王蔷主编的英语教学法教程第二版 Unit 1Word文档下载推荐.docx
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王蔷主编的英语教学法教程第二版 Unit 1Word文档下载推荐.docx
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2.Whatarethecommonviewsonlanguage?
3.Whatarethecommonviewsonlanguagelearning?
4.Whatarethequalitiesofagoodlanguageteacher?
5.Howcanonebecomeagoodlanguageteacher?
1.1Howdowelearnlanguages?
Machofhumanbehaviorisinfluencedbytheirexperiences.Thewaylanguage
teachersteachintheclassroomistosomeextentinfluencedbythewaythey
learnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.Beforewe
discusslanguagelearningtheories,letusfirstreflectonourownlanguage
learningexperience.
Task1
Belowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.In
thefirstcolumn,writedownyourownresponses.Theninterviewthreeother
studentsinyourclassandentertheirresponsesintheothercolumns.Discuss
yourfindingsingroupof4anddrawsomeconclusion.
You
ST1
ST2
ST3
1.Howmanyforeignlanguagescanyouspeaksofar?
2.Whendidyoustartlearningtheforeignlanguage(s)?
3.Howdoyoufeelaboutlearningaforeignlanguage?
4.Whatdifficultieshaveyouexperiencedinlearning?
5.Whichskilldoyoufindmoredifficulttolearn?
6.Haveyoufocusedonknowledgeorskills?
Why?
7.Whydoyoulearntheforeignlanguage(s)?
8.Doyouconsideryourselfasuccessfullearner?
9.Whatareyourmostcommonlearningactivities?
10.Doyoulikethewayyoulearnedtheforeignlanguage(s)?
Fromtheabovetask,youmayhavefoundthat1)peoplestartedlearninga
foreignlanguageatdifferentages;
2)peoplehavedifferentexperiencesin
learningaforeignlanguage,somefinditeasy,somefinditdifficult;
3)people
learnlanguagesfordifferentreasons;
4)peoplelearnlanguagesindifferentways;
5)peoplehavedifferentunderstandingsaboutlanguagelearning;
6)peoplehave
differentcapacitiesinlanguagelearning;
7)learningcanbeaffectedbytheway
itistaught;
8)learningisaffectedbythedegreeofsuccessoneisexpectedto
achieve;
andmore.Thusthechallengeconfrontinglanguageteachingishow
teachingmethodologycanensuresuccessfullearningbyallthelearnerswho
havemoredifferencesthanthecommonality.
1.2viewsonlanguage
Thequestionthatallapproachestolanguageteachingshouldansweris,‘whatis
language?
'
Theanswertothisquestionisthebasisforsyllabusdesigns,teaching
methodology,teachingandassessmentproceduresintheclassroom.Different
viewsonlanguagegeneratedifferentteachingmethodologies.
Task2
Workingroupof4.Brainstormpossibleanswertothequestion:
whatis
Whenyouareready,joinanothergroupandshareyourideas.
Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsand
philogists.Althoughtherehasbeenanenormousamountofresearchinlanguage
inthepastcentury,noauthoritativeanswerhasbeengivento‘whatislanguage?
rather,peoplehavesettledowntotalkaboutviewsoflanguage,seemingly
allowingfororacceptingdifferenttheoriesforthemoment.However,language
teachersclearlyneedtoknowgenerallywhatsortofentitytheyaredealingwith
andhowtheparticularlanguagetheyareteachingfitsintothatentity(Brown,
1994a).forsampledefinitionof‘language'
pleaserefertoAppendix1.
Structuralview
Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupof
varioussubsystems(Larsen-Freeman&
Long,1991):
thesoundsystem
(phonology);
thediscreteunitsofmeaningproducedbysoundcombinations
(morphology),andthesystemofcombiningunitsofmeaningforcommunication
(syntax).Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearna
languagemeanstolearnthesestructuralitemssoastobeabletounderstandand
producelanguage.Whenthisstructuralviewoflanguagewascombinedwiththe
stimulus-responseprinciplesofbehavioristpsychology,theaudio-lingual
approachtolanguagelearningemerged.
Functionalview
Inthe1960s,Britishlinguistsdevelopedasystemofcategoriesbasedonthe
communicativeneedsofthelearner(JohnsonandMarrow,1981)andproposeda
syllabusbasedoncommunicativefunctions.Thefunctionalviewnotonlysees
languagesasalinguisticsystembutalsoameansfordoingthings.Mostofour
day-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,
advising,apologizing,etc.therefor
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