河北师范大学考研必备教学法.docx
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河北师范大学考研必备教学法.docx
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河北师范大学考研必备教学法
师大教学法考研必备
UnitOneLanguageandlearning
1.Howdowelearnlanguage?
1.Howdowelearnourownlanguage?
2.Howdowelearnforeignlanguage?
II.Viewonlanguage.
1.Whatislanguage?
Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:
3)
2.Differentviewsonlanguage.重点背
StructuralView:
Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:
fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
FunctionalView:
itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
Interactionalview:
Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.
III.Viewsonlanguagelearning.重点背
Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.
Behaviouristtheory:
ProposedbySkinner,hesuggestedthatlanguageisalsoaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.
Cognitivetheory:
Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.Accordingtohim,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.
Consructivisttheory:
Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.
Socio-constructivisttheory:
similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)(近侧发展区间)andscaffolding(鹰架理论).Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.
IV.Whatmakesagoodlanguageteacher?
记三个品质知道用哪些形容词说
ethicdevotion,professionalqualitiesandpersonalstyles
AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.
Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingisenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.
AgoodteachershouldfromthestartestablishEnglishasthemainclassroomlanguage.KeepinmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.
Agoodteachershouldcreateconditionsforlearning.Thematerialconditionsarenotimportantinlanguagelearning.Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipateinclassroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.Agoodteachershoulddoallhecantostimulatethestudents’motivationtolearn.Heshouldsetappropriategoalandobjectivesinlearning;carefullyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.
V.Howcanonebecomeagoodlanguageteacher?
重点背参考书上的表格背三个阶段
Todevelopprofessionalcompetence,wecanusethe“reflectivemodel”byWallace(1991).(SeeFigure1.1onpage9).
Unit2CommunicativePrinciplesandTBLT
一句话总结本章,两种重要的教学法CLT,TBLT
I.Languageuseinreallifevs.traditionalpedagogy三个方面比较
1.functions
2.skills
3.Context
II.Whatiscommunicativecompetence?
1.ThegoalofCLT
CLTreferstoanapproachtotheteachingofforeignorsecondlanguagethroughcommunicativeactivities.
ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
2.Fivemaincomponentsofcommunicativecompetence.
Hedgediscussesfivemaincomponentsofcommunicativecompetence:
(1)Linguisticcompetence:
“isconcernedwithknowledgeofthelanguageitself,itsformandmeaning”
(2)Pragmaticcompetence:
isconcernedwiththeappropriateuseofthelanguageinsocialcontext.
(3)Discoursecompetence:
referstoone’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.
(4)Strategiccompetence:
similartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.
(5)Fluency:
one’sabilityto“linkunitsofspecktogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation”(Hedge)
3.Languagecompetenceandcommunicativecompetence
(1)Chomsky’stheory:
competencesimplymeansknowledgeofthelanguagesystem:
grammaticalknowledgeinotherwords
(2)Communicativecompetence:
accordingtoHymes,communicativecompetencemeanspeopleshouldknow“whattosaytowhomandhowtosayitappropriatelyinanygivensituation”,whichincludesfouraspects:
.grammaticallyacceptable.understandable.socialnorms.actuallyuse
1.PrinciplesofCLT:
Communicativeprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
Meaningfulnessprinciple:
languagethatismeaningfultothelearnersupportsthelearningprocess.
(2)Sixcriteriaforevaluatingcommunicativeclassroomactivities:
i.communicativepurpose
ii.communicativedesire
iii.content,notform
iv.varietyoflanguage
v.noteacherintervention
vi.omaterialscontrol
IV.Task-basedLanguageTeaching(TBLT)非常重要
TBLTisamethodofinstructionunderCLT,whichemphasizestakingvarioustasksasthecenterofthelanguageteaching.
2.Fourcomponentsofatask:
Apurpose:
makingsurethestudentshaveareasonforundertakingthetask.
Acontext:
thetaskcanbereal,simulatedorimaginary,andinvolvessociolinguisticissues,suchasthelocation,theparticipantsandotherimportantfactors.
Aprocess:
gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualizingandcommunicating.
Aproduct:
therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter.etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)
3.Exercises,exercise-taskandtasks区分三个
Exercises:
focusonindividuallanguageitems
Tasks:
Purposefulandcontextualizedcommunication
Exercise-task:
halfwaybetweentasksandexercises.
(2)Thestepsindesigningtasks.
Sept1:
Thinkaboutstudents’needs,interests,andabilities.
Step2:
Brainstormpossibletasks.
Step3:
Evaluatethelist
Step4:
Choosethelanguageitems.
Step5:
Preparingmaterials
Unit3TheNationalEnglishCurriculum
一句话总结本章,国家课程标准六原则,综合语言能力五个方面,英语老师面临的挑战压力。
III.GoalsandobjectivesofEnglishlanguageteaching
ThemaintaskoftheEnglishcurriculumofnine-yearcompulsoryeducationistostimulateandcultivatestudents’interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning;enablestudentstomasterbasisEnglishlanguageknowledgeandskillsinlistening,speaking,readingandwritingsothattheyformsufficientcompetenceinusingthelanguage;cultivatestudents’abilitiestoobserve,tomemorize,tothink,toimagineandtocreate;increasetheirvision,cultivatetheirpatrioticspirit,andhelpthemformhealthyviewaboutlife.Onthebasisofalloftheabove,welayagoodbasisfortheirlife-longlearning.
Fiveaspectsofoveralllanguageability:
重要
languageknowledge:
phonetics,grammar,vocabulary,functionaltopics
language
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