pragmatic competence
Developingpragmaticcompetence-PPT文档资料-讲义
Pragmatic instruction is still necessary:
Cultural disparities;
The development of L2 pragmatic competence may not naturally follow that of L2 linguistic competence;
What’s the problem pragmatically speaking?
A bilingual Chinese advertisement in China Daily:
广州酒家—食在广州第一家 Guangzhou Restaurant— Eating in Guangzhou, we are Number One.
Jenny Thomas, Cross-culture pragmatic failure, 1983: 97
1. L2 pragmatic competence
The goals of teaching English to Chinese students:
Linguistic competence: the imparting of sound patterns, vocabulary and grammar of English;
Some people highly competent in their L1 communication are much less context-sensitive in L2 communication
3. Miscommunication and pragmatic failures
英语教学法考试重点（1）
英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。
pragmatic competence
Pragmatic competence and L2 instruction
The goals of teaching English to Chinese students
– Linguistic competence: the imparting of sound patterns, vocabulary and grammar of English etc. – Pragmatic competence: relating to the appropriate use of English in dynamic contexts (social; cultural)
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Bachman, L.F. Fundamental Consideration in Language Testing, Oxford University Press, 1900. Bachman, L.F.& Palmer, A.S. Language Testing in Practice, Oxford: Oxford University Press, 1996. Leech G N.Principles of Pragmatics [M].London:Longman,1983. Kasper, L. F. (1997a). The impact of content-based instructional programs on the academic progress of ESL students. English for Specific Purposes, 16(4), 309-320. Cohen, A.D., & Olshtain, E., (1993): “The production of speech acts by EFL learners”, in TESOL Quarterly, 27 (1), 33-56. House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225-252. Ellis Rod.(1994) The Study of Second Language Acquisition. Oxford: Oxford University Press. 冉永平。语用学：现象与分析[M].北京：北京大学出版社，2006.
教学论出题汇总(新)
1班第一组：一．Fill In The Blanks1—In real life,language is used to perform certain ______function.答案：communicative3、In the_____, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.答案：inductive method5._____of a word or a lexical item refers to those words that we used to label things as regards real objects, such as a name or a sign,etc. in the physical world.答案: Denotative meaning二．True and False1.Task -based Language Teaching is widely promoted in English language teaching nowadays.答案：T3、Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.（）答案：T第二组：一.Fill In The Blanks1.There arethree principles of communicative language teaching: communication principle, ____ _, meaningfulness principle.答案：task principle3.A PPP cycle leads from accuracy to _____. ; a TBL cycle leads from fluency to ___ ___.答案：fluency, accuracy5.Our realistic goal of teaching pronunciation should be consistency, intelligibility and ( ).答案:communicative efficiency7.In the top- down model listening for( ) and making use of the contextual clues and background knowledge to construct meaning are emphasized.答案gist8.Maintaining a balance between ( )and ( ) practice is essential in teaching speaking.答案1. accuracy-based 2. fluency- based.9.( ) and transformation drills are most frequently used in mechanical practice.答案：Substitution10.Meaningful practice usually comes ( ) mechanical practice.答案：after二.True and FalseBased on the Behaviorist theory, Skinner suggested that language is also a form of behaviour.答案：T2.Pragmatic competence is concerned with knowledge of the language itself, its form and meaning.答案：F3. Connotative meaning of a word refers to those words that we use to label things as regard real objects,such as a name or a sign.(F)4.Contextualising practice means teachers need to identify a situation in which a target structure is commonly used.答案：T第三组：一．Fill In The Blanks1._________________ refers to one's ability to create coherent written text or conversation and the ability to understand them.答案：Discourse competence2.Task-based Language Teaching has stressed the importance tocombine_________with communication-focused teaching.答案：form-focused teaching7.______refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing.答案：Receptive/passive vocabulary9.We introduced three ways of teaching grammar, the_____method, the_____method, and the____method.答案：deductive, inductive, guided discoverymonly, two approaches are frequently used to describe different processes of listening. In the____, listening comprehension is believed to start with sound and meaning recognition.答案:bottom-up model二.True and False1.In the top-down model listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.答案：T3.The structural view of language sees language as a linguistic system made up of various subsystems答案：T第四组：一．Fill In The Blanks1. The structural view of language sees language as a ___________system made up of various subsystem.答案：linguistic4. In order to accomplish the communicative purpose, there must be some _______ that students seek to bridge when they are communicating.答案：information gap7. ___________ refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. (Implicit knowledge)二.Ture and False3. Minimal pairs are pairs of words which have only one sound different from each other. 答案：T第五组：一．Fill In The Blanks2. Hedge discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and答案: fluency4. If a teacher is teaching grammar and he gives appropriate examples first, then let students try to apply the new knowledge, and finally the teacher elicit the rules from the students, we can know he use the _____ method.答案：inductive5. According to Hedge，vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its ＿＿＿and connotative meaning. 答案：denotative7. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: ______, ______, ______.答案: pre-listening, while-listening, post-listeningII. True or FalseThe interactional view considers language to be a communicative tool, whose is to build up and maintain social relations between people.答案: T3. Teaching pronunciation does not mean teaching phonetics.答案：T5. Productive/active vocabulary are able to recognize and comprehend in reading and listening.答案：F二班判断第一组1.The structural view of language not only sees language as a linguistic system,but also a means for doing things. (×)2.Perception practice is aimed at deve loping the students’ ability to identify and distinguish between different sounds. （√）4.The inductive method relies on reasoning，analyzing and comparing. 答案：（×）5.A denotative 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'. （×）第二组2.Personalising practice means teachers need to identify a situation in which a target s tructure is commonly used.（×）3.Pragmatic competence involves spelling, pronunciation,vocabulary, word formation , grammatical structure, sentence structure, and semantics.( ×)5. Denotative meaning refers to those words that we use to label things asregards real objects such as a name or sign, etc. in physical world.(√)第三组1.Each language has a finite number of such structural items.（✓）2.Principles of communicative language teaching is communication principle, task principle and meaningfulness principle. (✓)3.Generally speaking, Chinese learners learning English as a foreign language don't need a certain degree of mastery of English grammar .( ×)第四组1.The constructivist theory believes that learning is a process in which the learnerconstructs meaning based on his/her own experiences and what he/she already know.(✓)2. Teachers can use hand or arm movement to indicate change of intonation as if conducting music. (√)3.The guided discovery method is different from the inductive method in that the students are induced to discover rules by themselves . （×）5.In the bottom-up model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. (×)第五组1.Pragmatic competence refer to one’s ability to create coherent written text or conversation and the ability to understand them.（×）2.Generally speaking, Chinese learners learning English as a foreign language needa certain degree of mastery of English grammar.However, it should be noted that learning grammar itself is not the ultimate goal of learning English.（✓）填空第一组1.There are a variety of elements that contribute to the qualities of a good language teacher.These elements can be categorized into three groups: ________ ________________. (ethic devotion, professional qualities, personal styles)2.Hedge discusses five main components of communicative competence:________ Competence,________competence,________competence,________competenceand________. (linguistic, pragmatic, discourse, strategic, fluency)1._________ are pairs of words which have only one sound different from each other. (Minimal pairs)9.The models for teaching listening are ________ 、________、________.（the bottom-up model，the top-down model，the interactive model.）10.C ontrol activities mainly focus on form and _________ (accuracy)第二组4. The goal of CTL is to develop students`( )competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.答案：communicative5.Hedge discusses five main components of communicative ly, ling uistic competence, pragmatic competence,discourse competence ,（）and fluency.答案：strategic competence7. Our realistic goal of teaching pronunciation should be ( ),intelligibility and communicative efficiency.答案：consistency第三组3. PPP teaching model refers to the (presentation, practice and production).4. A task has four main components: (a purpose,a context,a process and product).6. List some examples of perception practice of English sounds. (Using minimal pairs) (Which order) (Same or different) (Odd one out)（Completion）8. ( Substitution ) and transformation drills are most frequently used in mechanical practice .第四组1.The (structural view) of language sees language as a linguistic system made up of various subsystems.5. Our realistic goal of teaching pronunciation should be (consistency), (intelligibility), (communicative efficiency).7.（Mechanical practice）involves activities that are aimed at form accuracy.9.The important thing in designing listening activities is to give a clear(purpose),a (specific)task and an appropriate(context)for doing them.第五组8.Grammar practice is usually divided into three categories,__________,_______and_________.答案:mechanical practice, meaningful, communicative practice.10.Vocabulary learning involves at least two aspects of meaning,the first aspect involves the understanding of its_and_meaning.答案:denotative,connotative11.Models for teaching listening consists of bottom-up mode,top-down model and____________model.答案：interactive三班一组一、填空1、In the past century, language teaching and learning practice has been influenced by three different views of language, namely, the (structural view), the (functional view) and the (interactional view).4、Our realistic goal of teaching pronunciation should be:（consistency），（intelligibility），（communicative efficiency ）.6、A connotative meaning of a word refers to 'the（emotions) or (attitudes) of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word'.二、判断2、Pragmatic competence is concerned with the appropriate use of the language in social context. (√)4、Grammar presentation includes the deductive method，the inductive method，and the guided discovery method.（✓）7、Building up confidence is one of the principles of teaching speaking. (✓)二组Unit1There are at least three theoretical views of language and the nature of language proficiency. The first is ______, the second is ______ and the third is ______. structural view，functional view，interactional viewUnit81.Vocabulary learning involves at least two aspects of meaning，the first aspect involves the understanding of its _and_ meaning。
外语教学中的语用能力
IV. 语用能力现象举隅 语用常用语(pragmatic routines)/语用套语、语块
(pragmatic chunks) 一类： (Kesckes 2007, Wary 2008, Hagiwara 2009)
常见的、具有语用功能的话语。如“Nice to see you！”，“How are you?”，“Good morning！” 等，这些属于程式性话语 (formulaic speech)。使 用场合、目的（如建立或维护人际关系）等具有 常规性。
再如：
19
IV. 语用能力现象举隅
A: Are you leaving? B: Yes well I don’t think so.
