河北师范大学英语教学法 王蔷 考研笔记.docx
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河北师范大学英语教学法 王蔷 考研笔记.docx
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河北师范大学英语教学法王蔷考研笔记
教学法笔记
PREFACE
1.Thenameofthiscourse.
1)ACourseinEnglishLanguageTeaching
2)MethodologyofEnglishTeaching
3)MethodologyofEnglishteachingatmiddleschool/secondaryschool
4)TeachingEnglishasaForeignLanguage/TEFL&TESL
2.Thenatureoflanguageteaching
1)What'smethodology?
EnglishteachingmethodologyisasetofmethodsusedforstudyoractioninEnglishteaching.ItisthesciencetoresearchtheTeachingrulesatmiddleschool,whichwillguideourteachingtodevelopthestudents'communicativecompetence.
2)Thedefinitionofteaching.
Teachingisanattempttohelpsomeoneacquire,orchangesomeskills,attitude(看法),knowledge,ideal,orappreciation.Inotherwords,theteacher'staskistocreateorinfluencedesirablechangesinbehavior,orintendenciestowardbehavior,inhisstudents.
3)ThepurposeofEnglishteaching
a.Toimprovetheirfourskills.
b.Tocultivatetheircommunicativecompetence.
c.Toshowthemthewaytostudythemselves.
3.Thesignificanceoflearningthiscourse.
1)Teachingisahighlydemandedart.
(4skills&sing,play,drawandmake)
2)Teacher'squalifications
a.subjectmattercompetence
b.professionalcompetence
c.personalattitude.
3)Theaimsofthiscourse.
a)toprovideyouwiththerationaleofEnglishteachingatmiddleschool,whichwillbeprovednecessaryandadvantageoustothereformofEnglishteaching.
b)tohelpyoutocleartheimportanceaswellastheaimsofEnglishteachingatmiddleschoolinpresentChina.
c)toprovideyouwithchancestofamiliarizewiththegradedcontentsofthetextbooksinthejuniorsection,analysisofthetextbookandtolearnthesyllabusformiddleschoolEnglish.
d)tointroducesomecommonlyusedtechniquesandmethodsadoptedinteachingpronunciation,grammar,vocabularyandthecultivationofthestudents'4skills.
e)tohelpyousosolvesomeproblemsconcerningtheclassroominstruction.
f)tomakesomepreparationsforthecomingteachingpractice.
4.Howtopresentthiscourse.
1)lectures
2)readings
3)discussions
4)watchvideodemonstrations
5)mini-teaching
6)practicewritingteachingplanandpeerteaching.
5.TherelationshipbetweenmethodologyofEnglishandtheothersubjects.
linguistics,psychology,pedagogy,philosophy,
QUESTIONSFORDISCUSSION
1.Whatqualifications,inyouropinion,shouldateacherofEnglishpossess?
2.Doyouthinkyouwillperformwellinyourfutureteaching?
Whatqualificationshaveyouobtainednow?
Whatwillyoudoifyouhaven'tgottherequiredqualifications?
3.WhowasyouradmirableteacherofEnglishatjuniorschool?
Whatdoyouthinkofhim/her?
UnitOneLanguageandlearning
1.Howdowelearnlanguage?
Muchofhumanbehaviourisinfluencedbypersonalexperience.Thewaylanguageteachersteachintheclassroomisinfluencedbythewaytheylearnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.
1.Howdowelearnourownlanguage?
ResearchintoL1showsthatthemostimportantfactorforL1developmentiswhenchildrenareinteractingwithpeoplearoundthemandwhentheyareexperimentingwiththelanguageforcommunication.Therefore,Languagelearningisasocializingprocess,andinteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.
2.Howdowelearnforeignlanguage?
(DoTask1)
Fromthetaskabove,wemayhavefoundthat:
(1)Peoplestartlearningaforeignlanguageatdifferentages;
(2)peoplehavedifferentexperiencesinlearningaforeignlanguage.
(3)Peoplelearnlanguagesfoedifferentreasons;
(4)Peoplelearnlanguageindifferentways.
(5)Peoplehavedifferentunderstandingaboutlanguagelearning.
(6)Peoplehavedifferentcapabilitiesinlanguagelearning
(7)Learningcanbeaffectedbythewayhowalanguageistaught;
(8)Learningisaffectedbythedegreeofsuccessoneisexpectedtoachieve.
II.Viewonlanguage.
1.Whatislanguage?
Herearesomeofthedefinitionsoflanguage.
Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearnthesystemofthatculture,tocommunicateorinteract.(Finocchiaro,1964:
8)
Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessuniformfashionbyanumberofpeoplewhoarethusenabledtocommunicateintelligiblywithoneanother.
Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:
3)
Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,ormarkshavingunderstoodmeanings.
Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhichthesecanbecombinedtoproducemessagesthathavemeaning.
Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsandphilologists.Butlanguageteacherclearlyneedtoknowwhatsortofentitytheyaredealingwithandhowtheparticularlanguagetheyareteachingfitsintothatentity.
2.Differentviewsonlanguage.
Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.
StructuralView:
Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:
fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
FunctionalView:
itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
Interactionalview:
Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.
Theunderstandingofthenatureoflanguagemayprovidethebasisforaparticularteachingmethod,anditisalsocloselyrelatedtotheunderstandingoflanguagelearning.Iflanguageisconsideredtohaveafinitenumberofstructuralitems,learningthelanguagemeanslearningtheseitems.Iflanguageismorethanjustasystemofstructure,itismoreimportantlyatool,thentolearnthelanguagemeanstouseit,ratherthanjusttostudywhatitisandhowitisformed.
III.Viewsonlanguagelearning.
Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:
1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?
2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?
Theresearchintotheanswersfallintoprocess-orientedtheoriesandcondition-orientedtheories.
Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.
Behaviouristtheory:
ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.
Cognitivetheory:
Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:
Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?
AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.
Consructivisttheory:
Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.
Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.
Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.
Socio-constructivisttheory:
similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionand
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