英语教学法复习资料.docx
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英语教学法复习资料.docx
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英语教学法复习资料
英语教学法名词解释
1.structuralviewaboutlanguage:
Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:
thesoundsystem(phonology);thediscreteunitsofmeaningproducedbysoundcombinations(morphology),andthesystemofcombiningunitsofmeaningforcommunication(syntax).Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Whenthisstructuralviewoflanguagewascombinedwiththestimulus-responseprinciplesofbehaviouristicpsychology,theaudiolingualapproachtolanguagelearningemerged.
2.functionalviewaboutlanguage:
Inthe1960s,Britishlinguistsdevelopedasystemofcategoriesbasedonthecommunicativeneedsofthelearnerandproposedasyllabusbasedoncommunicativefunctions.Thefunctionalviewnoonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertobeabletodothingswithit.Inordertoperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Examplesofnotionsaretheconceptofpresent,past&futuretime,theexpressionsofcertaintyandpossibility,therolesofagents,instrumentswithinasentence,andspecialrelationshipsbetweenpeopleandobjects.
3.Linguisticcompetence:
Linguisticcompetence‘isconcernedwithknowledgeofthelanguageitself,itsformandmeaning'.Morespecifically,itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Hedgeemphasisesthatlinguisticcompetenceisanintegralpartofcommunicativecompetenceanditiswrongtothinkthatcommunicativelanguageteachingdoesnotaimforhighstandardoflinguisticcorrectness.
4.Pragmaticcompetence:
Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsocialcontext.Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.Theabovetaskshaveillustratedthispoint.InHymes'swords,toknow‘whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner"
5.Discoursecompetence:
Discoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.Inotherwords,itisone’sabilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscoursesuchas:
‘bythesametoken’,‘toputitinotherwords’,‘first’,‘second’,‘atlast’,andalsothereferencewordssuchas‘it’,‘they’,‘that’,etc.inthecontext.Itisthesecohesivewordswhichholdmeaningtogetherinasensibleway.Discoursecompetence,accordingtoHedge,alsoincludesone’sabilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation.
6.Strategiccompetence:
Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.Forexample,ifyouforgethowtosay‘knife’,youcanusegesturestoshowwhatyoumeanortoexplainitbysayingthatitisatoolonecanusetocutthings.Inthisway,theycankeeptheconversationgoingandpossiblygetinputfromtheotherend.
7.Fluency:
Thelastcomponentistermedasfluency,whichmeansone’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation'.Recentresearchsuggeststhatteachinglearnerslexicalphrasesorchunksoflanguage,alsotermedas‘prefabricatedlanguage’,‘canhelplearnersproducethelanguagemorefluently’becausetheycanbeeasilyretrievedfrommemory.Lewisalsostatesthat'fluencyisachievedlargelybycombiningchunks,reducingprocessingdifficulty'.Someexamplesofthesechunksare:
‘inmyopinion’,‘inthesametoken’,‘tomakealongstoryshort’,‘tobeonthesafeside’,‘Iagreewiththisbut…’,‘takethingsforgranted’,‘generallyspeaking’,etc.
8.PPPteachingmodel:
Presentation,PracticeandProduction.AtypicalPPPlessonwouldstartbytheteacherintroducinganewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.
9.QuestionsTypes:
Questionshavebeenclassifiedusingdifferentcriteria,mainlybasedonthelevelofthinkinginvolvedinansweringthequestions.Forexample,onetypeofclassificationmakesadistinctionbetweenclosedandopenquestions.Closedquestionsrefertothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentanswers.Anotherclassificationmakesadistinctionbetweendisplayquestionsandgenuinequestions.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.Conversely,genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.Athirdclassificationmakesadistinctionbetweenlower-orderandhigher-orderquestions.Lower-orderquestionsrefertothosethatsimplyrequirerecallingofinformationormemorisationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.ThefourthclassificationisataxonomyproposedbyBloom,whichunderpinsthedifferentquestiontypes.
10.Bloom’staxonomy:
1.Knowledge:
recallingfacts,terms,andbasicconcepts
2.Comprehension:
understandingoffactsandideasbyorganising,comparing,translating,interpreting,describing,andstatingthemainideas
3.Application:
applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontext
4.Analysis:
identifyingrelationships,causesormotives,andfindingevidencetosupportmainideas,
5.Synthesis:
combiningelementsinadifferentwayandproposingalternativesolutions,creativethinking
6.Evaluation:
presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteria
11.Methodsofcorrectingerrors:
Therearedifferentwaysandtechniquesforcorrectingerrors,suchasdirectteachercorrection,indirectteachercorrection,self-correction,peercorrection,wholeclasscorrection,etc.Asageneralrule,indirectteachercorrectionisencouragedratherthandirectteachercorrectiontoavoiddamagingstudents’self-esteemandconfidence.Indirecttechniquesinclude'repeatingtheproblemsentencewithanemphasisontheprobleminarisingtone','askingaquestiontoinvitethestudenttosayitagainwithahintofaproblem','asimplerepetitionofacorrectsentenceasamodel',andusingfacialexpressionorgesturetoindicateaproblem',etc.Inpractice,self-correctionisencouragedbeforeteachercorrectionorpeercorrectionbecauseifitisamistake,thestudenthimself/herselfwillbeabletocorrectit.Ifthestudentcannotself-correct,itmeansthereisalackofcompetenceandtheteachercanhelpwiththecorrectionormayaskotherstudentstohelpcorrectit.Sometimes,thewholeclasscanbeinvitedtocorrectaswell.Forexample,youcanselectthemainerrortypes.Writefourorfiveontheblackboard.Putstudentsinpairsforafewminutestodiscussandcorrecttheerrors.Thenthewholeclasscandothecorrectiontogether.Thefocuscanbechoiceofvocabulary,useofgrammar,orpronunciation.Withhigherlevellearnersyoucanalsofocusonappropriatecontext,e.g.'Wastheexpressionpoliteenough?
'·Wasittooformal?
"
12.Teacherasassessor:
Itisgenerallybelieveditisamajorpartofateacher'sjobtoassessthestudents'work.AccordingtoHarmer,asanassessor,theteacherdoestwothings,thatis,correctingmistakesandorganisingfeedback.Harmerinsiststhatcorrectingshouldbegentle.Gentlecorrectinginvolvesshowingthatincorrectnesshasoccurred,butnotmakingabigfussaboutit(Harmer,1983:
201).Organisingfeedbackisaneffectivewaytoassessstudents'performancesothattheyseetheextentoftheirsuccessorfailure.Whenorganisingfeedback,itisverydiscouragingfortheteachertobecritical.Rather,webelieveteachersshouldfocusonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.
13.Pairwork:
Pairworkreferstothetimewhenstudentsworkinpairsonanexerciseoratask.Itcouldbeadialoguereading,agameoraninformation-gaptaskbetweenthetwostudents.Whenstudentsareinvolvedinpairwork,theteacherusuallycirculatesaroundtheclassroom,answeringquestionsorprovidinghelpwhennecessary.
14.Mistake:
Amistakereferstoaperformanceerrorthatiseitherarandomguessor‘aslipoftongue’,anditisafailureperformancetoaknownsystem.Everyonemakesmistakes,nomatterinanativelanguageorinaforeignlanguage.Aswecanseethatamistakehasnothingtodowiththelanguagecompetence,butaresultfromatemporarybreakdown.Whenamistakeischallengedorgivenenoughattention,itcanbeself-corrected.
15.Error:
Anerror,ontheotherhand,hasdirectrelationwiththelearners’languagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Languageerrors
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