A: Could you perhaps you know lend me some money? B: Well I mean it depends on how much you had in
12
IV. 语用能力现象举隅
语用隐含信息---言外之意。如：
Two women are discussing their children A: How is Tom going at school? B: Ah, well ... you know what they say: boys will be boys. A: Yeah, but girls are no easier ... you know what Jess did the other day? ...
* “I shall be delighted to go. ”
(=I shall be delighted to go to your house，多用于所
指的第三方地点，表以对方为起点‘离位’，强调
英语学科教学法复习Unit1-14
Unit 1ZPD: The Zone of Proximal Development1.What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.The zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called "proximal" because the individual is close to mastering them but needs more guidance and practice in order to perform these actions independently.2.Three factors of ZPD?1)The "More Knowledgeable Other": The more knowledgeable other is someone who has a higher level of knowledge than the learner.2)Social Interaction: During certain periods of a child's life, they may even look to peers more than they look to adults. Kids at this age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3)Scaffolding: When children are in this zone of proximal development, providing them with the appropriate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21.The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life language usemunicative competence includes......?1)Linguistic competence:- Language itself: form & meaning2)Pragmatic competence:- to use language appropriately in social context3)Discourse competence:- to create coherent texts & to understand them4)Strategic competence:- communication breakdown due to lack of resourcesFluency:- without strain or inappropriate slowness or undue hesitation3.Three principle of CLT?1)Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2)Communication principle:Debate is a process that involves formal discussion on a particular topic3)Task principle: To present ideas in the most persuasive waymunicative activities?Identifying pictures Illustration exercise5.What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, drills, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language6.What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making sure the students have a reason for undertaking the taskA context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task:Attention is focused on meaning rather than form.The language use is like the real-world communicationThere is some kind of information gap between the participants7.Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources when completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8.What are the constraints of TBLT?1)The first is that TBLT may be not effective enough to present new language items.2)Second, culture of learning3)Third, level of difficulty4)Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1.NFLTRA: The National Foreign Language Teaching & Research Association (NFLTRA) 中国教育学会外语教学专业委员会2.What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3.In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students' abilities to observe, to memorize, to think are emphasized. T/F (F)4.Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005.Can you give some tips for teachers to deal with changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication. More task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41.Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give teachers opportunities to anticipate potential problems and be prepared for some possible situations.For teachers, it can help their Professional development, Self-reflection, Confidence and TimemanagementTeaching lesson is not static. The content of lesson and the situation in class keep changing. So experienced teachers also need to do lesson planning.2.What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Extra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3.What does “ESA” stand for in successful teaching?Engage: To get students interested in what they learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce language in meaningful ways.It is a kind of rehearsal for the real world4.Think of three important components of a lesson plan and give your reasons.1)Background information---Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to know2)Teaching aims3)Language contents and language skills4)Stages and procedures5)Teaching aids6)End of lesson: summary---ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate interest, curiosity and anticipation of the next phrase of learning7)Optional activities and assignments---Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8)After lesson reflectionUnit51.How to make effective instruction ?Two general rules of giving instructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students move into group or pairs.2.The most difficult and important role that teachers have to play is Organiser3.How to choose the way of grouping according to different task requirements?Textbook P75-774. All –wh questions are open questions. True or False? ( F ).5. What are the difference between mistakes and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss’ learning Mistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performance to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 语言控制能力不足引起的操作性错误嘴瓢Errors: have a direct relation with the learners’ language competence, which do not result from carelessness, but lack of knowledge in target languageCannot be self-corrected 系统性错误如果不纠正会一直错一直错6.What are the 6 levels of Bloom’s Taxonomy?Unit 61.What are the two kinds of stress that are important to achieving good pronunciation?1)word-level stressIt is very important to stress the proper syllable in multisyllabic words. It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2)phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or sentence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2.Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.According to Kelly(2005:11), intonation is “as important as grammar or lexis.’ Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence.Because of the importance of intonation of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3.What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire a first language if presentedwith adequate stimuli. If language input does not occur until after this time, the individual will never achievea full command of language—especially grammatical systems.4.What should be our realistic goal of pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.5.What is IPA?International Phonetic Alphabet是一套用来标音的系统，以拉丁字母为基础，由国际语音学学会设计来作为口语声音的标准化标示方法。
The Cultivation of Pragmatic Competence in College English Teaching
The Cultivation of Pragmatic Competence in College EnglishTeaching1.IntroductionWith the acceleration of globalization and internationalization, more and more cross-cultural communication occurs. English as a universal communicative tool, is used most commonly. Therefore, to understand the language and to use it appropriately is becoming crucial important. Successful communication requires not just a high level of linguistic competence, but also a corresponding level of pragmatic competence. However, in many colleges, the students are short of pragmatic competence, they often commit pragmatic errors in communication or use too much Chinglish. Teachers’ instruction concentrates much on the content of textbooks and skills training, while the development of st udents’ pragmatic competence is almost completely ignored. Thi s kind of language teaching can’t meet the need of modernization and cross-cultural communication. Thus, it is of great necessity to draw a clear picture about the current level of English pragmatic competence of Chinese college students. This study intends to explore the main causes of college students’ low pragmatic competence and feasible ways to the cultivation of pragmatic competence, so as to achieve the goal of College English Teaching.2.The Current Situation of College English TeachingCollege English teaching reached its height in the late 1990s for three major reasons. The first reason is, of course, the importance and necessity of English in communication and work because of the increasing opportunities of international interaction. With the rapid development of Chinese economy, more and more world-famous companies set up their branches in China. English got the first place in the college courses for students who wished to seize the chances of working in those companies and joint ventures. The second reason is the issue of the nation-wide College English Test (CET 4 and CET 6). Many companies and working units took the certificates as the language proficiency and many universities relate the certificates to the requirement for graduation. Some students even paid more attention to English than to their majors. The third reason is the English examination for postgraduates. Due to the pressure of good working opportunities, more and more college students took the examination and English became the key factor of their success in the examination. For whatever reasons, there appeared a nation-wide “English Rush”.It has been accepted that language is more than simply a system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. In terms of teaching, it is generally accepted that teachers need to distinguish between students’ knowing various grammar rules and being able to use the rules effectively and appropriately when communicating. But most teachers fail to do so. It seems that college English teachers and textbook compilers ignore the introduction of the pragmatic knowledge related to linguistic form. Consequently, college English students lack the due alertness when it comes to choosing and applying the linguistic form. In an English classroom, the teacher may list various sentence patterns for the students to practice making a request like “Would /Could/Will you please...?”; “I wonder if you could...”; “Would you mind...?” Without giving many instructions on how these sentences are used in different context and which one is more polite than the other, the students may take it for granted that all these expressions are more or less the same, they may firmly remember one strategy of making the request, and use it in any situation when needed. Similarly, when a college student hears a foreigner say, “Don’t y ou think it is a bit cold here?”, he understands the utterance as a question by instinct then makes affirmative or negative res ponse, “Yes, I think so; No, I don’t think so.”