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1、Welcome to English Welcome to English Methodology!Methodology!ByMaBingjunForeign Languages School Foreign Languages School of of Fuyang Teachers CollegeFuyang Teachers CollegeEnglishTeachingTheoryandPracticeUnit1LanguageandLanguageLearning1.Whendidyoustartlearningtheforeignlanguage(s)?2.Howdoyoufeel
2、aboutlearningalanguage?3.Whydoyoulearnaforeignlanguage?4.Inwhatwayareyoulearningaforeignlanguage?Doyouthinkyoureefficient/successfullearner?5.Doyoulikethewayyoulearnttheforeignlg?6.Howdoyouthinkyoullteachinthefuture?LanguageandLanguageLearning1.Peoplestartedlearningaforeignlanguageatdifferentages.2.
3、Differentpeoplehavedifferentexperiencesinlearningaforeignlanguage.3.Differentpeoplehavedifferentreasonsinlearningaforeignlanguage.4.Peoplelearnaforeignlgindifferentlgs.5.Differentpeoplehavedifferentcapabilities6.Thewayyoulearnisthewayyouteach.StructuralView(1)Thestructuralviewoflg:1)Phonology(语音学语音学
4、)2)Morphology(形态学形态学/词法词法)3)Syntax(句法学句法学)(phrases,clauses,sentences)Phonologicalunits(phonemes)Grammaticalunits(phrases,clauses,sentences)Grammaticaloperations(adding,shifting,joiningortransformingelements)Lexicalitems(functionwordsandstructurewords)StructuralView(2)AreasofresearchdrawnonHerearesom
5、eoftheareasofresearchinthisviewoflanguage:LinguisticanalysisTextualdiscourseanalysisTargetoflanguagelearningThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.StructuralView(3)Methods based on this view Someofthelanguagelearningmethodsbasedonthisviewoflanguageare:TheA
6、udio-lingualmethodTotalPhysicalResponseTheSilentWayStructuralView(4)Summary1.Thelanguagesystemconsistsofvarioussubsystems:phonetics,grammarandvocabulary2.Weteachthelanguage,weteachthestructureandweteachlearnersthemasteryoftheelementsofthissystem.3.Thefollowmethodsbasedonthestructuralview1)TheAudio-l
7、ingualmethod2)TotalPhysicalResponse3)TheSilentWayFunctionalViewJohnson&Morrow(1981):1.SyllabusbasedonCommunicativefunctions2.Functionalviewa.Lg:linguisticsystemb.Meansfordoingthings3.Functionalactivitiesa.Offeringb.Suggestingc.Advisingd.Apologizinge.Expressingthanksf.Askingthewayg.Dating2.Whatisfunc
8、tion?3.Whatisthenotion?Examplesofnotions:a.Notionsoftimeb.Certaintyandpossibilityc.Roles,instrumentsandSpecialrelationshipsFunctionalViewAreasofresearchdrawnonsociolinguisticspragmaticssemanticsTargetoflanguagelearningTolearntoexpresscommunicationfunctionsandcategoriesofmeaning.Approachesandmethodsb
9、asedonthisviewcommunicativeapproachesfunctional-notionalsyllabusesTheNaturalApproachInteractionalViewInteractionalview:CommunicativetoolEstablishsocialrelationsMaintainsocialrelationsLearnerstasks:a.Grammarb.Vocabularyc.Rulesforusingthemd.InawholerangeofCommunicativecontextsSummary:Structuralview:St
10、ructuralrulesandvoc.Functionalview:Tousetherulesandvoc.Interactionalview:Appropriancy:Toknowwhat/how/when/wheretodoTheprocess-orientedlanguagelearningtheoryAprocess-orientedlanguagelearningtheoryisatheorybuiltondescribinglearningprocesses,suchasthefollowing:1.habit-formation2.induction3.Makinginfere
11、nces4.hypothesis-testing(假设检验的方法假设检验的方法)5.generalization(概括概括)Thecondition-orientedlanguagelearningtheoryCondition-orientedlanguagelearningtheoriesemphasizethehumanandphysicalcontextinwhichlanguagelearningtakesplace.1.Numberofstudents2.Theinputlearnersreceive3.TheatmosphereBehavioristTheoryBehaviori
12、smisatheoryofanimalandhumanlearningthatonlyfocusesonobjectivelyobservablebehaviorsanddiscounts(neglects)mentalactivities.Behaviortheoristsdefinelearningasnothingmorethantheacquisitionofnewbehavior.Behaviorist TheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyAccordingtothetheory:Formsofbebavi
13、oursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.Behaviorist Theory“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)Behaviorist TheoryStimulusOrganism(beings)ResponseBehavio
14、rReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)Behaviorist TheorySkinner:Language is also a form of behaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).InALM,mistakeswereimmediatelycorrected.The Cogn
