《英语教学法教程(第二版)》讲义

第1章语言和语言学习

1.1复习笔记

第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。本

章要点：

1.How do we learn languages?

我们如何习得语言？

2.\^ews on language 语言观点

3.The structural view of language 结构主义语言理论

4.The functional view of language 功能主义语言理论

5.The interactional view of language 交互语言理论

6.What are the common views on language learning?

关于语言学习的普遍观点

7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学

习理论

8.The behaviorist theory 行为主义学习理论

9.Cognitive theory 认知学习理论

10.Constructivist theory 建构主义理论

11.Socio-constructivist theory 社会建构主义理论

12.What makes a good language teacher?

如何才能成为一个好的语言老师

13.Teacher’s professional development

教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：

I . How do we learn languages?

II.Views on language

1.The structural view of language

2.The functional view of language

3.The interactional view of language

III.Views on language learning and learning in general

1.The behaviorist theory

2.Cognitive theory

3.Constructivist theory

4.Socio-constructivist theory

IV.What makes a good language teacher?

V.How can one become a good language teacher?

VI. An overview of the book

physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.

Some researchers attempt to formulate teaching approaches directly from these theories.

1.The behaviorist theory( Skinner)

a stimulus-response theory of psychology

Proposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.

The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.

2.Cognitive theory( Noam Chomsky):

The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.

A language learner acquires language competence which enables him to produce language.

Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession.

One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.

3.Constructivist theory

The 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.

It is believed that education is used to develop the mind, not just to rote recall what is learned.

John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.

4.Socio-constructivist theory

Similar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.

质和实体语境，如学生的数量、氛围等。1.行为主义学习理论刺激-反应的心理理论由行为心理学家Skinner提出，他认为，语言也是一种行为，动物经过训练对刺激有反应，人类也可以一样。

一个有影响力的结果是听说法。

听说法提出以口语为中心，以句型或结构为纲的听说教学法的主张，教材用会话形式表述，强调模仿、强记固定短语并大量重复，极其重视语音的正确，尤其强调语调训练，广泛利用对比法、在对比分析母语与外语的基础上学习外语的难点，并在教学中有针对性地加以解决。

2.认知学习理论

认知法把语言学习看作是智力活动。认知法提出：任何语言里的句子都是无穷无尽的，人不可能学到每一个句子，但在学习的过程中，却能听懂和应用从未学过或见过的句子，这就是智力或语法在起作用。在教学中强调发挥智力的作用，让学生理解所学的材料，掌握语言的运用规律，强调有意义的操练活动。

3.建构主义理论

建构主义认为：学习过程是学习者依据自己头脑里已有的经验对学习进行主动的意义建构。

建构主义理论的内容很丰富，但其核心只用一句话就可以概括：以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构(而不是像传统教学那样，只是把知识从教师头脑中传送到学生的笔记上)。

4.社会建构主义理论

与建构主义理论相似，由Vygotsky社会建构主义理论强调在社会环境下与目的语言的交互作用和参与，它建立在最近发展区和支架概念的基础上。知识是学习者在丰富的社会文化情境中，通过与他人（教师、学生）的协商互动而主动建构的。