. The reason for misunderstanding is that the student is unaware of the underlying meaning in the utterance, which is request “Wou ld you please close the window?”The reason why this failure occurs is that the textbook has not covered communicative strategy on making an indirect request and the teachers make no relevant introduction. The only thing the students learn about is to practice the sentence patterns, the traditional method and teaching principles focus mainly on lexical items and syntactic structures, which can not suit the trend now. We must learn when to use them, under what circumstances they are appropriate, if we want to truly understand what they mean. Students are required to acquire not only linguistic competence but also pragmatic competence. Hence more efforts should be made to further foster students’ pragmatic competence while developing their linguistic competence.3. Significance of Teaching Pragmatics in College English TeachingBecause of the current situation and problems of college English teaching in China, It is of great significance of teaching pragmatics in college English teaching.As is known to most of us, pragmatics is a branch of general linguistics, There are many definitions of pragmatics around. According to David Crystal: “Pragmatics is the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication” (Crystal 1985:240). In other words, pragmatics is the study of communicative action in its sociocultural context. Leech (1983) focuses on pragmatics as interpersonal rhetoric—the way speakers and writers accomplish goals as social actors who do not just need to get things done but attend to their interpersonal relationships with other participants at the same time.Here, the central element is: pragmatics is the scientific study of how to understand and convey meanings appropriately in different contexts.It is most recognized that the ultimate goal of foreign language learning is to communicate effectively. As English learners, they certainly wish to acquire the same communicative competence as native speakers have. So Thomas (1986, Qt in Jiang, 2003) summarizes the points why pragmatics should be taught as follows:A.Sensitizing learners to pragmalinguistic issues demands new (cognitive) approaches tothe study of language.B.Sensitizing learners to sociopragmatic issues demands different approaches to the studyof language.C.Sociopragmatic “errors” are often not identified as such.D.Sociopragmatic differences are often attributed to rudeness on the part of learners.E.Sensitizing people to sociopragmatic issues is a way of challenging ethnic and nationalstereotype.From Thomas’ summarization, it’s obviously why we should teach students pragmatics during their learning process. The following are the significant meaning of teaching pragmatics.To help them understand fully the potential of illocutionary force of utterances in the target language.To help them make explicit the embedded cultural information which will not be noticed unless taught.To help them perform not only grammatically correct but contextually appropriate linguistic actions.To help them make full use of the range of strategies of certain speech act in various situations so as to enhance both communication an interpersonal relationships, andthis is the ultimate goal of many language learners.To help them to avoid pragmatic failure with the above four aims fully realized.After knowing the significance of teaching pragmatics, now the issue will turn to how to cultivate the students’ pragmatic competence.4. The Methodology of Cultivating Pragmatic Competence in CollegeEnglish TeachingBy now, Language teachers should have realized that pragmatic appropriateness has become an aspect that should not be neglected in language teaching. In addition, they should under stand the importance of developing students’ pragmatic competence along with teaching English language in order to build a bridge over the cross-cultural gap between Chinese and English. So far, there has been no systematic way of developing students’ pragmatic competence, but some possible methods could be worked out. The following are some suggestions on cultivating college students’ pragmatic competence.4.1 Context teachingContext is dynamic and closely related to language use. Drawing the students’ at tention to context contributes to their pragmatic competence. In the college English teaching, teachers should combine the teaching of the linguistic form with that of its linguistic function and make students aware of the importance of the flexible use of language in accordance with different context. Teachers are also suggested to help the students to go beyond the mastery of language structures, to the point where they can use them to communicate meanings in real situation. Therefore, the introduction and analysis of context should be carried out in college English teaching and learning.In the teaching of intonation, teachers should let students know that a sentence may have different intonations in different situations that convey different meanings. For example: the sentence “I beg your pardon” can be spoken in either falling tone or rising tone in different situation contexts: when one speaker does not understand the other speaker, he uses the rising tone to make a request “Could you say it again?”, bu t when one speaker wants to make an apology to the other, he uses the falling tone meaning “I am so sorry knocking you down.” While in the actual use, most of the students have no knowledge of the second situation.In the teaching of written and spoken discourse, helping students to understand thesituation and cultural context is beneficial. When teaching a text, an analysis of the individual sentences is not enough, the author’s writing style, the intention that the author writes the text and the cultural background when the author writes should also be taken into consideration.Teachers should also invite students to analyze the various situational contexts of a spoken discourse to make better understanding of speaker’s meaning and develop strategic competence. For example: teachers may invite students to observe the following conversations:Situation l:Speaker A: The hostess is an awful bore, don’t you think?Speake r B: The roses are lovely, aren’t they?Spe aker B did not answer speaker A’s question. Instead, he mentions something irrel evant that indirectly means, “Let’s not talk about the hostess.” This communicative strategy not only expresses his reluctance in talking about the topic but also makes no offense to speaker A.Situation 2:Speaker A: That’s the phone.Speaker B: I am in the bathroom.Speaker A: Okay.In this situation, both speaker A and speaker B have a good understanding of each other’s intention. Speaker B uses “I am in the bathroom.”indicating a refusal discourse meaning “I can not answer the phone now.” And the speaker A uses “okay”indicating “I know it, maybe I will answer the phone.”Language use is always situated against a complex background with which it is related in a variety of ways. So college English teachers should help the students grasp the skills including both mastery of language structures and the pragmatic competence, to the point, which they can use them to communicate meanings in real situations. As mentioned above, college English teachers should have context awareness, then what problems should be paid attention to in practical teaching? Let`s look at the following principles of context teaching.1)Principle one: present the foreign language in contextThe presentation of meaning and use of a foreign language should take place in some context, either by the materials the class is using or created by the teacher. The context should have a number of characteristics. It should, for example, show what the new language means and how it is used. A lot of useful contexts, therefore, show the new language being used in written materials. The students can thus see or hear the new language at the same time as they understand what it means and how it is used.Ideally the context in which the language is introduced will be a reasonable model for students to imitate and then use as the basis for making their own utterances.In short, teachers should promote communication in genuine sense, that is, to prepare learners for the negotiation of meaning and creation of interpretations within concrete sociocultural contexts.2)Principle two: Give a good contextA good context should be interesting and useful to the students. By “interesting”, it doesn’t mean that all the contexts that the students see have to be wildly funny or incrediblyinventive, but the students should at least want or s ee or hear the information. By “useful”, it indicates the learners’ own perception of the usefulness of the language they are learning can be a powerful motivating force that will foster the development of language proficiency and encourage communication.3)Principle three: The whole is more than the sum of the partsOne of the most significant features of communication is that it is a dynamic and developing phenomenon. In other words it cannot easily be analyzed into component features without its nature being destroyed in the process. It is of course possible to identify various formal features of the way language is used communicatively and they can be studied individually. But this ability to handle this element in isolation is no indication of ability to communicate. What is needed is the ability to deal with strings of sentences and ideas and in the oral modes (speaking and listening) these strings must be processed in what is called “real” time. What is needed is the ability to work in the context of the whole. We should emphasize on the “whole” rather than the sum of the parts.4)Principle four: A mistake is not always a mistakeTraditional CET teaching methods aim at eradicating mistakes by tightly controlling what the learner is allowed to say. When we remove these controls and encourage the learner actually to start using the language to communicate, then from a certain point of view, problems are bound to arise. There are certain factors, which may account for this. One factor, which is often neglected, is that the students may be forced into activities for which he has not been prepared, and in an effort to deal with them he makes mistakes. Trying to express something you are not quite sure how to say is a vital feature of using a foreign language. A learner who makes mistakes because he is trying to do something he has not been told or shown how to do, or which he has not yet mastered, is not really making a mistake at all. Communicating involves using appropriate forms in appropriate ways, and the use of inappropriate or inaccurate forms militates against communication even when it does not totally prevent it. But, if the students occupy a permanent position of inferiority before a critical audience, with little opportunity for asserting their own individuality, they are likely to feel drawn out to communicate with those around them to develop positive attitudes towards their learning environment.In a foreign language class, the teaching and learning activities involve not only the context of situation for a given teaching task, but also the context of culture which is embedded in the task. So culture teaching is also important in CET.4.2 Culture teachingIt is now commonly accepted that language teaching should focus not only on the form of the language, but also on its social rules, the knowledge of when, how and to whom it is appropriate to use these forms. It is also now realized that successful communication involves cross-cultural understanding which among other things, means avoiding pragmatic failure. Language is inextricably tied to culture. Therefore, language teaching should include culture teaching. The fact is, however, in the process of college English teaching, little emphasis has been put on the de velopment of students’cultural awareness and communicative competence. Although some English teachers admit that culture teaching is an important part of language teaching, they insist on putting emphasis on linguistic forms and give only passing attention to cultural components. As a result, although the studentshave received several years of formal English teaching, they frequently remain deficient in the ability to actually use the language, and to understand its use in normal communication, whether in the spoken or written mode. Many a student with good grades in school performs poorly in social situations. Wolfsan points out, “In interacting with foreigners, native speakers tend to be rather tolerant of errors in pronunciation or syntax. In contrast, violations of rules of speaking are often interpreted as bad manners since the native speaker is unlikely to be aware of sociolinguistic relativity (1983:62).So Culture teaching attracts more and more attention from CET researchers. It becomes an inseparable part of college English