现代外语教学复习资料

现代外语教学复习资料绪论
我国外语教学存在的问题：〔P2-P5〕
1.theoretical researches are weak
2.teachers' faculty is not strong
3.schools are short of teaching resources
4.teaching concepts lag behind the society
cation is mainly exam-oriented
6.the interference related to power and money is serious
第二章
1.外语教学研究的三个层次：〔P32-P38〕
ontology: essential characteristics of language itself and language teaching
2.语言的本质特点：
1).the most important tool to communicate
2).a linguistic system made up of various subsystems
3).a tool to think and a carrier for culture
4).require special physiological basis
2.外语教学研究的三个层次：〔P32-P38〕
② positivism: principles of foreign language teaching
a. systematic principle
b. communicative principle
c.cognitive principle
d.cultural principle
e. affective principle
外语教学研究的三个层次：〔P32-P38〕
③ methodology: organization, strategies and methods of foreign language teaching 存在的问题：
a. exclusiveness
b. one-sidedness
c. intricacy
第三章
1.外语学习者的生理和认知因素：〔P46-P52〕
② intelligence：
a. take different steps to students of different level of intelligence
b. general intelligence → communication
higher intelligence → form
2.外语学习者的生理和认知因素：〔P46-P52〕
③ aptitude：
a. phonetic coding ability
b.grammatical sensitivity
c. inductive sensitivity
3.外语学习者的生理和认知因素：〔P46-P52〕
④ cognitive style：
a. field dependence
b.field independence
4. 外语学习者的情感因素：〔P52-P55〕
① motivation and attitude:
a. Brown: global motivation
situational motivation
task motivation
b. Gardner and Lambert: integrative motivation
instrumental motivation
② personality:
extrovert vs. introvert
5. 对教学的启示：
a. strengthen students' merits in different occasions
b. change students of different personality to the contrary
6. 理想的外语学习者：〔P55-P56〕〔二语习得P122〕
a. group dynamics
b. use the target language
c. attend to meaning rather than to form
e of study techniques
e.the early stages of grammatical development
f. analytic skills
g.integrative motivation/ task motivation
h.take risks
i.adapt to different learning conditions
7. EA的一般步骤：〔P62〕〔二语习得P52〕
a.a corpus of language is seleted
b.the errors in the corpus are identified
c.the errors are classified
d. the errors are explained
e. the errors are evaluated
8. EA的作用：〔P62〕
a.recognize which stages are students in/ how much contents are remained
b.evidence of how the learners learn or aquire language
c. a means used to aquire language/ a means used to inspect the essence of the language
9.EA的局限性：〔P64-P65〕
a.it's difficult to define and distinguish errors
ck of a common standard to classify errors
c. it's difficult to distinguish avoidence from errors
10. 中介语的特点：〔P66〕
a. open
b. flexible
c. systematic
11. 中介语构建的手段：〔P67〕
nguage transfer
b. overgeneralization of target language rules
c. transfer of training
d. trategies of L2 learning
e. strategies of L2 communication
12. 成功的外语学习者所采用的五大策略：〔P71〕
a. participate language learning positively by searching and ultilizing favourable learning environment
b. set language as a system of forms
c. set language as a tool to communicate
d. accept and deal with the affective needs during the learning process
e. expand and revise the foreign language system by inferencing and monitoring.
