外语教学.docx
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外语教学.docx
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外语教学
Chapter2AspectsofForeignLanguageTeaching
TeachingGuide
Thischaptercontains7partsandthemaincontentisalmostthesameasthatofChapter2inStudents’Bookexceptthecontentaboutsyllabusdesigninsection2.3.2andthreenewpartsadded.Intheoriginalchapter2,thecontentconcerningsyllabusdesign(section2.2.2)ismoreabstractandmoremacro,buttherelevantcontentinthisbookisintroducedinamorespecificandmoremicroway,whichcanhelpreaderstoconductthepracticesinamoreoperationalway.Forexample,in“Implementation”weprovidethreeactivitiesconcerningsyllabusdesign,syllabusidentificationandFLTprinciples.
2.1TeachingObjectives
Throughthestudyofthischapter,studentsshouldbeableto:
1.understandviewsoflanguageandforeignlanguageteaching.
2.understandforeignlanguageteachingsyllabus.
3.understandforeignlanguageteachingprinciples.
4.understandaimsandobjectivesofforeignlanguageteachingandlearning.
2.2InterpretingChapterContent
Thischaptermainlydealswiththefollowingfourissues:
2.2.1TwoViewsofLanguageandForeignLanguageTeaching
1.TheStructuralView
Thisviewseeslanguageintermsofthebitsandpiecesbymeansofwhichitisputtogether(seethediagramonP13Students’book).
2.TheFunctionalView
Thisviewisconcernedwithlanguageasaninstrumentofsocialinteractionratherthanasasystemthatisviewedinisolation.Itconsiderstheindividualasasocialbeingandinvestigatesthewayinwhichheorsheacquireslanguageandusesitinordertocommunicatewithothersinhisorhersocialenvironment.
Accordingtothefunctionalists,languagehasthreemainfunctions:
descriptive,expressiveandsocial.
1).Thedescriptivefunctionoflanguageistoconveyfactualinformation.Thisisthetypeofinformationwhichcanbestatedordeniedandinsomecaseseventested.
e.g.Itmustbewellbelowtendegreesoutside.
2).Theexpressivefunctionoflanguageistosupplyinformationaboutthespeaker,hisorherfeelings,preferences,prejudices,andpastexperiences.
e.g.I’mnotinvitingtheSmithsagain.
3).Thesocialfunctionoflanguageservestoestablishandmaintainsocialrelationsbetweenpeople.
e.g.Willthatbeall,Sir).
Iflanguageteachingfollowsafunctionalview,thelanguagecontentofacoursewillbearrangedintermsoffunctionstogetherwiththelanguageitemsneededforthem.
2.2.2ForeignLanguageTeachingSyllabus
1.DefinitionofSyllabus
Thesyllabusisadescriptionofthecontentsofacourseandtheorderinwhichtheyaretobetaught.Itprovidestheoverallorganizingprincipleforwhatistobetaughtandlearned.Itmaybebasedongrammaticalitemsandvocabulary,thelanguageneededfordifferenttypesofsituations,orthemeaningsandcommunicativefunctionswhichthelearnerneedstoexpressinthetargetlanguage.
2.TypesofSyllabus
Therearemanytypesofsyllabusessuchasgrammaticalsyllabus,task-basedsyllabus,skill-basedsyllabus,topic-basesyllabus,content-basedsyllabus,lexicalsyllabus,product-orientedvs.process-orientedsyllabus,syntheticvs.analyticsyllabus,evenintegratedsyllabus(multi-syllabus).Ofthesevarioustypes,eachhasitsowncharacteristicsandmaybeappliedtodifferentcourses.However,someofthesedifferenttypesmaybeoverlappedinsomeaspects(i.e.situationalvs.topic-basedsyllabus),andthesyllabusforacourseisusuallybasedonacombinationoftwoormoreofthesetypes.Therearegenerallyfivebroadtypesofsyllabusesforforeignlanguageteaching:
A.grammarorstructural;B.functional-notional;C.situational;D.skill-based;E.topic-based.
Simplepast:
regularverbs
Thepassive
Formationofadverbs
Type3conditionals
Gerundsandinfinitives
A:
GrammarorStructural
(organizedaccordingtoalistofgrammaticalstructuresandonethatwillreadilyberecognizedbymostEnglishlanguageteachers.)
(a)Makingsuggestions
(b)Location
AskingfordirectionsDuration
GivingadviceAbility
Introducingyourself
B:
Functional-notional
(basedonthecommunicativeandinterpersonalusestowhichlanguageisputand,incontrasttotheformalstructuralsystemofthefirsttype,highlightswhatpeopledothroughlanguage.)
Intherestaurant
Atahotel
Inthepostoffice
Atthegarage
C:
Situational
(presentsasetofeverydaysituationsorsettings.)
Makingnotesfromatalk
Readingforinformation
Usingadictionary
Writinganexamanswer
D:
Skill-based
(focusesonlanguageskills,andconcernedwithwhatlearnersdoasspeakers,listeners,readers,andwriters.)
Spacetravel
Intelligencetests
Smoking
Theweather
E:
Topic-based
(usestopicsorthemesasitsstartingpoint.)