teaching. So courses about target culture should be included, textbook materials should be approached from a cultural perspective. Language teachers and learners should take greater effort with culture teaching and learning. Next, a brief discussion will be held about how to teach culture both in and out of class.Firstly, we may teach culture by introducing and explaining cultural background knowledge in teaching materials.These cultural points mainly refer to those culturally loaded words, phrases, expressions, idioms, structures or texts. This technique is one of the most widely used techniques in culture teaching and it can be used very well in CET. For instance, the text A Miserable, Merry Christmas in V olume I of College English tells of a happening on Christmas day. In studying this text, the teacher can introduce to students the origin of Christmas, the ways of celebration in Western countries, the related Customs, etc. When explaining subjunctive mood used to show politeness in English, the teacher can at the same time talk about the Politeness Principle in Western cultures. In this way, cultural knowledge is closely linked with language study on one hand, and the students can obtain much useful information about cultural differences between English and Chinese. On the other hand, introduction of cultural background knowledge, as a useful technique, can be best used in learning vocabulary, grammar or texts in Intensive Reading, Extensive Reading or Listening.Secondly, comparison is another widely used technique in culture teaching in class.We Chinese comment, “There can be no differentiation without contrast.”Through comparing native culture with target culture, students can easily make clear the differences and similarities between them and then rapidly develop intercultural awareness. For example, when dealing with the text Profits of Praise in College English, we can take the opportunity to compare people’s different reactions or replies to compliments in China and in western countries. When studying The Present and Big Bucks the Easy Way we can compare the different attitudes to the old and the young and conceptions of independence in families in Chinese culture and in western culture, through comparison, students will have a clear idea about the different beliefs, different value systems, different concepts of the Chinese and the westerners. Such kind of comparison not only makes culture teaching possible in language learning but also helps students to have a better understanding of the articles they read.Thirdly, emphasis on culturally loaded words or expressions is a good and effective way of teaching culture.Word is the primary unit of a language, it links phonetics and grammar. Wilkins points out that without grammar, we cannot express well, but without words we cannot express at all. So word study constitutes the cornerstone of language teaching, it deserves great attention. Furthermore, words are the chief carriers of culture, many words are culturallyloaded, they have their denotations and at the same time they have their connotations or associations, which are closely related to their culture. Thus culturally loaded words always block students in learning English and trap students in communication.Therefore, it is essential that students of a foreign language know not only the denotation of words, but also the connotations, the associations and the communicative value. In English, such kind of culturally loaded words mainly include single words, phrases or allusions, idioms, etc. For some, we can’t find direct equivalent words in Chinese, such as cowboy, hippie, individualism, gold rush, baby-sister, etc. For others, the seemingly equivalent words in Chinese are actually different. For example, peasant in English vs. nong min in Chinese; comrade vs. gan bu, landlord vs. di zhu; yellow vs. huang se, lover vs. ai ren, boyfriend vs. nan peng you, etc. There are too many such words to be covered at one time. All these pairs are not really equivalent in their connotations and associations. Some animal words, such as dog, drago nand color words, such as yellow, red, white and blue etc. are also culturally loaded. As to some allusions or idioms, unless one knows the stories related to them, he or she really cannot capture their real meaning. For example: Uncle Tom, Achilles’heel, boycott, Edsel, volkswgon, Catch-22 or Catch-23.These culturally loaded words really f orm an obstacle to our students’reading and understanding. So it is quite necessary for teachers to pay special attention to these “trap”words. As Will Cadeton suggests, “Careful with fire”, is good advice, we know, “careful with words”, is ten times doubly so.Learning a foreign language doesn’t only mean mastering the correct linguistic forms. As Deng Yanchang proposes, learning a foreign language means “seeing the world as native speakers of that language see it, learning the ways in which their language reflects the ideas, customs, and behavior of their society, and learning to understand their language of the mind. Learning a language, in fact, is inseparable from learning its culture.” So we can safely conclude that learning a foreign language should involve the training of communicative competence, and pragmatic competence in particular, to avoid pragmatic failure.5. ConclusionIt has been well documented that successful communication requires not only just a high level of linguistic competence, but also a corresponding level of pragmatic competence. This paper tries to discuss the current situation of pragmatic competence in college English teaching and the significance of teaching pragmatics in CET. However, in the current college English teaching, language is still regarded as a system of rules. What the students mastered is only the linguistic forms not the pragmatic function in which they perform. In China, college English teachers have not paid enough attention to the training of communicative competence in college students, whose cultural awareness of the target language is still relatively low, even though much has been done in recent years. What many Chinese college students master is only linguistic competence, so communication breakdown occurs at all levels on their pragmatic use of language. Therefore, the development of college students’ pragmatic competence is not only a necessary but also an urgent task in college English teaching. In response to it, in this paper, several tentative suggestions are proposed on how to help students to cultivate their pragmatic competence from context teaching and culture teaching two aspects.This is the mainly part of this paper.The study on pragmatics and foreign language teaching shows that pragmatic competence of the English language, as a foreign language may not be improved naturally with the enlargement of vocabulary idiomatic usage and sentence patterns, which fall into the category of linguistic competence. The knowledge of pragmatics should be purposely taught. To cultivate pragmatic competence calls for the use of pragmatic knowledge in the practice of college English teaching and learning. If all the foreign language educators involved in college English teaching make concerted efforts to become an explorer, there will be a promising prospect of college English teaching in the near future.Bibliography[1] Bardovi-Harlig, K & R. Mahan-Taylor. Teaching Pragmatics[M]. Washington DC: U.S.Department of State Office of English Language Programs, 2003.[2] Brown, H. D. Principles of Language Learning and Teaching[M]. Beijing: ForeignLanguage Teaching and Research Press, 2002.[3] Crystal, D. A Dictionary of Linguistics and Phonetics[M]. Oxford: Basil Blackwell,1985.[4] Diane Larsen-Freeman & Michael H. Long. An Introduction to second LanguageAcquisition Research[J]. Foreign Language Teaching and Research Press, 2000.[5] Dianel Blackmore. Understanding Utterance[M]. Blackwell Publishers, 1992.[6] Eli Hinkel. Culture in Second Language Teaching and Learning[M]. CambridgeUniversity Press, 1999.[7] Grundy, P. Doing Pragmatics[M]. London: Edward Arnold, 1995.[8] Kramsch, C. Context and Culture in Language Teaching[M]. Oxford: Oxford UniversityPress, 1993.[9] Leech, G. The principles of pragmatics[M]. London: Longman, 1983.[10] Rose, K. R. & G, Kasper. Pragmatics in Language Teaching[M]. Cambridge:Cambridge University Press, 2001.[11]T’homas, J. Cross-culture Pragmatic failure[J]. Applied Lingustics, 1983.[12] Wolfson, N. Perspectives: Sociolingustics and TESOL[M]. Rowley, MA: NewburvHouse Publishers, 1989.[9] 白解红. 语境与语义[J]. 外语与外语教学，2000(4).[10] 陈治安, 刘家荣, 文旭. 英汉对比语用学与英语教学[J]. 北京: 外语教学与研究出版社，2002.[11] 戈玲玲. 教学语用学[M]. 长沙：国防科技大学出版社，2002.[12] 何自然. 语用学与英语学习[M]. 上海：上海外语教育出版社，1997.[13] 胡壮麟. 语言学教程[J]. 北京大学出版社，2001.[14] 姜望琪. 语用学：理论及应用[M]. 北京：北京大学出版社，2000.[15] 徐桂丽. 谈学生语用能力的培养[J]. 石家庄：河北师范大学学报，1996(5).。
《英语教学法》名词解释教学教材
《英语教学法》名词解释《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）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（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.◆Constructivist theory (建构主义理论)-------John DeweyThe 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 (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’ language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning areemphasised. In other words, listening comprehension involves“ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
英语能力培养与测试
1、Which of the following is NOT a type of listening skill?A. Understanding main ideasB. Recognizing specific detailsC. Translating word-for-wordD. Identifying speaker's tone and attitude(答案) C2、What is the primary purpose of a summary in academic writing?A. To provide a detailed analysis of the textB. To present the author's personal opinionC. To condense the main points of the original workD. To add new information not found in the original(答案) C3、Which of these strategies can help improve pronunciation?A. Reading aloud without paying attention to stress and intonationB. Listening to and mimicking native speakersC. Focusing only on grammar rulesD. Avoiding words that are difficult to pronounce(答案) B4、What is the term used to describe the process of breaking down a language into its smallest meaningful units?A. MorphologyB. SyntaxC. SemanticsD. Phonetics(答案) A5、Which of the following is a key aspect of effective communication in English?A. Using complex vocabulary regardless of contextB. Speaking quickly to show fluencyC. Adapting language to the listener's level of understandingD. Avoiding cultural references(答案) C6、Which skill involves the ability to use appropriate language in different social situations?A. Linguistic competenceB. Sociolinguistic competenceC. Pragmatic competenceD. Grammatical competence(答案) C (Note: Pragmatic competence is also known as sociolinguistic competence)7、What is the purpose of a debate in an English language class?A. To determine who is right or wrongB. To practice critical thinking and public speaking skillsC. To memorize facts and figuresD. To avoid discussing controversial topics(答案) B8、Which of the following is NOT a common feature of academic writing?A. Use of formal languageB. Clear organization and structureC. Inclusion of personal anecdotesD. Citation of sources(答案) C9、What is the main goal of vocabulary building activities?A. To learn the meanings of as many words as possible without contextB. To memorize word listsC. To expand the range of words a learner can use accurately in contextD. To focus solely on rare and obscure words(答案) C10、Which of the following is an example of active listening?A. Thinking about your response while the other person is speakingB. Interrupting frequently to share your own thoughtsC. Nodding and providing verbal feedback to show understandingD. Tuning out when the topic becomes uninteresting(答案) C。
英语教学法考试重点(推荐文档)
❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学湖北师范大学第一章测试1.What does the functional view of language see language? ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a linguistic system and a means for doing things2.The interactional view of language believes that language is ________ ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a communicative tool to build up and maintain social relationsbetween people3.The structural view of language sees language as a linguistic system made upof various subsystems.（）A:错 B:对答案:对4.The influential result of the behaviourism is the audio-lingual method.（）A:对 B:错答案:对5.Teachers should reflect on their work only after they finish a certain periodof practice.（）A:对 B:错答案:错6.What qualities are considered good qualities of a good teacher? ( )A:Hard working, disciplinedB:Kind, humorous, well informed C:Well prepared, dynamic D:Patient答案:Hard working, disciplined;Kind, humorous, well informed;Well prepared, dynamic;Patient7.In the past century, language teaching and learning practice has beeninfluenced by different views of language, they are ( )A:The functional view of languageB:The linguistic view of languageC:The interactional view of languageD:The structural view of language答案:The functional view of language;The interactional view of language;The structural view of language8.The second stage of the development of teachers’ professional competenceinvolves ( )A:practiceB:learningC:reflectionD:Training答案:practice;learning;reflection第二章测试1.What is the ultimate goal of foreign language teaching? ( )A:Enable students to speak standard English.B:Enable students to achieve fluency of English language structure.C:Enable students to use the foreign language in work or life.D:Enable students to achieve accuracy of English language structure.答案:Enable students to use the foreign language in work or life.2.What is the possible solution to bridge the gap between classroom languageand real-life language? ( )A:Task-based teaching and learning B:Engage——study——activateC:Presentation, practice and production D:Communicative language teaching答案:Communicative language teaching3.What is linguistic competence concerned with? ( )A:Knowledge of language itself, its form and meaningB:Strategies one employs when there is communication breakdown due to lack of resourcesC:Appropriate use of the language in social contextD:Ability to create coherent written text or conversation and the ability to understand them答案:Knowledge of language itself, its form and meaning4.CLT is the further development of TBLT.（）A:对 B:错答案:错5.Pragmatic competence concerned with appropriate use of the language insocial context. ( ）A:对 B:错答案:对6.Teachers need to address these sets of questions when design task ( )A:How is the task be carried out?B:What is objective of a task?C:In what situation is the task to be carried out?D:What is the content of the task?答案:How is the task be carried out?;What is objective of a task?;In what situation is the task to be carried out?;What is the content of the task?7.What are the main features of communicative competence? ( )A:Linguistic competence and pragmatic competenceB:Strategic competenceC:FluencyD:Discourse competence.答案:Linguistic competence and pragmatic competence;Strategic competence;Fluency;Discourse competence.8.Which ones are true about six criteria for evaluating how communicativeclassroom activities are? ( )A:The activity should be designed to control what language the studentsshould use.B:When students are doing the activity. They must focus on the form, not on the meaning.C:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.D:The activity must be designed to be done by students working bythemselves rather than with the teacher.答案:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.;The activity must be designed to be done by students working bythemselves rather than with the teacher.第三章测试1.在英语学科核心素养的四个要素中, 语言能力构成英语学科核心素养的基础要素;文化意识体现英语学科核心素养的价值取向;思维品质体现英语学科核心素养发展的心智特征, 学习能力构成英语学科核心素养发展的重要条件和保障。
二语习得期末复习资料
Chapter 1 introducing second language acquisition1.SLA: a term that refers both to the study of individuals and groups who are learning alanguage subsequent to learning their first one as young children, and to the process of learning that language.2.Second language:an officially or societally dominant language (not L1) needed foreducation, employment or other basic purposesrmal L2 learning: SLA that takes place in naturalistic contexts4.Formal L2 learning: instructed learning that takes place in classroom5.Linguistic competence: the underlying knowledge that a speaker/hearer have of a language.Chomsky distinguishes this form linguistic performance.6.Linguistic performance: the use of language knowledge in actual production.7.First language/native language/mother tongue (L1): the language acquired in childhood8.Simultaneous multilingualism:ability to use one or more languages that were auqiredduring early childhood.9.Sequential multilingualism: ability to use one or more languages that were learned after L1had already been established.1.What are the three basic questions in SLA?(1)What exactly does the L2 learner come to know?(2)How does the L2 leaner acquire this knowledge?(3)Why are some learners more successful than others?2.Why there are no simple answers to these questions? (P2)Chapter 2 foundations of second language acquisition1.Multilingualism: the ability to use more than one language.2.Bilingualism: the ability to use two languages.3.Monolingualism: the ability to use only one language.4.Multilingual competence: “the compound state of a mind with two or more grammars”5.Monolingual competence: knowledge of only one language.6.Learner language: also called interlanguage which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.7.Positive transfer: appropriate incorporation(合并，编入) of an L1 structure or rule in L2structure.8.Negative transfer: inappropriate influence of an L1 structure or rule in L2 use, also calledinterference.9.Fossilization:a stable state in SLA where learners cease their interlanguage developmentbefore they reach target norms despite continuing L2 input and passage of time.10.Poverty-of-the-stimulus:the argument that because language input to children isimpoverished(穷尽的) and they still acquire L1, there must be an innate capacity for L1 acquisition.11.Innate capacity:a natural ability, usually referring to children’s natural ability to learn oracquire language.1.What is the nature of language learning?(1)Simultaneous/sequential multilingualism(2)The role of natural abilitya)Humans are born with a natural ability or innate capacity to learn another language.b)As children mature, so do their language abilities.c)Individual variation may occur in learning; the rate of learning can differ, but there arestages everyone goes through.d)“Cut off point”- if the process does not happen at a young age, you'll never learn thelanguage. （关键期假说）(Critical Period Hypothesis)(3)The role of social experiencea)Children will never acquire language unless that language is used with them andaround them, no matter what is their language.b)As long as children are experiencing input and social interaction, the rate and sequenceof development doesn't change.c)The only thing that may change is pronunciation, vocabulary, and social function.2.What are some basic similarities and differences in L1 and L2 learning? (P17表格)(1)Similarities between L1 and L2a)Development stagesInitial State - knowledge about language structures and principlesIntermediate State - Basic language developmentFinal State - Outcome of learningb)Necessary conditions: Input(2)Differences between L1 and L2（P17表格）3.What is “the logical problem of language acquisition”?(1)Children’s knowledge of language goes beyond what could be learned from the inputthey receive. (Poverty-of-the stimulus)(2)Constraints and principles cannot be learned(3)Universal patterns of development cannot be explained by language-specific input.(如果说普遍语法存在孩子们脑中，那语言输入起的作用又如何解释呢？)4.5.(1)Children begin to learn their language at the same age, and in much the same wayregardless of what the language is.(2)Children are not limited to repeating what they heard; they can understand and createnovel(新颖) utterance.(3)There is a cut-off age for L1 acquisition, beyond which it can never be completed.6.Linguists have taken an internal and external focus to the study of language acquisition.What is the difference between the two?The internal focus seeks to account for speakers’ internalized, underlying knowledge oflanguage. The external focus emphasizes language use, including the functions of language which are realized in learners’ production at different stages of development.Chapter 3 the linguistics of second language acquisition1.Interference: also called negative transfer, which means inappropriate influence of an L1structure or rule in L2 use.2.Interlanguage: also called learner language, which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.3.Natural order: a universal sequence in the grammatical development of language learners.4.Universal grammar: a linguistic framework developed most prominently by Chomsky whichclaims that L1 acquisitions can be accounted for only by innate knowledge that the human species is genetically endowed with. This knowledge includes what all languages have in common.nguage faculty: term used by Chomsky foe a “component of the human mind” thataccounts for children’s innate knowledge of language.6.Principles: properties(固有属性) of all languages of the world; part of Chomsky’s universalgrammar.7.Parameters: limited options in realization of universal principles which account forgrammatical variation between languages of the world. Part of Chomsky’s theory ofuniversal grammar.8.Initial state: the starting point of language acquisition; it is thought to include theunderlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.9.Final state: the outcome of L1 and L2 learning, also known as the stable state of adultgrammar.10.Markedness: a basic for classification of languages according to whether a specific featureoccurs more frequently than a contrasting element in the same category, is less complex structurally or conceptually, or is more “normal” or “expected” along some dimensions. 11.Grammaticalization(语法化): a developmental process in which a grammaticalfunction(such as expression of past time) is first conveyed by shared extralinguisticknowledge and inferencing based on the context of discourse, then by a lexical word(such as yesterday), and only later by a grammatical marker(such as the suffix -ed).一、The nature of language1.What we learn in linguistic perspective? What are the characteristics of language?Both L1 and L2 learners acquire knowledge at these different levels: lexicon(词汇学),phonology(语音学), morphology(构词法), syntax(句法). Languages are systemic,symbolic and social.二、Contrastive analysis1.What is contrastive analysis?CA is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.2.What is the goal of contrastive analysis?(assumptions)(1)If L2 acquisition is disturbed by the habits of your native language, it is reasonableto focus on the differences between native and target language.(2)Contrastive analysis had a practical goal: If you recognize the differences betweenyour native language and the target language, you are able to overcome thelinguistic habits of your native language that interfere with the habits of the targetlanguage.3.What are the critiques of contrastive analysis?(1)The process of L2 acquisition is not sufficiently described by the characterization oferrors.(2)Errors in L2 acquisition do not only arise from interference.(3)The structural differences between two languages are not sufficient to predict theoccurrence of errors in L2 acquisition.三、Error analysis1.What is error analysis？EA is based on the description and analysis of actual learner errors in L2, rather than onidealized linguistic structures attributed to native speakers of L1 and L2 (as in CA).(1)Ambiguity in classification. (不知道是具体是哪个原因导致比如时态错误，可能是一语影响，也可能是在一语中出现过的universal developmental process)(2)Lack of positive data. (正确的被忽略，只关注错误不能看出学生学到什么)(3)Potential for avoidance. (学生会避免错误，这样错误就不能全部被观察)四、Interlanguage1.What are the characteristics of interlanguage?(1)Systematic.(2)Dynamic.(3)Variable.(可变性) although systematic, differences in context result in differentpatterns of language use.(4)Reduced system, both in form and function. (学习者经常会简单化)2.There are differences between IL development and L1 acquisition, including differentcognitive processes involved:(1)Language transfer from L1 to L2.(2)Transfer training.(3)Strategies of second language learning. (避免等)(4)Strategies of second language learning. (为方便不要复数等)(5)Overgeneralization of the target language linguistic material.3.The beginning and the end of IL are defined respectively as whenever a learner firstattempts to convey meaning in the L2 and whenever development “permanently” stops, but the boundaries are not entirely clear. Identification of fossilization is even morecontroversial.五、Monitor model (The input hypothesis model)1.Which five hypotheses(假定) does the model consist of? (课本P45！！！)(1)Acquisition-learning hypothesis(2)Monitor hypothesis(3)Natural order hypothesis(4)Input hypothesis(5)Affective filter hypothesis2.What is LAD in this model?The LAD is made up of the natural language learning abilities of the human mind, totally available in L1 acquisition, available in L2 acquisition according to the level of the filter.But, the process of learning, unlike the process of acquisition, uses faculties of mind outside the LAD.3.图示4.What are points of the consensus of early linguistic study of SLA?(1)What is being acquired through a dynamic interlanguage system(2)How SLA takes place involves creative mental processes(3)Why some learners are more successful than others relates primary to the age.5.What is the role of grammar according to Krashen?The only instance in which the teaching of grammar can result in language acquisition(and proficiency) is when the students are interested in the subject and the targetlanguage is used as a medium of instruction.六、Universal grammar1.Differences of linguistic competence and performance(见Chapter1名词解释)2.What is UG? (名词解释)3.UG and L1 acquisition(1)What the child acquire is selecting parametric options.(2)Unlike SLA, attitudes, motivations and social context play no role.4.UG and SLA, there are three important questions(1)What is the initial state of SAL?Interference(看参数相同不相同); no agreement on access to UG(2)What is the nature of IL and how does it change over time?定参数的过程Language faculty; positive/negative evidence(起作用);constructionism; fossilization(3)What is the final state in SLA?(P52五个达不到的原因)七、Functional approaches (systemic linguistics)1.What are the four functional approaches?They are Systemic Linguistics; Functional Typology; Function-to-form mapping;Information organization.2.What is Systemic Linguistics(系统功能语言学)?Developed by Hilliday in the late 1950s, it is a model for analyzing language in terms ofthe interrelated systems of choices that are available for expressing meaning.儿童的语言体系是一个意义体系，语言是从意义体系逐渐发展而来，经历过有简单到复杂的过程。
教学论整理
Review Material for ETTPPart Ⅰ1.constructivist theory vs socio-constructivist theoryConstructivist theory believes that learning is a process in which the learners constructs meaning based on his/her own experience and what he/she already knows.Similar to constructivist theory, socio-constructivist theory represented by V ygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development and scaffolding.2 Behaviourist theory vs. cognitive theoryBehavioral learning theory initiated by behavioural psycholotist Skinner, assumes that the outcome of learning is the change in behavior and emphasizes the effects of external events on the individual.Cognitive theory represented by Chomskey, focuses on the change in knowledge, believe learning is an internal mental activity that cannot be observed directly.3. linguistic competence vs communicative competenceLinguistic competence:a knowledge of spelling,pronunciation, vocabulary, word formation, grammatical structures,sentence structures, and linguistic semantics. (grammar or formal accuracy)Hymes’s theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community.Linguistic competence is one dimensions of communicative competence:4. discourse competence vs strategic competenceA. Discourse competence:Becoming aware of the common cohesive devices used in English; knowing how to create coherent written texts or conversation.B. Strategic competence:Knowing how to use communication strategies to carry out communication.5. mechanical practice vs meaning practiceMechanical practice：Mechanical practice involves activities that are aimed to form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaning practice: In meaningful practice the focus is 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. Meaning practice usually comes after mechanical practice.6. discipline vs indisciplineDiscipline：A code of conduct which binds a teacher and a group of students together so that learning can be more effective. Discipline alone does not sufficiently guarantee effective learning. The ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not as straight forward as it appears.Indiscipline: Students' indisciplined acts could be numerous, such as arriving late for class, coming to class without a textbook and necessary materials; failing to do homework, making noises in class, not paying attention, refusing to operate with peers, or causing disturbances.7. Group learners vs individual learnersGroup learners: this type of learners learn more effectively through working with others. They do not like to study alone but prefer to share and discuss things with others. They find that working with others can help them learn moreactively and efficiently.Individual learners: this type of learners learn more effectively through working alone. They prefer to study by themselves. Only in this way can they concentrate more, understand better, and remember more.8. Authority oriented learner vs reflective learnersAuthority oriented learner: this type of learners prefer to listen to the teacher more than work with others or work alone. They trust the teachers and need teachers to give them guidance. They feel secure when learning with the teacher. Reflective learners: this type of learners learn more effectively when given time to consider options. They tend to think more before they respond and they can do better if they are given time to think and make plans.Part II1. What are the four most common student grouping?（课本74页）课件内容1.whole class workUnder the control of the teacher.All the students do the same activity at the same rhythm and same pace.Used when giving a presentation, checking exercises, doing accuracy reproduction.2.pair work♦Competition over a game♦Cooperation in a task♦Doing exercises together♦Oral practice ♦Less teacher intervention♦clearest instruction from the teacher ♦proper demonstration♦Monitoring rather than leading3.group work♦Small groups (appropriate and flexible selection of group members, see P.41) ♦Similar to pair work♦ A group leader ♦Teacher can act as an ordinary participant ♦clearest instruction from the teacher♦proper demonstration♦Monitoring rather than leading4.individual study♦Students are left on their own and at their own pace♦Reading and writing activities♦Less direct teacher supervision ♦More learner responsibility and autonomy for learning♦Desirable conditions: computer network, interactive software2.What are the three common views of language?(1)Structural viewIt sees language as a linguistic system made up of various subsystem: from phonological音位, morphological语形学, lexical词汇, etc. to sentence. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language (Saussure, Bloomfield).These elements are usually described as: phonological units (phonemes), grammatical units (phrases, clauses, sentences), grammatical operations (adding, shifting, joining or transforming elements), lexical items (function words and structure words).The target of language learning, in the structural view, is the mastery of elements of this system.Some of the language learning methods based on this view of language are: the audio-lingual method, total physical response and the silent way.(2)Functional view:The 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.It 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: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how tocombine the grammatical rules and the vocabulary to express notions that perform the functions. (Halliday)Here are some of the areas of research in this view of language: socio linguistics; pragmatics; semantics. The target of language learning is to learn to express communication functions and categories of meaning.Some of the language learning approaches and methods based on this view of language are: communicative approaches, functional-notional syllabuses, the natural approach.(3)Interactional viewIt considers language as 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 also need to know the rules for using them in a whole range of communicative context.The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.Here are some of the areas of research in this view of language: interactional analysis, conversational analysis ,ethno methodology(民族方法学)The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.Some of the language learning approaches and methods based on this view of language are: strategic interaction, communicative approaches.3.What are the five main competence of communicative competence according to Hedge?1) Linguistic competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling,pronunciation, vocabulary, word formation, grammatical structures,sentence structures, and linguistic semantics.2) Pragmatic competence:Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.3) Discourse competence:Discourse competence refers to one‟s ability to create coherent written text or conversation and the ability to understand them.4) Strategic competence:Strategic competence refers to knowing how to use communication strategies to carry out communication.5)FluencyFluency means one‟s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.4.What are the six criteria for evaluating how communicative classroom activities according to Ellis?1、Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.2、Communicative desire: The activity must create a desire to communicative in the students.3、Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.4. Variety of language: the activity must involve the students in using a variety of language, not just one specificlanguage form. The students should feel free to improvise, using whatever resources they choose.5. No teacher intervention: the activity must be designed to be done by the students working by themselves rather than with the teacher.6. No materials control: the activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.5.What are the roles of a language teacher according to Harmer?Based on the functions that the teacher performs in different activities, harmer defines the teacher‟s roles as1.controller: appropriate degree of control.