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1、1章答案Discussion topics 1 What do you think is going on in a students head when they are doing, say, a fill-in exercise? Have you ever checked if this is really the case?2In what ways do you think textbooks are a good source of information about what is going on in a classroom, and in what ways not?3D
2、o your students share the language teaching goals you are practicing or do you have to persuade them that they are right? Do you have a right to differ from them?4Why do you believe in the teaching method you use? What evidence do you have for its success?5Do you think there are more similarities or
3、 dissimilarities between learning a first and a second language?6Can you tell the first language of L2 students from their speech alone? How about in writing?7What should an L2 speaker aim at if not the model of the native speaker?8What factors in a teaching technique do you think are most important
4、?参考答案Discussion topicsII think the language system is active in a studenfs head when they are doing a fill-in exercise. This is really the case. If we talk to a student when they are doing an exercise, they can talk back.2Textbooks are a good source of information about what is going on in a classro
5、om because they show what the students are learning. Textbooks are not a good source of information about what is going on in a classroom81 do not agree that communication strategies are only for when things go wrong. Communication strategies can also be individual attempts to form a sense of humor.
6、 In real-life situations, many people employ communication strategies to make humor.Communication strategies should undoubtedly be taught. L2 learners will definitely face some difficulties in communication. Often communication strategies can help them get out of the difficulty and keep conversation
7、s continue.5章答案Discussion topicsIGive three ways in which you would increase (a) positive short-term motivation and (b) integrative motivation in your students.21s it really possible to change the students9 underlying motivation, as opposed to simply increasing it?3What should be done with students
8、who have a low aptitude for L2 learning?4Which learning strategies have you employed yourself? Which would you recommend to students?5How could you train learning strategies in your students?6When do you think is the best age to learn a foreign language?7Name two teaching techniques that would work
9、best with adults, two with children.8How can you cater for different personality types in the same classroom?9If girls are in fact better at L2 learning than boys, why should this be the case?参考答案Discussion topicsITo organize role-play activities, show beautiful pictures of the country and play swee
10、t songs are three ways that I would use to increase positive shortterm motivation in my students. To explain cultural differences, introduce famous literary works and play famous films in the target language are three ways that I would use to increase the integrative motivation in my students.2It is
11、 possible to change the students1 underlying motivation. If the interest in the target culture and people can be cultivated, the students underlying motivation can transfer from instrumental motivation to integrative motivation.3Students who have a low aptitude for L2 learning should form a positive
12、 attitude in real-world situations, because a positive attitude can help them acquire the language more effectively.4The learning strategies I employed include note-taking and asking for the teachers help. I would like to recommend these two learning strategies to students as they are really useful.
13、5To train learning strategies in my students, I would introduce good learning strategies to them and help them find a learning style that suits them.61 think the best age to learn a foreign language is in ones early teens. According to critical period hypothesis, human beings are most capable of lea
14、rning language between the age of two and the early teens. So it would be effective to Icam a foreign language in ones early teens.7Grammar-translation and task-based teaching are two teaching techniques that would work best with adults. Role-play and simulation are two teaching techniques that woul
15、d work best with children.8To cater for different personality types in the same classroom, I can share linguistic knowledge with them students and organize group activities as well.9If girls are in fact better at L2 learning than boys, this is because girls have a stronger sense of empathy than boys
16、. Pronunciation is vital in language processing. It is believed that those who are able to empathize with the feelings of others are better at learning L2 pronunciation. So generally girls do better in learning pronunciation, and they go further to benefit from empathy in the whole learning process.
17、6章答案Discussion topicsITo what extent can and should the classroom duplicate the language of the world outside?2Should teachers feel guilty if they talk for most of the time in a lesson? Or would students be disappointed if they did not?3What kinds of authentic speech can you envisage using in a spec
18、ific classroom? How would you use them?4How successful do you think COLT would be at measuring the classrooms you are familiar with?5Do you now feel that you should simplify your speech while teaching or not?6Have you encountered yourself the gulf between the expatriate and the local teacher?7How wo
19、uld you see your teaching in terms of prefigurative, cofiguratire, and postfigurative?参考答案Discussion topicsHn societies where the second language is in actual use, L2 learning inside the classroom can duplicate L2 learning in the world outside to a large extent. In societies where the second languag
20、e is a foreign language, it is not easy to duplicate L2 learning in the world outside. I think the classroom should duplicate the language of the world outside to some degree, because it is important to learn the actual use of a language.2It is normal that teachers talk for most of the time in a les
21、son. Several teaching methods have tried to maximize the amount of speaking by the student. Actually teachers can vary their amount of speech in classroom. The most important thing is that students can benefit from teachers9 language.3Authentic speech are usually short, simple, and easy to understan
22、d. For example, the conversation between the teacher and the students before they start a specific task. The teacher may ask whether the students are ready, and the students may answer yes or no. Authentic speech can exist between the teacher and the students, and among the students themselves. Teac
23、hers can communicate with students in a natural way, and give some time for the students to conduct free talk. This can help the students to develop communicative ability in the second language.4COLT has advantages in measuring the communicative classrooms. The approach exemplified by COLT looks at
24、the language used in actual classrooms with a particular scheme of analysis. COLT confirms the impression that many teachers still think of an L2 class as language practice above all else. However, some research found that the students in more communicative classes appeared to achieve much the same
25、proficiency as those in less communicative ones. So COLT cannot measure the communicative classroom precisely.5Teachers can simplify their speech while teaching, but they do not have to. Teachers5 language can be a learning source for the students. So it is important that teachers produce appropriat
