王蔷版的英语教学法复习笔记精华版Word下载.docx
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王蔷版的英语教学法复习笔记精华版Word下载.docx
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1.2Whatarethemajorviewsoflanguage?
1)Structuralview:
Languageisalinguisticsystemmadeupofvarioussubsystems:
phonology,morphology,lexicologyandsyntax.Tolearnalanguageistolearnitsvocabularyandstructuralrules.
2)Functionalview:
Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
3)Interactionalview:
Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.
1.3ViewsonLanguageLearning
Twobroadlearningtheories:
Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.
Behavioristtheory
n B.F.Skinner
n Astimulus-responsetheoryofpsychology
n Audio-lingualmethod
n Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.
B.Cognitivetheory
nInfluencedbyNoamChomsky(revivalofstructurallinguistics)
nLanguageasanintricaterule-basedsystem
nAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.
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n Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.
C.Constructivisttheory
nJeanPiaget(1896—1980)
n Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.
D.Socio-constructivisttheory
nVygotsky
n“ZoneofProximalDevelopment”(ZPD);
scaffolding(脚手架)
n Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.
1.4Whatarethequalitiesofagoodlanguageteacher?
Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:
ethicdevotion,professionalqualityandpersonalstyles.
1.5Howcanonebecomeagoodlanguageteacher?
o Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)
Stage1:
languagedevelopmentStage2:
learning,practice,reflection
vThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:
1.Learningfromothers’experience2.Learningthereceivedknowledge
3.Learningfromone’sownexperiences
vThepracticestage(2senses)
Pseudopractice:
shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructors
Therealclassroomteaching:
whatateacherundertakesafterhe/shefinishesformaleducation
vTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing
Goal:
professionalcompetence
Unit2CommunicativePrinciplesandTask-basedlanguageteaching
Languageusedinreallife
Languagetaughtintheclassroom
Toperformcertaincommunicativefunctions
Tofocusonforms(structuresorpatterns)
Useallskills,bothreceptiveskillsandproductiveskills
Tofocusononeortwolanguageskillsandignoreothers.
Usedinacertaincontext
Toisolatelanguagefromitscontext
2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?
2.2Whatiscommunicativecompetence?
Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.
2.2.1Definition:
Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations
2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)
uLinguisticcompetence(语言能力)
Theknowledgeoflanguageitself,itsformandmeaning.
uPragmaticcompetence(语用能力)
Theappropriateuseoflanguageinsoc
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