( controlled practice, half-controlled practice, free practice)2. AssessorAs an assessor, the teacher does two things, that is correcting mistakes and organising feedback.3. OrganizerBefore organizing an activity in the class, the teacher should envisage what the activity is going to be like. He/she should also anticipate problems that may arise when the activity is being carried out. Before students start the activity, the teacher should give instructions clearly and concisely so that students know what to do and how to do it. Sometimes a teacher demonstration can help.if necessary, use the students‟ native language to clarify.4. PrompterWhen students are not sure how to start an activity or what to do next, or what to say next, the teacher should give appropriate prompts.When a student doesn‟t seem to be ready for an answer, the teacher can give hints;when a student finishes with a very short answer, the teacher should elicit more by saying “and…?”“Anything else?” “Y es, but why…?”5. ParticipantTask-based teaching methods encourage the teacher to participa te in students‟ activities.Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant.However, the teacher should change his/her role once he/she joins the students. He/she should not dominate or appear to be authoritative.6. resource providerAlthough the jug-and-mug method ( the teacher, a full jug, pours knowledge into the students, empty mugs) has been widely criticized, the teacher is still considered a good and convenient resource for the students.However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.6. How does Howard Gardener explain human Intelligence?Howard Gardener has proposed the theory of multiple-intelligence which has provided a new perception for understanding human beings. According to Gardner, intelligence does not exist in one single either. In other words, people's intelligences can exist in many different forms and can develop and be developed over a life time. The following are the eight intelligences Gardner has proposed. V erbal/ Linguistic intelligence, musical intelligence, logical/mathematical intelligence,spatial/visual intelligence,bodily/kinesthetic intelligence,interpersonal intelligence, intrapersonal intelligence, naturalist intelligence.7.What is Abraham Maslow’s pyramid of needs theory?Abraham Maslow‟s hierarchy of human needs focus on describing the stages of growth in humans.it including: physical needs: are the basic requirements for human survival. Safety needs: include insurance,avoidance of risks,etc.Social needs :refer to the individual desire to get concern,love and understanding.Esteem needs: include responsibility,respect,recognition,sense of accomplishment,etc.Self-realization: means that we fully, actively, selflessly, enthusiastically experience our life.8 the five basic steps of designing tasks1) think about students' needs, interests and abilities.2) brainstorm possible tasks3) evaluate the list 4) choose the language items5) preparing materials9 The following steps might apply:Whole class work: the teacher goes through the instruction with the students to make sure they know what to do exactly. If possible, give some hints.Group work: students work in groups 0f 4 and discuss what things they should use. Reach an agreement by the end of the discussion.Whole class work: group leaders report their discussion result to whole class, justifying their decision if necessary.10. Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.•Students can introduce themselves in English---telling other people about their names, telephone numbers, address, and where they are from, etc.•Students are able to find out information about other people in English.•Students are able to ask other people to calrify if they do not understand.•Students can talk confidently and politely with strangers.•Students can make an ID card for themselves in EnglishPart III1. What is your ideal language teacher? How to become that kind of teacher?1)The most important part of the making of an ideal language teacher: the development of professional competence---the state/quality of adequately qualified for the profession and armed with a specific range of skills, strategies, knowledge, and ability.2)a. An ideal language teacher have to receive a fund of knowledge such as language learning theories; educational psychology: educational pedagogy; language teaching methodology; across culture knowledge;social knowledge; natural science;aviation, aerospace, and navigation/voyage. b.An ideal language teacher have to possess experiential knowledge. Personal experiences as a learner/teacher is important ,including learning experiences and teaching experiencesc.An ideal language teacher also need other experience. He/she has to grasp empirical knowledge by reading (journals, newspapers, media and so on ) , observations (Watching courses) and academic exchanges.d..An ideal language teacher have to be equipped with leaning strategies as well as teaching strategies.e. An ideal language teacher have to own some skills---- linguistic skill ,professional skillsf.An ideal language teacher have to be equipped with lots of abilities, namely, able to know different learners able to know curricular standards, able to know the content of teaching material, able to design lesson plans, able to use multimedia, able to do self-reflection, able to use the textbook creatively, able to manage the class.(206 words)2. How learners are different? How can you help learners to become more autonomous?Visual learners: this type of learners learn more effectively through the eyesAuditory learners: this type of learners learn more effectively through the ear.Tactile learner：this type of learners learn more effectively through the eyes touch. This is to say, they learn things by doing.Kinesthetic learner: this type of learners learn more effectively through body experience. This is to say, they remember best when they can be involved physically.Goup learner: this type of learners learn more effectively through working with others. They do not like to study alonebut prefer to share and discuss things with othersIndividual learner: this type of learners learn more effectively through working alone. They prefer to study by themselves.*****Involve students in an overview of the textbook at the beginningInvolve students in finding out about themselvesHelp learners set up their own learning goals and make their own learn planUse learner diaries as a way to help students reflect on their learningGuide student to make plans for learningUse portfolios to promote more autonomous learningHelp students learn to use resource3. How do you understand the relationship between the grammatical forms of a language and their communicative functions ？Language is a means of communicating ideas and facts. Language is being used to perform certain speech acts. All human achievements are closely related to successful acts of communication. In human society, people need to understand and be understood, to have their feelings and ideas recognized and acknowledged. Language is well equipped with this function.One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. What’s more, when we are talking to other people, we need to choose the most appropriate form for that particular situation. This means that speakers not only have to know functional meaning of the language but also the social context where the message is given. We are in a society therefore what we say is more or less decided by who we are, where we are, to whom we are talking and what kind of relationship we have with the person(s) involved in the interaction.4. What are the issues and implications of the input hypothesis in Krashen's monitor model?The Input Hypothesis attempts to account for the processes in which languages are learned. According to Krashen, the only way in which learners can acquire language is through comprehensible input which is slightly above the learners’level.Input is probably one of the most important terms in SLA. Without input, second language learners cannot learn a language.This hypothesis assumes that acquisition is central and learning is peripheral, and the goal of our pedagogy is to encourage acquisition. The question of how we progress from one point to another through “natural”developmental sequence then becomes crucialThis hypothesis states simply that we acquire language by understanding input that is a little beyond our current level of acquired competence. It is stated that in order for acquirers to progress to the next stage in acquiring the target languageOne surprising point he makes is that formal learning never leads to acquisition. The primary method of getting comprehensible input is through listening or reading. In other words, it is not so important for learners to practice speaking to acquire language.5. What are the similarities among total physical response, the silent way, community language learning and suggestopaedia?Total physical response (TPR) is a language-teaching method based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions.Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn.The Silent Way is a language-teaching method which indicates that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible.Suggestopedia is a method which contains three elements: music, relaxation and suggestion. 上面做理解参考。
英语教学法试题及答案
英语教学法试题及答案【篇一：英语教学法考试题目】xt>1.in the past century, language teaching and learning practice has been influenced by three different views on language. what are they? what is their main idea of language?1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules.2) functional view: language is a linguistic system as well as a means for doing things. learners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions3) interactional view: language is a communicative tool to build up and maintain social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them.1． list different views on language learning.behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2． what are the qualities of a good language teacher?ethic devotion, professional quality and personal styles.how can one become a good language teacher?wallace?s reflective modelstage 1: language development stage 2: learning, practice, reflection goal:development of professional1). learn from others experience2). learn received knowledge3). learn from ones own experiencepseudo practice and the real classroom teaching3． what is communicative competence?communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five components of communicative competence:linguisticcompetence, pragmatic competence , discourse competence, strategic competence, fluency4． what is clt? comment on clt.communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach.5． what is tblt? comment on tblt.task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。
语言学专业名词
