大学英语教学论作业习题.docx
- 文档编号:27394361
- 上传时间:2023-06-30
- 格式:DOCX
- 页数:18
- 大小:25.40KB
大学英语教学论作业习题.docx
《大学英语教学论作业习题.docx》由会员分享,可在线阅读,更多相关《大学英语教学论作业习题.docx(18页珍藏版)》请在冰豆网上搜索。
大学英语教学论作业习题
英语教学法作业习题
Introduction
1.WhatkindofcourseisELTMethodology?
ELTMethodologyisatypicallymultidisciplinary(多种不同学科的综合训练方式的)coursewhichiscloselylinkedtosuchkindsofdisciplinaryasphilosophy,pedagogy,psychology,linguistics,sociologyandanthropology(人类学),etc.
2.Whataretheaimsoflearningthiscourse?
a.Toprovidelearnerswithsomecurrentbutbasictheoriesrelatedtolanguage,languagelearningandlanguageteaching.
b.Tohelplearnersdeveloppracticalskillsandtechniquesinteachingthelanguage.
c.Toraiselearners’awarenessandpreparethemfordealingwithpracticalissuesinteachingpractice.
d.Todeveloplearners’reflectiveandcooperativelearningstrategiesfortheirfutureprofessionaldevelopment.
e.TohelplearnersdeveloptheirownideasaboutELTandtheawarenessofputtingtheseideasintheirownteachingpracticeinthefuture.
3.Whatdoyouexpecttolearnorwhatdoyouwanttolearnfromthiscourse?
(Seethecontentsofthetextbook)
UnitOneLanguageandLanguageLearning
1.Whatarethethreeviewsonlanguage?
1)Structuralviewonlanguage:
Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:
fromphonological,morphological,lexical,etc.tosentences.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Thisviewonlanguagelimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.
2)Functionalviewonlanguage:
Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Thisviewonlanguageaddstheneedtoknowhowtousetherulesandvocabularytodowhateveritisonewantstodo.
3)Interactionalviewonlanguage:
Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.Thisviewonlanguagesaysthattoknowhowtodowhatonewantstodoinvolvesalsoknowingwhetheritisappropriatetodoso,andwhere,whenandhowitisappropriatetodoit.Inordertoknowthis,thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontexts.
2.Whataretheviewsonlanguagelearning?
1)Behaviouristtheory:
ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage(Harmer,1983)Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer1983:
30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.
2)Cognitivetheory:
Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfiniteofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.
3.Whatarethequalitiesofagoodlanguageteacher?
ThemainelementsofagoodEnglishteacherareethicdevotion,professionalqualities,andpersonalstyles.(Thentrytoexplainthesethreeelementsrespectivelyaccordingtoyourownunderstanding)
Unit2CommunicativePrinciplesandTask-basedLanguageTeaching
1.Whatiscommunicativecompetence?
Hedge(2000:
46-55)discussesfivemaincomponentsofcommunicativecompetence:
linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.
Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.
2.Whatarethethreeprinciplesofcommunicativelanguageteaching?
a)thecommunicativeprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
b)thetaskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning(Johnson1982).
c)themeaningfulnessprinciple:
Languagethatismeaningfultothelearnersupportsthelearningprocess.
3.Whatarethesixcriteriaforevaluatingcommunicativeclassroomactivities?
1)communicativepurpose
2)communicativedesire
3)content,notform
4)varietyoflanguage
5)noteacherintervention
6)nomaterialcontrol
4.WhatisTask-basedLanguageTeaching?
Task-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.
Unit3TheNationalEnglishCurriculum
1.WhatarethedesigningprinciplesfortheNationalEnglishCurriculum2001?
1)Aimforeducatingallstudents,andemphasisequality-orientededucation.
2)Promotelearner-centredness,andrespectindividualdifferences.
3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.
4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.
5)Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.
6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.
2.WhatarethegoalsandobjectivesofEnglishlanguageteaching?
Thenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.
3.WhatarethechallengesfacingEnglishlanguageteachers?
1)Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.
2)Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.
3)Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.
4)Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.
5)Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.
UnitFourLessonPlanning
1.Whyislessonplanningnecessary?
Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Itisobviousthatlessonplanningisnecessary.
Benefits:
1)Tomaketheteacherawareoftheaimsandlanguagecontentsofthelesson.
2)Tohelptheteacherdistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.
3)Properlessonplanninggivestheteacheropportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.
4)Lessonplanninggivesteachers,especiallynoviceteachers,confidenceinclass.
5)Theteacheralsobecomesawareoftheteachingaidsthatareneededforthelesson.
6)Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.Theteachersoonlearnstojudgelessonstagesandphaseswithgreateraccuracy.
7)Theplan,withtheteacher’scommentsandcorrections,providesauseful,time-savingreferencewhentheteachernextplansthesamelesson.
8)Lessonplanningisagoodpracticeandasignofprofessionalism.
2.Whataretheprinciplesforgoodlessonplanning?
Aims—meanstherealisticgoalsforthelesson.Thatis,theteacherneedstohaveaclearideaofwhathe/shewouldliketoachieveforthelessonorwhatoutcomesareexpectedfromthelesson.
Variety—meansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivationandnevermonotonousforthestudents.
Flexibility—meansplanningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 大学 英语教学 作业 习题