大学英语教学法整理

C o m m u n i c a t i v e L a n g u a g e T e a c h i n g Language Processing and Production (语言理解和表达)

1. The knowledge involved in language processing

In conclusion, when trying to work out the meaning of a piece of language or trying to express your own meaning, you need to use all the three types of knowledge: the knowledge of language(语言知识----语法、词汇、句子), discourse knowledge （语篇知识）, and background knowledge （背景知识）.

Differences Between Oral and Written Communication

(1) Spoken language is simpler than written language. (2) Spoken language has the lighter lexical density. Lexical density refers to the number of content words per clause.

(3) Written language tends to use nouns instead of verbs

(4) Writing is context independent, whereas speech is more closely tied to its context.

Some features of spoken language:

^ contraction (缩写)

^ hesitation (停顿)

^ filler ?

^ repetition

^ self-correction

^ restarted utterance(重新表达)

^ demonstrative words (指示词 this one, over there, near the door)

Definition to Communicative Language Teaching

1) Classroom goals are focused on all of the components of communicative competence(form /function /appropriation) and not restricted to grammatical and linguistic competence.

语篇教学: 如：----Your phone! ----I ’m having a bath.

2) Form is not the primary framework(syllabus 教学大纲) for organizing and sequencing lessons. Function （使用） is the framework through which forms are taught.

3) Accuracy is secondary to conveying a message. Fluency may take on more importance than accuracy. The ultimate criterion for communicative success is the actual transmission and receiving of intended meaning.

4) In the communicative classroom, students ultimately have to use the language productively(speaking and writing ) and receptively(reading and listening ) in unrehearsed contexts. Nature of Communicative Activities :有没有信息的转换 1. Students must have a desire to communicate. The English Language Curriculum (英语课程标准)

一、对英语教学目标的重新认识

语言知识：forms/linguistic competence (单词、句子、语法)

语言技能：listening/speaking/reading/writing

情感态度：attitude/confidence

学习策略/方法

文化意识

二、强调学生语言运用能力的培养

1）语言学习应成为语言实践的过程

2）英语课堂为学生提供体验

3）鼓励学生用实际生活进行语言学习

4）大量实践形成语感

三、练习与任务型的课堂教学

练习：是否掌握语言形式

交际语言教学（Communicative Language Teaching ，即CLT ）形成与70年代末、80

年代初。经过近20年的发展以逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、

教学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是

任务：是否成功完成任务（real-life task）

四、对学生学习评价的多样化

The three stages of teaching reading

1.Pre-reading stage

(1) the aims of the pre-reading stages are three-fold

(a) arousing the students’ interest in the topic or type of text;

(b) motivating students to read the text by proving a purpose for reading;

(c) preparing the students for the content of the text.

(2) what the teacher can do to get the students to predict the contents of the text?

^ examine the accompanying visual information(diagrams, maps, photographs),

^ reflect on the title or the topic,

^ state what they have already know about the topic,

^ state what they would like to know about the topic,

^ write their own questions that they want the text to answer,

^ answer the teacher’s general questions about the text type or topic(oral or written),

^ brainstorm the topic in groups or whole class,

^ guess the topic by looking at key words from the text(given, and if necessary taught,by the teacher).

2.While-reading stage

(1) it aims to help the reader understand the content and structure of the text, as well as the author’s purpose in writing in it.

(2) we aims to train the main reading skills: skimming, scanning, reading for detail, drawing inferences about the author’s purpose and intension. The typical sort of activities to train such skills are: