《英语教学法教程》(王蔷)考研笔记.docx
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《英语教学法教程》(王蔷)考研笔记.docx
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Unit1languageandlanguageteaching
1.Whatmakesagoodlanguageteacher?
lEthicdevotion
lProfessionalqualities
lPersonalstyles
2.Viewsonlanguagelearningandlearningingeneral:
lProcess-orientedtheories:
concernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
lCondition-orientedtheories:
emphasizethenatureofthehumanandphysicalcontextinwhichthelanguagelearningtakeplace,suchasthenumberofthestudentsandthekindofinputlearnersreceive,andtheatmosphere.
3.Howcanonebecomealanguageteacher?
other'sexperience
language
development
received
knowledge
Practice
ownexperience
Reflectio
Professionalcompetence
Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.
Stage1
Stage2
Goal
Stage1:
allEnglishteachersaresupposedtohaveasoundcommandofEnglish.Stage2:
learning,practiceandreflection.
lLearning:
üLearningfromothers‟experience(empiricalknowledgegainedthroughreadingandobservation)
üLearningthereceivedknowledge(languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.)
lPractice
üPre-servicepractice(pseudopractice)
üRealclassroompractice
lReflection:
takeonreflectionseriouslyandkeepreflection
Goal:
(donothaveanend)onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.
Unit2communicativeprinciplesandtask-basedlanguageteaching
1.Whatiscommunicativecompetence
lLinguisticcompetenceKnowledgeoflanguageitself
lPragmaticcompetence
Thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.
lDiscoursecompetence
Theabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.
lStrategiccompetence
Searchingforothermeansofexpression,suchasusingasimilarphrase……
lFluency
theabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation)
CLT:
communicativelanguageteaching
2.Principlesofcommunicativelanguageteaching
lCommunicationprinciple
Activitiesthatinvolverealcommunicationpromotelearning.
lTaskprinciple
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
lMeaningfulnessprinciple
Languagethatismeaningfultothelearnersupportthelearningprocess.
3.Mainfeaturesofcommunicativeactivities
lCommunicativepurpose
Theremustbesomeinformationgapthatstudentsseektobridge
lCommunicativedesire
Arealneedtocommunicate
lContentnotform
Theymusthavesomemassagetheywanttocommunicate
lVarietyoflanguage
lNoteacherintervention
lNomaterialcontrol
TBLT:
task-basedlanguageteaching
4.Fourcomponentsofatask
lApurpose
Makesurestudentshaveareasonforundertakingthetask
lAcontext
Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……
lAprocess
Gettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……
lAproduct
5.Focusonindividuallanguageitems–Purposefulandcontextualizedcommunication+Then
Exercise→task
6.TBL:
lPre-task
Introductiontotopicandtask
lTaskcycle
üTask
üPlanning
üReport
üStudentsheartaskrecordingorreadtext
lLanguagefocus
üAnalysisandpractice
üReviewandrepeattask
7.PPP
lPresentation
Ofsinglenewitem;teachersintroducesnewvocabularyandgrammaticalstructures.
lPractice
Ofnewitem:
drills,exercise,anddialogue
lProduction
Activity,roleplayortasktoencourage„free‟useoflanguage
8.Howtodesigntasks
lThinkaboutstudents‟needsandinterestsandabilities
lBrainstormpossibletasks
lEvaluatethelist
lChoosethelanguageitems
lPreparingmaterials
9.ConstrainsofCLT:
lWhetheritwillmeettheneedsoflearnersfromdifferentcontexts
lItisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.
10.ConstrainsofTBLT
lNoteffectiveforpresentingnewlanguages
lTimeislimited:
teachersarebusy
lCultureoflearning:
somestudentsmayfinditdifficulttoadapttoTBLT
lLevelofdifficulty:
studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.
Unit4lessonplanning
1.Whyislessonplanningimportant?
lItcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.
lIthelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestaget
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