13. 学习者策略对外语教学的启发：〔P83〕
a. guide students to make the best use of existing knowledge
b. make the best use of learning strategies to improve language learning abilities
c. help learners use communicative strategies correctly
第四章
1. CLT的理论根底：〔P89-P90〕
a. theories of language communication:
a system made up of basic units
fundamental function is communication
the language structure reflect the function and communicative uasge
the basic units of language are showed in the communicative functions of discourese
rather than just grammatical rules and structural characteristics
②learning theories:
communicative principle
task principle
meaningful principle2. 语法编写的原那么：〔P103〕
a. systematic principle
b. communicative principle
c. contrastive principle
d. cognitive principle
3. 词汇教学的原那么：〔P108-P109〕
a. systematic principle
b. communicative principle
c. cultural principle
d. cognitive principle
e. affeive principle
3. 影响听力的重要因素：〔P111-P115〕
a. the characteristics of listening materials (speed/pause/hesitation)
b. the characteristics of the speakers (sex/authority of the speaker)
c. the characteristics of the tasks
d. the charateristics of the learners
e. the charateristics of the process
4. 外语阅读和母语阅读不同特点的比拟：〔P118-P119〕
a. the positive transfer has its limits/ language rules and pragmatic principle
b. the shortcomings of the abilities and skills on mother-tongue reading influence the process of positive transfer and the improvement of reading abilities in foreign language
c. affective factors also influence the process of reading
5. 语言和文化的关系：〔P128-P129〕
a. language is a part of culture
b. langauge is the carrier of culture
c. culture is the base of language
6. 文化导入的必要性和重要意义：〔P130〕
a. cultural knowledge and accommodation ability are important parts of communicative competence
b. communicative competence is the essential base and method to acquire further cultural language
c. adapt to the requirements of special positions
7. 文化导入的重要原那么：〔P132-P133〕
a. practical principle
b. stage principle
c. accommodation principle
8. 文化导入的主要方法：〔P133-P134〕
a. annotation
b. fusion
c. practice
d. comparison
e. specifically explanation
第五章
1. 课程设计的阶段：〔P136〕
a. fact-finding
b. the theory and practical evidence of course design and syllabus design
c. make the goals to plans, recognize the aims and contents
d. prepare the materials and compile the textbook
2. 教材编写的原那么：〔P144〕
a. authentic principle
b. gradual principle
c. interesting principle
d. diverse principle
e. modern principle
f. practical principle
3. 合格的外语教师应具备的素质：〔P151〕
a. solid professional knowledge and skills
b. abilities of classroom management and implement
c. good characters and delightful personalities
d. systematic knowledge of modern language
e. considerable knowledge of foreign language acqu isition theories
f. knowledge of foreign language teaching
4. 外语教学的实施的主要过程：〔P155〕
a. needs analysis
b. curriculum design
c. material development
d. classroom instruction
f. course evaluation
5. 传统课堂教学模式〔PPP〕的缺乏：〔P156-157〕
a. teaching model is teacher-centred
b. the result of PPP model is exam-oriented education
c. students haven't received enough input
d. mislead students to a worry learning way
6. 课堂教学最根本目标：〔P159-162〕
a. cultivate students' interests
b. provide authentic language input
c. help students use learning strategies which are benefit to foreign language learning
d. help students overcome the difficulties during the learning process
7. 外语测试的类型：〔P167-170〕
a. 测试目的：
aptitude test
achivement test
diagnostic test
proficiency test
exit test
b. 外语测试的类型：〔P167-170〕
② 测试的方法和方式：
direct testing
indirect testing
③ 测试题型：
a. discrete-point testing
b. integrative testing
c. 外语测试的类型：〔P167-170〕
④ 考试成绩判别的标准：
norm-referenced testing
criterion-referenced testing
⑤ 判卷标准：
a. subjective testing
b. objective testing
8. 效度(test validity)：〔P170〕
a. whether the test can test what it meant to exactly
b. content validity
c. criterion-related validity
d. construct validity
e. face validity
9. 信度(test reliability)：〔P172〕
a. whether the result of the test are reliable
b. test itself
c. marking of papers
第六章
1. 外语教学法的主要流派：〔P180-P206〕
a. The Oral Approach and the situational Language Teaching
b. The Audiolingual Meathod
c. Communicative Approach
d. Total Physical Response
e. The Silent Way
f. Community Language Learning
g. The natural Approach
h. Suggestopedia
2. 任务型教学的原那么：〔P209-P210〕
a. interactive principle
b. authentic in linguistic materials
c. process principle
d. emphasize the improvement made by learners' experience
f. classroom language learning is related to language application outside the class
3. 任务型教学的优点：〔P221〕
a. reflect new ideas about language learning and teaching
c. shorten the distance between class and life
d. it aims at cultivating students' learning capacity/ cooperative learning
4. 任务型教学的局限性：〔P221-P222〕
a. the recognition of language learning is extreme
b. the randomness of task selecting
c. the limitation of application scope
d. instead special tests of whether the tasks have been accomplished。