3.DesignofSyllabuses
The importantthingtodoinsyllabusdesignistodecidewhattoincludeinthesyllabus.Belowisalistofpossiblecomponentsofsyllabuses.
Aims/Goals
Generalstatementsaboutwhatmustbeaccomplishedbytheendofthecourse.
Objectives/Targets/Requirements
Specificstatementsaboutwhatcontentorskillsthatstudentsmustmasterinordertoattain
thegoals.
Non-languageoutcomes
Affectcultivation,suchasconfidence,motivation,interest
Learningstrategies,thinkingskills,interpersonalskills,etc.
Culturalunderstanding
Learningcontents
Knowledge:
vocabularylist,grammaritems
Skills:
listening,speaking,readingandwriting
Functionsandnotions
Topics
Culture
Implementation
Approaches/methodologies
Teachingprinciples
Teachingsuggestions
Recommendationoftextbooks/materials
Assessment/Evaluation:
Who,what,howandforwhatpurposes
Whoshouldcarryoutassessment/evaluation?
Whatshouldbeevaluated?
Howisevaluationbestdone?
Forwhatpurposesshouldevaluationbedone?
Proficiencytests
4.ChangesinForeignLanguageTeachingandtheImplications
ThemajorshiftsinforeignlanguageteachingaresummarizedinthediagramonP.20.(Students’book)
Thesechangeshavetheimplicationthattheintegrationofthefourskillsisthemostplausibleapproachtotakewithinacommunicativeorinteractiveframework.UsuallyalessoninanintegratedEnglishclassmightinclude:
1)apre-readingdiscussionofthetopictoactivateschemata;
2)listeningtoalectureoraseriesofinformativestatementsaboutthetopicofapassagetoberead;
3)afocusonacertainreadingstrategy,e.g.scanning;
4)writingaparagraphofasectionofthereadingpassage.
2.2.3PrinciplesofForeignLanguageTeaching
Teachingandlearningareinterrelatedwitheachother.Teachingcannotbedefinedapartfromlearning.Teachingisguidingandfacilitatinglearning,enablingthelearnertolearn,settingtheconditionsforlearning.Ourunderstandingofhowthelearnerlearnswilldetermineourphilosophyofeducation,ourteachingstyle,ourapproach,methods,andclassroomtechniques.
AccordingtoH.D.Brown(1994),forforeignlanguageteachingtherearethreebroadsetofprincipleswhichinclude12specificprinciples(seethefollowingdiagram):
Cognitiveprinciples:
relatemainlytomentalandintellectualfunctions,includingautomaticity,meaningfullearning,theanticipationofreward,intrinsicmotivationandstrategicinvestment.
Affectiveprinciples:
morecentraltotheemotionalprocessingofhumanbeings,includinglanguageego,self-confidence,risk-takingandthelanguage-cultureconnection.
Linguisticprinciples:
centeronlanguageitselfandonhowlearnersdealwiththesecomplexlinguisticsystems,includingthenativelanguageeffect,interlanguageandcommunicativecompetence.
2.2.4AimsandObjectivesofForeignLanguageTeachingandLearning
1.GeneralAim---todevelopstudent’scommunicativecompetence
Foreignlanguageteachingandlearningusedtofocusonimpartingthelanguageknowledgetothelanguagelearners,butnowitsgeneralaimistodevelopstudents’communicativecompetenceinthetargetlanguage,whichdemonstratesashiftofemphasisfromanarrowfocusonlanguageasaformalsystemtothesocialandculturalknowledgewhichspeakersneedinordertounderstandanduselinguisticforms(Hedge,2002:
45).
AccordingtoHymes(1972),communicativecompetenceconsistsoflinguistic/grammaticalcompetence,discoursecompetence,socioculturalcompetence,andstrategiccompetence.
Communicativecompetence
Linguistic/GrammaticalDiscourseSocioculturalStrategic
competencecompetencecompetencecompetence
knowledgeofsentencelevel
grammaticalforms
phonological
knowledge
syntactic
knowledge
morphological
knowledge
Lexicalknowledge
discourse
pronunciation
spelling
grammar
vocabulary
Linguisticcompetencereferstotheabilitytorecognizethelexical,morphological,syntactic,andphonologicalfeaturesofalanguage,thesentence-levelgrammaticalforms,andtomakeuseofthesefeaturestointerpretandformwordsandsentences.
Discoursecompetenceisconcerned,inoraltexts,withtheabilitytoperformtheturnsindiscourse,tomaintaintheconversationandtodevelopthetopic;whileinwrittencontext,theabilitytounderstandandinterprettherelationshipsthroughformaldevicesandtocreatecoherentwrittentexts.
Social-culturalcompetencereferstoanabilitytointeracteffectivelywithpeopleofdifferentsocialandculturalbackgrounds.Socio-culturalcompetencecomprisesfourcomponents:
1)Awarenessofone'sownsocio-culturalworldview;
2)Attitudetowardsculturaldifferences;
3)Knowledgeofdifferentsocialandculturalpracticesandworldviews;
4)Cross-culturalskills.Developingculturalcompetenceresultsinanabilitytounderstand,communicatewith,andeffectivelyinteractwithpeopleacrosscultures
Strategiccompetenceisde
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