for the analysis of vocabulary3) To consider factors influencing the selection of vocabulary for pedagogicalpurposes4) To present a range of classroom techniques to teach vocabulary2．重、难点提示A6 Listening (2学时)1. 教学内容To explore the process of listening comprehensionTo explore the characteristics of ‘real-life’ listeningTo consider potential difficulties faced by learners in learning to listen to another language To review the relationship between listening and other skillsTo consider appropriate methodology for developing listening strategies and skillsTo present a variety of activity types for teaching listening skills2．重、难点提示Problems Related to Different Phases of the Listening Comprehension ProcessA 7 Classroom Interaction (2学时)1. 教学内容Language and interaction inside the classroomLanguage input and language learningDescribing conversation2．重、难点提示Discussion topicsSeminar I (2学时)B1 Introduction to SLL (2学时)1. 教学内容to explore the goals of SLA research;to explore terms and definitions used in SLA studies;to consider why SLA research is needed by teachers of English2．重、难点提示GOALS of SLA researchB2 Input theories of SLL (2学时)1. 教学内容What is Second Language Acquisition (SLA)Linguistics-based Approaches to SLA.2．重、难点提示B3 Task-based SLL (2学时)1. 教学内容Perceived problems with ‘traditional’ language teaching Perceived problems with CLTLooking for a solution in TBL (Task Based Instruction) 2．重、难点提示Ellis’s (1997) Model of Noticing (in Cross, 2002)B4 Motivation in SLL (2学时)1. 教学内容To review research learner variables (social and affective factors) that impact on second language teaching and learning, in particular motivation, and the construct ‘willingness to communicate’.2．重、难点提示There are many individual differences (learner variables) that have been the subject of research, for example:ageaptitudeattitudesmotivationintelligencepersonalitylearning styleslearner beliefslearning strategiesB5 Social interation and SLL (2学时)1. 教学内容macro social influences on second language acquisitionindividuals in social settings2．重、难点提示classroom settingssociocultural theory and classroom language learningB6 Learner strategies and autonomy (2学时)1. 教学内容To consider how insights from the areas of language learner strategies and learner autonomy have contributed to understandings of SLLTo consider the classroom implications of the above areas2．重、难点提示Classifying Learning StrategiesB7 Teachers and SLL (2学时)1. 教学内容review of second language acquisition theorieswhat models of ‘language’ underlie second language acquisition?Assessing second language acquisition research for its pedagogic relevance2．重、难点提示How to assess the effects of pedagogical activity (which may or may not be based on second language acquisition theories) on classroom learning (as opposed to second language acquisition in the abstract)Seminar II (2学时)七、学时分配2学时×16周＝32学时八、课程考核方式1.考核方式：笔试；闭卷2.成绩构成：平时成绩+期末考试成绩九、选用教材和参考书目［1］Approaches and Methods in Language Teaching. (2nd ed.). Richards, J. & Rodgers. Cambridge: CUP. T. 2002;［2］How Language are Learned. P. & Spada, N. Oxford: OUP, 2006；［3］Second Language Learning and Language Teaching. Cook, Vivian. London: Arnold. 1996;［4］Task-based Language Learning and Teaching (Oxford Applied Linguistics). Ellis Rod.，Oxford: Oxford University Press, 2003;［5］The Practice of English Language Teaching.(4th ed.). Harmer, Jeremy, Harlow: Pearson Longman, 2007.。
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➢ It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. The learner has to study the terns and rules of language above the sentence level to learn how language is used in different speech context.
▪ Full of varieties: instruction of dialects, register, gender, discourse to improve the appropriateness of language use.
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Views on language
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Views on language learning
▪ Behaviorist theory
➢ Language is regarded as a set of linguistic habits which are formed through identifying and strengthening the associations between stimuli and responses.
arouse learners’ interest and curiosity.
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Socio-constructivist theory
▪ A means of communication: instruction focused on the functions and notions of language; learning through using
▪ Reflection of cultures: instruction on cultures and focus on appropriateness of speech
▪ Human beings are born with a language acquisition device.
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Constructivist theory
▪ Learning is a process in which the learners construct meaning based on their own experiences and what they already know.
▪ Structural view
➢ The structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.
Lecture 2
Theories of Language Teaching and Learning
What is language?
▪ A system of structures: structural learning, formal instruction of grammatical structures
▪ Teaching should base on what the learners already knew and engage learners in learning activities.
▪ To foster inventive, creative, critical learners ▪ Understanding individual differences to
➢ Learning a second language means the formation of a new set of linguistic habits.
➢ Related concepts: transfer, Contrastive Analysis
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Cognitive theory
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▪ Functional view
➢ It sees language as a linguistic system but also as a means of doing things. Learners learn a language in order to be able to do things with functional activities.
▪ Language is not a form of behavior, but an intricate rule-based system.
▪ Result of Chomsky’s reaction to Skinner’s behaviorism: if all language is a learned behavior, how can a child produce a sentence that has never been said by others before?
▪ Reflection of human thought process: learning is the thought-provoking process; to improve cognition of learners
▪ Performance: application of authentic materials; learning language as it is used