Teaching design and case analysis.docx
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Teaching design and case analysis.docx
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Teachingdesignandcaseanalysis
Teachingdesignandcaseanalysis
WhatdoweteachintheEnglishclassroom?
Language(languageskills,languageknowledge,culture,learningstrategies,affectandattitude)
Students(howtobecomeagoodperson/citizen---moraleducation)
Whatdolanguageteachersneedtoknow?
Viewsonlanguage
Viewsonlanguagelearning
Howtoplanlessons
Howtomanageclassroom
Howtoassesslearning
Viewsonlanguage
Whatislanguage?
---Toolsforcommunication
---Toolforreflection
---Asystemofsymbols
---Aspecialmechanism
---Socialphenomenon
Arecommendeddefinitionoflanguage:
---Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:
3)
Differentviewsonlanguage
1、structuralview:
Itseeslanguageasalinguisticsystemmadeupofvarioussubsystems,fromphonological,morphological,lexical,etc.tosentences.
Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
2、functionalview:
Itnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Peoplelearnalanguageinordertodothingswithit,inotherwords,toperformfunctions.
Knowingalanguageinvolvesknowinghowtocombinethegrammarandvocabularywiththenotiontoperformfunctions.
Function:
purposeorintention
Notion:
contents/ideas(theconceptofpresent,pastandfuturetime;theexpressionsofcertaintyandpossibility;theroleofagent,instrumentandpatientwithinasentence;andspatialrelationshipbetweenpeopleorobjects)
Eg.Where’sthenearestbank?
Function:
askforinformation
Notion:
specialrelationshipbetweenthespeakerandthebank
3、internationalview:
Itseeslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.
Tolearnalanguage,learnersnotonlyneedtoknowthegrammarandvocabulary,butasimportantly,theyneedtoknowtherulesforusingtheminthewholerangeofcommunicativecontexts.
Viewsonlanguagelearning
(twocategories)
---process-orientedtheories
---condition-orientedtheories
Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.
1)Behavioristtheory
ProposedbybehaviouralpsychologistSkinner.Hesuggestedthatlanguageisalsoaformofbehaciour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.
Stage1
T:
(Holdsupabook)Book.Book.Repeat---------S
Ss:
Book----Response
T:
Good!
-----Reward
(Tdoesthesameaboutfourotherobjects.)
Stage2
T:
(Holdupabook)Stimulus
S:
Book.-------Response
T:
Good.-------Reward
--Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutteranceareimmediatelypraised.
2)Cognitivetheory
---AccordingtoNoamChomskylanguageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.
Cognitiveapproach:
nothabitformationisruleacquisition.Grammarmustbetaught,inductivelyanddeductively.
---Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencewhichenablehimtoproducelanguage.
---Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirownunderstandingofcertainrules.
Viewsonlearning-newdevelopments
1)Constructivisttheory(JohnDewey)
Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.
2)Socio-constructivisttheory(Vygotsky,1978)
Learnerslearnbestwiththedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.
ItisbasedontheconceptofZPDandscaffolding.
ZPD:
ZoneofProximalDevelopment.最近发展区
Zonebetweentwolevels.
Scaffolding搭建支架
Teacher’squestionsandexplanations,oramorecapablepeer’ssupport.
LearnerDifferencesandLearnerTraining
J.M.Reid1998“UnderstandingLearningStylesintheSecondLanguageClassroom”
Eightdifferentlearningstyles:
ØVisuallearners视觉型:
learnmoreeffectivelythroughtheeyes(seeing).E.g.remembernewwordsbetterwhentheyseethem.
ØAuditorylearners听觉型:
learnmoreeffectivelythroughtheear(hearing).
ØTactilelearners制作型:
learnmoreeffectivelythroughtouch(hands-on).
ØKinestheticlearners经验型:
learnmoreeffectivelythroughbodyexperience.Rememberbestwhentheycanbeinvolvesphysically.Preferactingthingsoutormimingthingswiththeirbodies.
ØGrouplearners:
learnmoreeffectivelythroughworkingwithothers.
ØIndividuallearners:
learnmoreeffectivelythroughworkingalone.
ØAuthorityorientedlearners:
prefertolistentotheteachermorethanworkwithothersorworkalone.Trusttheteachersandneedteacherstogivethemguidance.
