《英语教学法教程》王蔷考研复习重点笔记Word文档下载推荐.docx

《英语教学法教程》王蔷考研复习重点笔记Word文档下载推荐.docx

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3.Howcanonebecomealanguageteacher?

Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.

Stage1:

allEnglishteachersaresupposedtohaveasoundcommandofEnglish.

Stage2:

learning,practiceandreflection.

●Learning:

✓Learningfromothers’experience（empiricalknowledgegainedthroughreadingandobservation）

✓Learningthereceivedknowledge（languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.）

●Practice

✓Pre-servicepractice（pseudopractice）

✓Realclassroompractice

●Reflection:

takeonreflectionseriouslyandkeepreflection

Goal:

（donothaveanend）onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.

Unit2communicativeprinciplesandtask-basedlanguageteaching

1.Whatiscommunicativecompetence

●Linguisticcompetence

Knowledgeoflanguageitself

●Pragmaticcompetence

Thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.

●Discoursecompetence

Theabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.

●Strategiccompetence

Searchingforothermeansofexpression,suchasusingasimilarphrase……

●Fluency

theabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation）

CLT:

communicativelanguageteaching

2.Principlesofcommunicativelanguageteaching

●Communicationprinciple

Activitiesthatinvolverealcommunicationpromotelearning.

●Taskprinciple

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

●Meaningfulnessprinciple

Languagethatismeaningfultothelearnersupportthelearningprocess.

3.Mainfeaturesofcommunicativeactivities

●Communicativepurpose

Theremustbesomeinformationgapthatstudentsseektobridge

●Communicativedesire

Arealneedtocommunicate

●Contentnotform

Theymusthavesomemassagetheywanttocommunicate

●Varietyoflanguage

●Noteacherintervention

●Nomaterialcontrol

TBLT:

task-basedlanguageteaching

4.Fourcomponentsofatask

●Apurpose

Makesurestudentshaveareasonforundertakingthetask

●Acontext

Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……

●Aprocess

Gettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……

●Aproduct

5.Focusonindividuallanguageitems–

Purposefulandcontextualizedcommunication+

Then

Exercise→task

6.TBL:

●Pre-task

Introductiontotopicandtask

●Taskcycle

✓Task

✓Planning

✓Report

✓Studentsheartaskrecordingorreadtext

●Languagefocus

✓Analysisandpractice

✓Reviewandrepeattask

7.PPP

●Presentation

Ofsinglenewitem;

teachersintroducesnewvocabularyandgrammaticalstructures.

●Practice

Ofnewitem:

drills,exercise,anddialogue

●Production

Activity,roleplayortasktoencourage‘free’useoflanguage

8.Howtodesigntasks

●Thinkaboutstudents’needsandinterestsandabilities

●Brainstormpossibletasks

●Evaluatethelist

●Choosethelanguageitems

●Preparingmaterials

9.ConstrainsofCLT:

●Whetheritwillmeettheneedsoflearnersfromdifferentcontexts

●Itisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.

10.ConstrainsofTBLT

●Noteffectiveforpresentingnewlanguages

●Timeislimited:

teachersarebusy

●Cultureoflearning:

somestudentsmayfinditdifficulttoadapttoTBLT

●Levelofdifficulty:

studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.

Unit4lessonplanning

1.Whyislessonplanningimportant?

●Itcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.

●Ithelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.

●Itgivesteachersopportunitytoanticipatepotentialproblemsthatmayariseinclass,andpreparesomesolutionstothem.

●Itbuildsteachers’confidenceinclass.

●Teacherscanalsob