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1、精品_精品资料_FLTM : foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method deductive演绎法 Direct method inductive归纳法 Audio-ling
2、ual methodHumanistic approaches: that emphasize the development of human values, growthin self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent way SuggestopediaCo
3、mmunity language learning CLL Total physical response method TPRThe natural approachNAThe communicative approachCA An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught
4、.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Withinone approach, there can be many methods.A techniqueis implementation-that which a
5、ctually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent witha method, and therefore I harmony withan approach as well.Views on language:Structural view: the structural view of language sees langua
6、ge as a linguistic system made up of various subsystems: the sound system phonology; the discrete units of meaning produced bysound combinations morphology;and thesystem of combining units of meaning for communication syntax.Functional view: the functional view not only sees language as a linguistic
7、 system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know th
8、e grammar and vocabulary of the language but as importantly they可编辑资料 - - - 欢迎下载精品_精品资料_need to know the rules for using them in a whole range of communicative contexts. Process-oriented theories: are concerned withhowthe mindorganizes new information such as habit formation, induction, making infer
9、ence, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method
10、isthat language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisit
11、ion is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Socio-constructivisttheory, similarto constructivist theory, socio-constructivist theory emphasizesint
12、eraction and engagementwith the target language in a socialcontext based on the concept of “Zone of Proximal Development”ZPDand scaffolding.Ethic devotion, professional qualities and personal styles CLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop s
13、tudents communicative competenc,ewhich includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discussesfive main components of communicative competence: linguistic competence, pragmatic competence, discourse
14、competence, strategic competence, and fluency.Howatt proposesa weak and a strong versionof CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. - the weak version regards overt teaching of language forms and functions as necessary me
15、ans for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system inthe process ofleaning how to communicate.-regards experiences of using the language as the main means or necessary c
16、onditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activitieswhere the target language isused bythe leaner fora可编辑资料 - - - 欢迎下载精品_精品资料_communicative purpose goal in order to achieve an outc
17、ome.Four components of a task: a purpose, a context, a process, and a productTasksfocus on the complete act of communication. Purposeful & contextualized communication. Exercisesfocus the students attention on the individual aspects of language, such as vocabulary, grammar or individual skills. Focu
18、s on individual language itemsExercise-taskcomes halfway between tasks and exercises, consistsof contextualized practice of language item.PPP:for teaching a new structure-based lesson, content lesson, presentation introduces new vocabulary and grammatical structures,practice the lesson moves fromcon
19、trolled practice to guided practice and exploitationof the texts when necessary andproduction the students are encouraged to use what they are learned and practiced to perform communicative tasksThe importance of lesson planning:1. an unprepared teacher begins of a disastrous lesson.2. An unprepared
20、 teacher receives less trust and cooperation from the students.3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. I
21、n other words, teachersneed to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lessonplanning: aim, variety, flexibility, learnability, and linkage.Variety
22、: planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonousfor the students.Flexibility: preparing some extra and alternative tasks and activities at the class d
23、oes not always go according to the planso that teachers always have the option to cope with the unexpected situationsrather than being the slaves of written plans or one methodology.Learnability: within capability of the students,not be too easy or beyond or below the students coping ability.Linkage
24、: easy task followed by a comparatively difficult one, or do a series oflanguage-focused activitietso get the studentsprepared linguistically.Components of a lesson plannin:gbackground information, teaching aims, language content and skills, stagesand procedures,teaching aids, assignments,and teache
25、r s after-lesson reflection.Forskill-orientedlesson,focusingondevelopingskills,themodelis applicable-pre-reading, while-, post-. Pre-step, while-step, post-step Classroom managementis the way teachers organize what goes on in the classroom.可编辑资料 - - - 欢迎下载精品_精品资料_The role of the teacher: controller,
26、 assessorevaluator, correcting mistakes and organizing feedback, organizer organize and design task that students can perform in the class, prompter 推动者 give appropriate prompts and give hints, participant, resource-provider, teacher s new roles.There are rules to follow for making instructions effe
27、ctive.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body l
28、anguage to assist understanding and stick to it each time you teach theclass.Student grouping: whole class group same activity at the same rhythm and pace,lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together s
29、o that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closedquestionsand open questions2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questionsrefer to those with only one single correct a
30、nswer while openquestions may invite many different answersD. isplay questionsare those that theanswers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questionsare questions which are used to find out newinformationandsince theyoftenreflectr
31、ealcontext,theyaremore communicative. Lower-order questionsrefer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error
32、that is either a random guess or an“ a slip of tongue ”, it s a failure performance to a known system.An error has direct relation with the learners language competence. Results fromLack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paid
33、Dealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance betweenaccuracy-basedactivities and fluency-basedactivities.When to correct: fluency work- not to interrupt, after the student pesrformance;accuracy work-need to intervene moreHowtocorrect:directteachercorre
34、ction,indirectteachercorrection,可编辑资料 - - - 欢迎下载精品_精品资料_self-correction, peer correction, whole class correction. Goal of teaching pronunciation:Consistency: the pronunciation should besmooth and natural Intelligibility : the pronunciation should beunderstandable to the listenersCommunicative effici
35、ency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress strong and weak form, word stress and sentence stress, intonation and rhythm variation.Perception practice: using minimal pairs, which
36、order, same or different. Odd and out, Completion.Production practice: listen and repeat, fillthe blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammarpractice:mechanica
37、l practiceandmeaningful/communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Studentspay repeated attention to a key element ina structure. Substitution drillandtransformation drills.Meaningfulpractice: focus on the production, comprehension or exchange of
38、 meaning though the students keep an eye on the way newly learned structures are used inthe process. Itcomes aftermechanical practice. Comparatives and superlatives. Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as promp
39、ts, using chained phrases for story telling, using created situations.What does knowing a word involve. Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaningof a word or a lexical item refers to those word
40、s that we use tolabel things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaningof a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader s interp
41、retation of the word.Collocations refer to words that co-occur withhigh frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms referto wordswhichcan be grounded together under the same superordinate concept.可编辑资料 - - - 欢迎下载精品_精品资料_Receptive/passivev
42、ocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking orwriting. Those words that one is not only able to recognize but also able to use in speech and writing are considered as oneproductive/sactive vocabulary.Ways
43、of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary:labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more idea
44、s.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use. Principles and models for teaching listening: focus on process, combine listening with other skillslistening can be practice withnot-
45、taking, and answers, role plays, retelling, interviewing, discussions, or a writing task, focus on the comprehension of meaning, grade difficultylevel appropriately, principles forselecting and using listening activities.Two approaches are frequently used to describe different processes of listening
46、.Bottom-up modeland Top-down model.Bottom-up model: 从细节入手 start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figureou
47、t the meaning of words, phrase, and structures. Ifthere are unfamiliar sounds, listeners willfindit very difficultto keep up withspeaker.-recognizing sounds of words, phrases or structures.Top-down model: 着重概要 listening for gist and making use of the contextual clues and background knowledge to cons
48、truct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic.Such knowledge is also termed as prior knowledge or schematic knowledge-mental frameworks for various things and experience we hold in our long-term memory.-referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listeningwarming up; while-listening-listening comprehen