26、e and effective speech. What really matters is that students can understand and benefit from teachers9 language.6Local teachers and foreign teachers in China have many differences in teaching English as a foreign language. They differ in teaching methods and attitudes to the students. This is reason
27、able, but still makes me confused. I do not like the methods that local teachers employ, as they put much emphasis on rote learning and passing tests. On the other hand, I cannot speak English as fluently as foreign teachers do. They teach English in a natural way, which requires the teacher masteri
28、ng the language. So I try to speak slowly and accurately, and communicate with the students in English as often as possible.7In prefigurative classroom, the teacher can learn from the students. In cofiguratire classroom, the teacher designs opportunities for the students to learn from each other. In
29、 postfigurative classroom, the teacher imparts knowledge to the students. I think most classrooms are a combination of these three styles. In classroom, the teacher and the students share knowledge and the experience of learning together.7章答案Discussion topicsIWhat advantages do you feel you have had
30、 or might have had by being brought up bilingually?2How well do you think that countries function that have more than one language, say South Africa, or Canada, or Singapore?3Would you prefer to be taught by a native speaker or a non-native speaker? Why?4As a language teacher, do you see yourself in
31、 the tradition of assimilationist, transitional or bilingual teaching, or none of these?5What goals do you think are present in the language teaching situation with which you are best familiar?7How can you reconcile the students goals, the educational systems goals, and the teachers goals?8How would
32、 you understand communication as used in language teaching?参考答案Discussion topicsII was taught Mandarin and a local dialect when I was little. This makes it easier for me to accept a foreign language. When I began to learn English as a foreign language at the age of 11,1 was very interested in the la
33、nguage itself and did not feel it very difficult to learn that language.2Countries that have more than one language can function well. For example, Canada is officially bilingual in English and French. Although few Canadians use both English and French in daily life, and the French and English speak
34、ers live predominantly in different parts of the country, Canada is a prosperous country.31 prefer to be taught by a native speaker, because native speakers can use the language proficiently and know more about their own culture.41 am in the tradition of transitional teaching. Children in China must
35、 learn Mandarin in school. Adults must use Mandarin in working places. Still, people can use dialects at home and within their communities in local places.5English teaching in China is an international goal. The country requires students to learn English as a foreign language, and expect them to use
36、 that language as an information tool or interact with people from all over the world.7Some students learn English for higher education, or future careers. Some students learn English as an academic subject. Some other students learn English for understanding its culture. On the other hand, the educ
37、ational system requires students to learn English as a subject and for future career. Teachers can help students to achieve the general goals set by the educational system, and offer advice for individual students to achieve their own goals.8In language teaching, 6communication, means that teachers
38、are communicating with the students, not just teaching a language in classrooms. Meanwhile, one of the teaching goals is to build the students9 communicative ability.8章答案Discussion topics1 Do you agree that there are parts of the second language that we do not need to teach, and parts that are based
39、 on transfer from our LI?2How could you teach vocabulary as related to grammatical structure?3 What parts of the second language do you think can be built up by practice? What parts cannot?4How can you help students go from the formal language of the classroom to the informal language outside?5How h
40、elpful do you feel monitoring is to using a second language?6How much of your students success would you attribute to the factors in the socio-educational model, how much to other factors?参考答案Discussion topicsII agree that there are parts of the second language that we do not need to teach, and part
41、s that are based on transfer from our LI. The fact is that teachers cannot teach everything of the second language to the students. Some implicit knowledge just cannot be taught, and some skills can only be acquired through practicing. In addition, the similar part between the LI and L2 can be trans
42、ferred from the first language, for example, cognitive concepts about the world and some basic knowledge of interpersonal communication.2Teachers can teach the learner large numbers of words, not only in the conventional way of teaching their dictionary meaning or pronunciation, but also in teaching
43、 how they function in sentences.3Grammatical rules and speaking skills can be built up by practice, but communicative competence cannot be built up merely by practice.4If it is true that newly learnt items are mastered in the formal situation before they are carried over to informal situations. Teac
44、hers can arrange informal situations for students to practice using learnt items in classroom. This can function as a transition from the formal language of the classroom to the informal language outside.51 do not feel monitoring very helpful to using a second language. Monitoring can help me evalua
45、te what I have acquired, but cannot help me to use a second language more effectively.6According to the socio-educational model, motivation and aptitude lead to success in second language learning. As far as I know, students9 success depends much on aptitude. Some students can learn a second languag
46、e well without much effort. Often they have higher achievement in their first language too. Still, motivation plays an important part in second language learning. Without motivation, a student cannot reach success in language learning. However, a higher motivation does not necessarily lead to succes
47、s. Those who are successful in second language learning have achieved a balance between their own motivation and the pressure on them from the outside world.because they cannot tell us how the students are learning.3My students share the language teaching goals I am practicing. They have their own p
48、references about what they want to learn.41 believe in the teaching method I use because it has been proved to be effective in classroom settings. The students in our class have a high interest in language learning and do well in language tests.51 think there are more dissimilarities than similariti
49、es between learning a first and a second language. When the learners are learning a second language, there is already one language present in their minds. This makes second language learning different from first language learning.61 cannot tell the first language of L2 students from their speech alone. In writing, sometimes I can tell the first language of L2 students.7An L2 speaker should aim at effective communicatio