英语教育专业教学法期末复习内容1Word文档格式.docx
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英语教育专业教学法期末复习内容1Word文档格式.docx
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克拉申,输入理论;
情感过滤假设:
内在动机,外在动机,工具性动机,综合性动机;
情感因素
TheNaturalApproach
A.Krashen’sfivetheories
1.Learningandacquisitiontheory
Learningisaconsciousprocesswhileacquisitionisasubconsciousprocess.
2.Inputtheory
△Inputshouldbecomprehensible
△Idealinputshouldmeetthe4requirements:
comprehensible,relevantandinteresting,adequate,notgrammaticallysequenced.
△i+1formula:
Istandsforthelearner’spresentlanguagelevel.Theinputshouldbealittlebeyondthelearner’spresentlanguagelevel.
3.Theaffectivefilterhypothesis
Affectivefactorssuchasinterest,motivation,attitude,anxiety,self-image,self-concept,self-esteemandsoonaffecttheresultoflanguagelearninglikeafilter.Whenthemotivationisstrong,thefilteringeffectisweak,thelearningresultwillbebetter;
whentheanxietyandself-esteemarestrong,thenthefiltereffectwillbestrongtoo,andthelearningresultwillbeworse.
Input-filter-LAD-practice-acquiredability
4.Kindsofmotivation:
integrativemotivation:
indicatesaninterestinlearningthelanguagetomeetandcommunicatewithmembersofthesecondlanguagecommunity.
instrumentalmotivation:
referstothepracticalandpragmaticoneoflearningthesecondlanguage.NowadaysinChinaitisinstrumentalmotivationthatplaysamajorpart.
intrinsicmotivation:
hassomethingtodowithone’srealneed
extrinsicmotivation.:
isconnectedwithexternalstimuli,includingsomethinglikeachievement,parentsandteacher’sexpectationandsoon.
5.AffectiveFactors---motivation,self-confidence,self-esteem,anxiety,attitudeinterest
CognitiveFactors---intelligence,aptitudesexagepesonality
6.交际法:
交际教学的三个特征;
ThreefeatureofCLT(communicativeapproachare1.informationgap.2.feedback3.choice.
4.交际法的教学目标;
thepurposeofCLTistodevelopstudent’sabilitytousetargetlanguageappropriatelyinagivensocialcontext.
4)哪些活动属于交际性活动,哪些属于前交际活动;
哪些属于机械性活动;
Communicativeactivities:
1.problem-solving2.discussion3.debates4.interview5.fluency-focusedgames6.ninformationgapactivity
Pre-communicativeactivity:
1.readingaloud2.readafter3.immititation4.patterndrill5.transformationdrillsubstitutiondrill(机械性活动)
机械性活动属于前交际性活动,而前交际性活动属于非交际性活动。
7..任务型教学的特征
thenatureofTBLT(TheTask-basedLanguageTeaching)islearningbydoing.
任务组成部分:
Purpose/goalInputactivityroleSettingOutcome
(6)任务型教学的课堂结构;
vPre-task:
leadin/setup/languageinput/explaintask
vTask-cycle:
Task---Planning—Report
vPost-task:
Languagefocus:
Analysisandpractice
二.如何教语言知识:
语音、语法(如何教和教什么)、词汇(如何呈现)
Pronounciationshouldbetaughtbyimitation.
Vocabularyshouldbetaughtincontextorsituation.
Grammarshouldbetaughtindeductiveandinductiveway.Formandmeaningandusearetherespecttobetaught.
Textshouldbetaughtinintegratedmethod.
1.简答:
词汇呈现的方法有:
1.realobject.2.gesture3.picture4.definition5.translationdefining
2.usingrealia
3.mimeoracting
4.usingpictures,illustrations,drawings
5.givingexplanations
6.translating
7.givingfurtherexamples
8.usingworddiagrams,graphs
9.usingthecontextinwhichthewordisfound
三.如何教语言技能:
阅读、听、说、写
1..阅读的主要目的;
thepurposeofreadingisinformation.Themainpurposeofreadingteachingis:
readingskills.
2.阅读的性质和过程:
判断
Readingisnottounderstandeverywordofthetext.
Readingistoextractinformationfromthetext.
Readingisnottolearnnewwordsandnewstructures.
Readingistoconstructmeaningbasedonthegiventextandbasedonone’sownknowledgeandexperience.
3.简答:
Thenatureofreading:
Readingisacomplexinformationprocessingskillinwhichthereaderinteractswithtextinordertocreatemeaningfuldiscourse.
AccordingtoGoodman,readingisapsychologicalguessinggame.