Term 专业名词（中英文）acculturation 文化移入action research 行动研究affect 情感ambiguity 模糊性approach 方法behavioral psychology 行为心理学cognitive psychology 认知心理学communicative competence 交际能力communicative language teaching 交际语言教学constructivism 建构主义content-based instruction 基于内容的教学conversation analysis 话语分析cooperative learning 协作学习deductive learning 演绎式学习design 教学设计discourse 语篇discourse competence 语篇能力drill 反复操练elicit 诱导error 偏误extrinsic motivation 外在型动机first language 第一语言或母语flooding 泛滥法fluency-first instruction 流利度教学foreign language 外语form-focused instruction 形式训练fossilization 僵化freewriting 自由式写作generative linguistics 生成语言学或转换生成语言学gist 主旨grammatical competence 语法能力hedge 推诿illocutionary force/act 言外行为impulsive learner 冲动型学习者incidental feedback 偶然型反馈inductive learning 归纳式学习informed approaches “万能式”交际学习法interference 干扰interlingual transfer 语际迁移intralingual transfer 语内迁移intrinsic motivation 内在型动机L1 第一语言或母语L2 第二语言language ego 语言自我language function 语言功能learning strategy 学习策略learning style 学习方式metalinguistic feedback 显性反馈method 方式方法motivation 动机Natural Approach, The 自然教学法noticing 目标转移overgeneralization 过度概括paralinguistic features 副语言特征pattern practice 句型操练politeness 礼貌原则pragmalinguistic competence 语用能力pragmatics 语用学proficiency 水平或能力recast 重铸，又称隐性反馈reflective learner 思考型学习者reflective style 思考型register 语域repair 修正response 反应role-play 角色扮演school of thought 学派second language 第二语言second language acquisition (SLA) 第二语言习得、简称二语习得slip 失误sociolinguistics 社会语言学sociolinguistic competence 社会语言能力sociopragmatic competence 社会语用能力stimulus 刺激strategic competence 策略能力structural linguistics 结构式语言学sustained content 持久性内容syllabus 教学计划syntax 句法target language 目标语言task-based instruction 任务型教学theme-based instruction 主题式教学Total Physical Response (TPR) 直接式沟通教学法或完全生理反应理论variability 变异性whole language 整体语言教学法Explanation 英文释义the process of adapting to a different cultureteacher-initiated classroom research focusing on a specific classroom issue(n.) emotion or feeling; (affective, adj.)a situation in which the intended meaning is not clear(n.) beliefs about the nature of language and language learning based on well-known theories(n.) a branch of psychology that focuses on observable actions, particularly stimulus-response methodsa branch of psychology that focuses on human perception and learning, in contrast with behavioral psychology which focuses on observable behaviorthe ability to communicate in a second or foreign language, requiring knowledge of social, cultural, and pragmatic rulesan approach that emphasizes interaction as both a means and the goal of learning a new languagea school of thought which integrates psychological and linguistic principles and emphasizes social interaction and the discovery, or construction, of meaningwhen a subject, such as math or history, is taught in a second language or when texts from such content areas are used for learning a second languagestudying the ways people participate in conversations and how conversation works in different settingsa learning process in which learners work togetherlearning that starts with learning language rules such as grammar, before practicing those rules(n.) the organizing principle that reflects learning theories, teaching objectives, teacher and student roles, textbooks, and materialslanguage used in particular kinds of speech and writingthe ability to connect longer sentences coherently and to produce long pieces of talk or writing(n.) a technique for practicing language, involving guided repetition to ask careful questions in order to get students to give a specific answer; (elicitation, n.)a mistake learners make when trying to say or write something above their level of languagemotivation that does not come from the learnerthe language used at home, usually in the country or region where that language is spoken; also know as the mother tongue or native languagemultiple exposures to the same language form (such as the simple past tense) within a textan approach to teaching that stresses speakinga language learned in an environment where a different language is spokenexplicit or implicit teaching which is designed to draw students' attention to formwhen the student does not show signs of progress and continues to make the same mistakesa writing activity where the focus is on flow of ideas without concern for language accuracy(n.) a school of thought that views language as a set of fixed rules that can be used to create an unlimited number of sentencesthe main idea or meaning of a written or spoken textthe ability to use the grammar, syntax, and vocabulary of a languageavoiding directness in communication in an attempt to lessen a negative effectthe speaker's intended meaninga learner who has the tendency to respond quickly, responses sometimes involve risk-taking or guessingunplanned, on-the-spot feedback and correction of errorsusing known facts or patterns to form a general rulelanguage learning approaches based on the belief that all communication supports second language acquisitionmaking mistakes in the language being learned by using the same grammatical pattern from the first languagewhen a language learner applies a rule from the first language to the second language, first language interferencewhen a learner applies a rule to all situation such as putting -ed at the end of all verbs to for the simple pastself-motivationthe first language, also know as the mother tongue or native languagethe second or additional language that one learnsthe identity people develop in reference to the language they speak the reason or purpose for saying somethinga technique a learner consciously uses when learning or using languagethe way an individual learner naturally prefers to learnteacher comments or questions used to prompt the students to self-correcta systematic plan based on a set of principles used in presenting material for instructiondesire to learn or do somethinga language teaching method based on principles of first language acquisitionbringing a student's focused attention to something such as a grammar or pronunciation pointwhen a learner applies a rule to all situationsnon-word-based communication, such as intonation or stressan exercise based on practicing the same pattern; a drillan area of pragmatics that focuses on expressing in a manner that are correct for the social situationthe appropriate use of grammatical structures to respond to a speakerthe study of how meaning is expressed and understood in interactionsa student's general ability to use a language(v.) when a teacher says an ill-formed or incomplete sentence correctlya learner who tends to think carefully before responding, making a decision, or solving a problemthe tendency to think carefully before making a decision or solving a problemthe level of formality in speaking or writingany one of a number of strategies to keep a conversation going after communication has broken down, for example, because of a misunderstandingin psychology, any behavior that is caused by a stimulus(n) a classroom activity in which students act out roles in a given situationa way of thinking that is based on a particular theorya language one learns other than one's first, or native, language: target languagea collection of theories and principles about how foreign languages are learned(n.) a language mistake that students can correct on their owna school of thought that focuses on the relationship between language and culturethe ability to use and respond to language appropriately with specific topics, people, and situationsthe culturally appropriate use of the social rules of languagein psychology, an agent that directly causes a behavior; stimuli, pl.the ability to accomplish something, such as a request, through languagea school of thought popular in the 1940s and 1950s that focused on structural characteristics of human languagewhen students study the same subject matter throughout the coursea plan that shows students what they will be studying in a particular course or subjectthe way words are arranged to form sentences or phrasesthe language that is being learnedan approach in which the focus is on the completion of meaningful tasks rather than on the languagewhen students study different themes or topics throughout a course a way of teaching in which the teacher presents language items as instructions and the students have to do exactly what the teacher tells themchange in language use at different times and in different situationsa teaching approach without explicit focus on language rules or formsChinese Explanation 中文释义适应另一种文化的过程。
Pragmatic Competence& Difference
Hymes's Communicative Competence Model
Hymes sums up the "communicative competence" having four parameters, which include degree of possibility, degree of feasibility, degree of appropriateness and degree of occurrence. Following explanation is cited from Hymes (1979).
Pragmatic Competence from the Perspective of Communication
Canale and Swain's Model
On the basis of the framework of communicative competence designed by Hyme's, Canale and Swain (1980) proposed a three-component framework of communicative competence. Later, Canale (1983) made a further distinction between sociolinguistic competence (social rules) and discourse competence (cohesion and coherence). Although this framework didn't use the term "pragmatic competence", it dealt with a comprehensive competence, that is, pragmatic competence.
商务信函之礼貌用语
摘要：英国学者G. N. Leech的礼貌原则不仅适用于口头语言，同样适用于书面语体。
本文以该理论为依据，结合商务信函的特点，通过具体的实例分析了礼貌原则在商务信函中的运用和表现，认为，礼貌原则在现今商务信函中发挥着举足轻重的作用。
Abstract: The Politeness Principle, which was proposed by the English scholar G. N. Leech, cannot be only applied to verbal language, but also to formal style. Based on this theory, together with the characteristics of business correspondence, this paper analyzes the application of politeness principle to business correspondence through specific examples. A conclusion is drawn that politeness principle plays an important role in modern business correspondence. 日常生活中，礼貌无处不在无时不在，并且在社会关系中发挥着重大的调节作用。
礼貌是人类文明的标志，是人类社会活动的一条重要准绳。
迄今，许多西方学者诸如Lakoff (1973), Brown & Levinson (1978/ 1987), Leech (1983), Blum-Kulka (1990)等都对语言使用中礼貌, 礼貌原则, 面子, 威胁面子的言语行为等进行过有影响的讨论。
在这些礼貌现象的研究当中，最具影响力的当推英国学者G. Leech的礼貌原则(Politeness Principles)以及P. Brown和S.C. Levinson的面子保全论(Face-saving Theory)。
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Example 2
Example 1
A context of use
One language form: expresses various functions
CLA: social & cultural factors associate closely with language Communicative is the target of teaching and learning.
lack pragmatic competence → produce grammatically flawless speech fail to achieve its communicative aims
Teaching & learning target Specific socio-cultural situations appropriate
One sentence can express various meanings in different contexts.
Complain about the weather… A request to turn on the air-conditioner pass a tissue… A invitation to go swimming have an ice cream…
×guys: professors, bosses…(cause offence)
Important: proper Verbal communication language form,
sociolinguistic competence
Non-verbal communication
When to speak
THANK YOU!
Non-verbal communication
When to speak
What to say
Verbal Communication
P50
Asking for permission …
Sorry to trouble you, but do you mind if I use your phone?(a stranger) … I’ll use your phone, OK? (an intimate friend) … I wonder if I could use your phone.(neither close nor distant person)
Methodology tries to ensure that
learners are given realistic presentations of language in use and its communicative intentions
The present progressive(P48)
Pragmatic Competence
sociolinguistic competence
illocutionary competence:
The ability to apply language to achieve your intended goals
“It’s so hot today”
sociolinguistic competence:
The ability to express yourself and behave appropriately in different social and cultural situations
Verbal communication
sociolinguistic competence
communicative successfully
As a Teacher
Establish a realistic situation related to real life, focusing on a certain topic: ask for direction, make an apology… × “I’m writing oБайду номын сангаас the blackboard”—hollow, unnatural learners’ proficiency level → list suggested vocabularies, structures
Pragmatic Competence
Pragmatic Competence
the ability to express your intended messages and communicate appropriately in socio-cultural contexts
illocutionary competence
illocutionary competence
One language form Various functions Different ways The same intention
sociolinguistic competence
Reflection
Pragmatic competence is of great value.
relationship
Non-verbal Communication
Touch a child’s head √ China × Thailand
Social conventions
What to say
×happy family: Relatives of passengers in that missing plane (unwise)
As a Student
Comprehend different contexts (social and cultural conventions)
Try to think as a target language person
Perform a given real situation in an appropriate way
time,
What to say
topic
in different settings, with people from different roles and status
Connection
illocutionary competence
Pragmatic Competence
context
sociolinguistic competence