英语教学法复习完整版.docx
- 文档编号:7036533
- 上传时间:2023-01-16
- 格式:DOCX
- 页数:30
- 大小:283.28KB
英语教学法复习完整版.docx
《英语教学法复习完整版.docx》由会员分享,可在线阅读,更多相关《英语教学法复习完整版.docx(30页珍藏版)》请在冰豆网上搜索。
英语教学法复习完整版
RevisionContents:
Unit1LanguageandLearning
1.Whatarethemajorviewsoflanguage?
Whataretheirimplicationstolanguageteachingorlearning?
StructuralView:
Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:
fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.
Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
Teachingmethodsbasedonthisview:
theAudio-lingualmethod
TotalPhysicalResponse
theOralApproach
SituationalLanguageTeaching.
Audiolingualapproach:
Theteachingofasecondlanguagethroughimitation,repetition,andreinforcement.Itemphasizestheteachingofspeakingandlisteningbeforereadingandwritingandtheuseofmothertongueintheclassroomisnotallowed.
Theprincipalfeaturesofaudiolingualismareanemphasisonstructuresinthelanguagewhichcanbelearnedasregularpatternsofverbalbehaviorandthebeliefthatlearningisaprocessofhabitformation.
FunctionalView:
Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:
communicativeapproaches
InteractionalView:
Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.
Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:
Strategicinteraction;communicativeapproaches.
2.WhatarethemajorViewsonlanguagelearning?
Whataretheirimplicationstolanguageteaching?
Behaviouralisttheory
Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflanguagelearningisreferredtoasbehaviouralism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyinAmerica.
Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.
Cognitivetheory
ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehaviouraltheory,whichledtotherevivalofstructurallinguistics.
ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:
iflanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore.
Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.
Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.
Constructivisttheory---representedbyJohnDewey
Learningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandwhathe/shealreadyknows.
Implicationsforclassroomteaching
Teachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.
Itisbelievedthateducationisusedtodevelopthemind,notjusttorotateorrecallwhatislearned.
Teachersneedtodesignactivitiestointeractwithlearnerstofosterinventive,creative,criticallearners.
Teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestandcuriosityforlearning.
Socio-constructivisttheory----representedbyVygotsky
Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD)andscaffolding.
Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.
3.Socio-constructivisttheoryoflanguagelearningemphasizesinteractionandengagementwiththetargetlanguageinasocialcontext.
4.Thequalityofagoodlanguageteacherincludesethicdevotion,professionalqualityandpersonalstyles.
5.Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.
Unit2CommunicativePrinciplesandActivities
1.ThegoalofCLTistodevelopstudents’communicativecompetence.
2.Whatiscommunicativecompentence?
Trytolistsomeofitscomponentsandtheirimplicationtoteaching.
Communicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.
Linguisticcompetence---knowledgeofthelanguageitself,itsformandmeaning
Pragmaticcompetence---theappropriateuseoflanguageinsocialcontext
Discoursecompetence---one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation)
Strategiccompetence---strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources
Fluency----one’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation
Implicationsforteachingandlearning:
Linguisticcompetence
Teachersneedtohelplearners
----achieveaccuracyinthegrammaticalformsofthelanguage;
----pronouncetheformsaccurately;
----usestress,rhythm,andintonationtoexpressmeaning;
----buildarangeofvocabulary;
----learnthescriptandspellingrules;
----achieveaccuracyinsyntaxandwordformation.
Pragmaticcompetence
Teachersneedtohelplearners
---learntherelationshipbetweengrammaticalformsandfunctions;
---usestressandintonationtoexpressattitudeandemotion;
---learnthescaleofformality;
---understandanduseemotivetone;
---usethegrammaticalrulesoflanguage;
---selectlanguageformsappropriatetotopic,listener,orsetting,etc.
Discoursecompetence
Teachersneedtohelplearners
----takelongerturns,usediscoursemarkersandopenandcloseconversations;
----appreciateandbeabletoproducecontextualisedwrittentextsinavarietyofgenres;
----beabletousecohesivedevicesinreadingandwritingtexts;
----beabletocopewithauthentictexts.
Strategiccompetence
Teachersneedtoenablelearners
----totakerisksinusingthelanguage;
----tousearangeofcommunicativestrategies;
----tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.‘Whatdoyoucallathingthat/personwho…’
Fluency
Teachersneedtohelplearners
-----dealwiththeinformationgapofrealdiscourse;
-----processlanguageandrespondappropriatelywithadegreeofease;
-----beabletorespondwithreasonablespeedin‘realtime”.
3.Whatiscommunicativelanguageteaching?
CommunicativelanguageteachingbeganinBritaininthe1960sasareplacementtoSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,aswellasAmericansociolinguists.
Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.
Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.
Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.
4.Principlesincommunicativelanguageteaching
Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
Meaningfulnessprinciple:
Languagethatismeaningfultothelearningsupportsthelearningprocess.
5.Strongversionandweekversion
Aweakversion:
Learnersfirstacqu
- 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:
- 英语 教学法 复习 完整版