课程与教学论知识点总结 期末复习

1: language and language teaching

What is language?

nguage is a system of arbitrary vocal symbols used for human

communication.

2.The answer to this question is the basis for syllabus d esign, teaching methods,

teaching and assessment procedures in the classroom.

3.Different views on language generate different teaching method ol ogies. Common Views on language

1.Structural view （language competence）

—The found er: Saussure

—The structural view of language sees language as a linguistic system mad e up of various subsystems (Larsen-Freeman & Long, 1991): phonology, morphol ogy, and syntax.

—The target of language l earning is seen to be the mastery of elements of this system, which are generally d efined in terms of phonological units (e.g., phonemes),grammatical units (e.g., clauses, phrases, sentences), grammatical operations (e.g., ad ding, shifting, joining, or transforming elements), and l exical items (e.g., function words and structure words).

—Learning the language is to l earn the structural items, study the inner structure and rul e of language, ignore the social functions of the language.

2.Functional view

—Representative: Johnson, Marrow, swain canal (the core: grammar)

—It views language as a vehicle for the expression of functional meaning, a means of d oing things/ combining grammatical rul es and vocabulary to express id ea.

3.Interactional view （communicative competence）

—Emphasis: appropriateness

—It views language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

—Language is seen as a communicative tool for the creation and maintenance of social relations.

—Learners need to know the rul es for using the language in certain contexts What makes a good language teacher?

1. A good language teacher d oes not sol ely d epend on his/her command of the

language. There are a variety of el ement that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic d evotion, professional quality and personal styl es.

How can one become a good language teacher?

Wallace’s (1991) ‘refl ective mod el’

1.Stage 1: language development

2.Stage 2: learning, practice, reflection

1)The l earning stage is the purposeful preparation that a language normally

receives before the practice. This preparation can includ e:

➢Learning from others’ experience

➢Learning the received knowl edge

➢Learning from one’s own experiences

2)The practice stage (2 senses)

Pseudo practice: short period of time assigned to d o teaching practice as part of one’s pre-service education, usually und er the supervision of instructors

The real classroom teaching:what a teacher und ertakes after he/she finishes formal education

3)Teachers benefit from practice if they keep on refl ecting on what they have

been d oing

3.Goal: professional competence

2: theory of language l earning and language learners

1.Fluency

1)Different levels of fluency：

[1]time-filling

[2]quality of speech

[3]appropriacy of speech

[4]aesthetic capability

2)In terms of second or foreign language environment, fluency means a l evel of

proficiency in communication (Richards, 1992).

3)Four kinds of abilities:

[1]the ability to produce spoken language with ease;

[2]the ability to speak with a good but not necessarily perfect command of

intonation, vocabulary, and grammar;

[3]the ability to communicate id eas effectively;

[4]the ability to produce continuous speech without causing comprehensibl e

difficulties or a breakd own in communication.

2.Accuracy

1)Accuracy refers to the ability to produce grammatically correct sentences

but may not includ e the ability to speak or write fluently.

3.Interaction

1)Interaction pushes l earners to produce more accurate and appropriate

language, which itself provid es input for other stud ents. (Hedge, 2002)

2)Forms of Interaction

[1]Teacher—Stud ents

[2]Stud ents—Stud ents

➢Pair work

➢Group work

3)Advantages of group work and pair work:

[1]Stud ents are more involved.

[2]More language practices

[3]Generating interactive language.