ØReflectivelearners:
learnmoreeffectivelywhengiventimetoconsideroptions.Tendtothinkmorebeforetheyrespondandtheycandobetteridtheyaregiventimetothinkandmakeplans.
ChengandBanya’sAdvicetoteachers(1998)
ØTeachershavetobeawareofthestudentslearningstylesaswellastheirownlearning/teachingstyles.Inteaching,teachersshouldtrytousedifferenttechniquesandwaysofteachingtomeettheneedsofstudentsdifferentstyles.
ØTeachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelop/expanddifferentlearningstyles.
ØTeachersneedtotakerisktointegratemoreteachingstylesintotheirclasspreparationeventhoughtheymaynotfeelentirelycomfortableusingthem.
ØTeachersshouldalsoencouragetheirstudentstotrydifferentwaysoflearningandadjustthemselvestodifferentlearningstyles,becausecertainlearningstylesaremoreappropriateincertainlearningsituationsandforsomespeciallearningpurposes.
HowardGardner’stheoryofmultiple-intelligence(1983)
ØVerbal/linguisticintelligence言语-语言智力
Theabilitytousewordseffectively,bothorallyandinwriting.Sampleskillsarerememberinginformation,convincingotherstohelp,andtalkingaboutlanguageitself.(Teacher,lawyer,journalist)
ØMusical-rhythmicintelligence音乐-节奏智力
Sensitivitytorhythm,pitch,andmelody.Sampleskillsarerecognizingsimplesongsandbeingabletovaryspeed,tempo,andrhythminsimplemelodies.(musicians)
ØLogical/mathematicalintelligence逻辑数学智力
Theabilitytousenumberseffectivelyandreasonwell.Sampleskillsareunderstandingthebasicpropertiesofnumbers,theprinciplesofcauseandeffect,andtheabilitytopredict.(mathematician,engineer,scientist)
ØSpatial/visualintelligence空间视觉智力
Sensitivitytoform,space,color,line,andshape.Sampleskillsincludetheabilitytorepresentvisualorspatialideasgraphically.(artist,policeman)
ØBody/kinestheticintelligence身体动觉智力
Theabilitytousethebodytoexpressideasandfeelingsandtosolveproblem.Sampleskillsarecoordination,flexibility,speedandbalance.(athlete,dancer,dumb)
ØInterpersonalintelligence交往交流智力
Theabilitytounderstandanotherperson’smood,feelings,motivation,andintentions.Sampleskillsarerespondingeffectivelytootherpeople,problemsolvingandresolvingconflict.
ØIntrapersonalintelligence自知自省智力
Theabilitytounderstandsyourself,yourstrengths,weakness,moods,desires,andintentions.Samplesskillsareunderstandinghowoneissimilartoordifferentfromothers,remindingoneselftodosth.,knowing,aboutoneselfasalanguagelearnerandknowinghowtohandleone’sfeelings.
ØNaturalistintelligence自然智力
Theabilitytoappreciatethenaturalistworldandenjoyoutdooractivities.(photographers)
Implications:
Ourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstofullestpossible.
Inotherwords,weshouldtrytogiveeverysinglestudentthechancetobebest.
Learnertraininginlanguageteaching
Gallacher’s(2005)definition:
learnertrainingisaboutdevelopingSs’awarenessofhowtheylearnandaboutdevelopingstrategiestohelpthemlearn.
Learnertrainginvolves:
1、Awarenessraisingondifferentwaysoflearning
2、Skillstraingontheuseoflearningstrategies.
Learnerstrategies---anysetofpoeration,steps,plans,routinesusedbythelearnerstofacilitatetheobtaining,sorage,retrievalanduseofinformation…thatis,whatlearnersdotolearnanddotoregulatetheirlearning.(Rubin,1987:
learnerstrategiestheoreticalassumptions,researchhistoryandtypology类型学.Inlearnierstrategiesinlanguagelearning)
DichinsonandCarver(1980)identifythreeareasforpreparinglearnerstobecomeautonomous.Theycanbeusedforconsideringcontentsandproceduresforlearnertraing:
Psychologicalpreparation,e.g.activitestobuildconfidence.
Methodologicalpreparation,e.g.activitiestohelplearnersunderstandandusemetalanguage(languagefordescribinglanguageandlangurgelearning)andtobecomeawareoftherationalbehindclassroomactivities.
Practiceinself-direction,e.g.activitieswhichprovidelearner
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