However,itisbelievedbyothersthatreadinginvolvesdecoding,namely,studentsgetinformationfromthereadingmaterial.
4.阅读教学的三种模式:
自上而下,自下而上,互动模式
A.Bottom-upprocessing---usingcomponentparts:
words,grammar,andtheliketoprocessmeaning.(focusonlanguagepoint)
B.Top-downprocessing---usingbackgroundknowledgetoprocessmeaning.
C.Interactivemodel---theprocessingoftop-downandbottom-updataatthesametime.(mosteffectivewayofteachingreading)
四.教材:
GoforIt的编写理念task-basedmethod任务型教学
新概念英语的编写理念:
situationalmethod
五课程标准:
NationalEnglishcurriculuminChina
六.测试:
学业测试和水平测试(PET,TOFEL,NMET);
形成性评价和终结性评价
a.Achievementtest(whichisaccordingtothesyllabus)achievementtest---atestwhichmeasureshowmuchofalanguagesomeonehaslearnedwithreferencetoaparticularcourseofstudyorprogrammeofinstruction.
b.Proficiencytestisatestthatlearner’sgeneralmasteryofalanguage.
形成性评价:
formativeassessment(笔试,对一个学习过程的评价)
终结性评价:
summativeassessment口试
高考NMETNationalMatriculationEntranceTest(标准化考试)
八.教学的原则
1.TeachingEnglishinEnglish
2.TeachingstudentstothinkinEnglish
3.Stagepriority---Skilltrainingshouldbeintegratedwhilestressingacertainskillataparticularstage.Integratedtrainingindicatesthatlistening,speaking,readingandwritingshouldsupplementeachotherandworkincoordination,butalsostressesthatatdifferentstageacertainskillshouldbeemphasized.
4.Carryingoutideologicaleducationthroughlanguagelearning
5.Largeamountofinformation,quickpaceandcompactactivities
6.Practiceprinciple
7.Theunityoflanguageandspeech
九.语法翻译法
Grammaristaughtdeductively.Theteacherexplainstherulesfirst,thensuppliessomeexamplestoillustratethem.
Itisnotoutofuse.
如何教听说读写:
1.2Aninteractivemodeloflisteningcomprehension
Thefirststepoflisteningcomprehensionisthepsychomotorprocessofreceivingsoundwavesthroughtheearandtransmittingnerveimpulsestothebrain.However,listeningcomprehensioninvolvesbothcognitiveandaffectivemechanism.
1)Thehearerprocesses“rawmaterial”andholdsan“image”ofitinashorttermmemory.Thisimageconsistsofphrases,clauses,cohesivemarkers,intonationandstresspatterns.
2)Thehearerdeterminesthetypeofspeecheventthatisbeingprocessed..Thehearerhastomakecertainwhetheritisaspeech,aradiobroadcastandtocolortheinterpretation.
3)Thehearerinferstheobjectivesofthespeakersthroughconsideringthetypeofspeecheventandcontextandcontent.Thefunctionofthemessageisinferred.
4)Thehearerrecallsthebackgroundinformation(schemata).Experienceandknowledgefunctionascognitiveassociations.
5)Thehearerassignsaliteralmeaningtotheutterance..Thisprocessinvolvesasemanticinterpretationofthesurfacestringthattheearhasperceived.Eg.Doyouhavethetime?
6)Thehearerassignsanintendedmeaningtotheutterance.
7)Thehearerdetermineswhetherinformationshouldberetainedintheshort-termorlong-termmemory.
8)Thehearerdeletestheforminwhichthemessagewasoriginallyreceived.Theimportantinformationisretainedconceptually.
2.SpeakingTeaching
Modernapproachesofteachingoralspeech
1.Interactiveapproach
2.Groupactivities
3.Simulationandroleplay
4.Discussionanddebate
3.6Severalinformation-processingmodels:
1.Bottom-upprocessing---usingcomponentparts:
words,grammar,andtheliketoprocessmeaning.
2.Top-downprocessing---usingbackgroundknowledgetoprocessmeaning.
3.Interactivemodel---theprocessingoftop-downandbottom-updataatthesametime.
4.Theprocessapproachtowritingdoesnotonlypayattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhattheyandtheteacherdobeforetheystartwritingandaftertheyfinishwriting.
1.Readinghasonlyonepurpose,i.e.togetinformation.F
Readingisasilentactivity.F
Readingalouddoesnothelpmuchwithomprehension.F
Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.T
Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.F
Readingisanindividualactivity.F
Weneedtoknowallthewordsinordertounderstandatext.F
Wereadeverythingwiththesamespeed.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.F
Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.F
Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.T
Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.T
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