15、itive TheoryChomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheimpactofChomskystheoryonlanguagete
16、achingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.ConstructivistTheoryCharacteristics:1.Learningisaprocess.2.Constructingmeaningbasedona.Onesknowledgeb.Onesexperience3.Constructi
17、vismiswidelyapplicabletolearningingeneral.4.Educationisusedtodevelopmind.ConstructivistTheoryJohnDeweyprovidedafoundationforconstructivism.JohnDewey(1859-1952)believedthatlearningwasactiveandschoolingunnecessarilylongandrestrictive.Hisideawasthatchildrencametoschooltodothingsandliveinacommunitywhich
18、gavethemreal,guidedexperienceswhichfosteredtheircapacitytocontributetosociety.Forexample,Deweybelievedthatstudentsshouldbeinvolvedinreal-lifetasksandchallenges:mathscouldbelearntvialearningproportionsincookingorfiguringouthowlongitwouldtaketogetfromoneplacetoanotherbymulehistorycouldbelearntbyexperi
19、encinghowpeoplelived,geography,whattheclimatewaslike,andhowplantsandanimalsgrew,wereimportantsubjectsJohnDeweyDeweyhadagiftforsuggestingactivitiesthatcapturedthecenterofwhathisclasseswerestudying.Deweyseducationphilosophyhelpedforwardtheprogressiveeducationmovement,andspawnedthedevelopmentofexperien
20、tialeducationprogramsandexperiments.Deweysphilosophystillliesverymuchattheheartofmanyboldeducationalexperiments,suchasOutwardBound.ReadmoreaboutJohnDewey,fatheroftheexperientialeducationmovement.LearningbydoingnatureofJohnDeweyJohnDewey,AchambaultTeachersneedtodesignenvironmentsandinteractwithlearne
21、rstofosterinventive,creative,criticallearners.Achambault(1964):Tt:Tobalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearnersinterestsandcuriosityforlearning.Socio-constructivistTheoryVygotsky:Interactionandengagementwit
22、hthetargetlanguageinasocialcontextbasedontheconceptofZoneofProximalDevelopment(ZPD)andscaffolding.i.e,thedynamicinteractionbetweenTtandSsandbetweenlearnersWiththeTtsscaffoldingthroughquestionsandexplanations,orwithmorecapablepeerssupport,thelearnercanmovetoahigherlevelofunderstandingandextendhis/her
23、skillsandknowledgetothefullestpotential.1.4 What makes a language teacher?(MartinParrot:Tasksforlanguageteachers)(MartinParrot:Tasksforlanguageteachers)ExcellentTtQualities:1.Ethicdevotiona.Whatb.Whyc.How2.Professionalqualitiesa.Whatb.Whyc.How3.Personalstylesa.Whatb.Whyc.How(Whattodoandhowtodo)Gener
24、alTtsQualities:1.Ethicdevotiona.Whatb.Whyc.How2.Professionalqualitiesa.Whatb.Whyc.How3.Personalstylesa.Whatb.Whyc.How(Whattodoandhowtodo)Whatmakesagoodlanguageteacher?Ethic devotionProfessional qualityPersonal stylekind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking
25、,resourceful(havingtheabilitytofindawayroundthedifficulty),attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humorous,caring,disciplined,professionally-trained(Parrot.1993)Teaching:isitacraft,orisitanappliedscience?Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteac
26、hercanlearntheprofessionbyimitatingtheexpertstechniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.1.5Howcanonebecomeagoodlanguageteacher?1.Themostimportantandthemostdifficultpartofthemakingofagoodlanguageteacher:thedevelopme
27、ntofprofessionalcompetence-thestate/qualityofadequatelyqualifiedfortheprofessionandarmedwithaspecificrangeofskills,strategies,knowledge,andability.Howcanonebecomeagoodlanguageteacher?skills,strategies,knowledge,and ability 1.Knowledge:agoodcommandofknowledge1.1Receivedknowledgea.lglearningtheories;b
28、.educationalpsychologyc.educationalpedagogyd.lgteachingmethodologye.acrosscultureknowledgef.socialknowledgef.naturalscienceg.aviation,aerospace,andnavigation/voyage Howcanonebecomeagoodlanguageteacher?1.2Experientialknowledge(实践知识)Personalexperiencesasalearner/teachera.Learningexperiencesb.Teachinge
29、xperiences1.3Othersexperience(empiricalknowledge)a.Reading(journals,newspapers,media)b.Observations(Watchingcourses)c.AcademicexchangesHowcanonebecomeagoodlanguageteacher?1.4Strategiesa.Learningstrategiesb.Teachingstrategies1.5Skillsa.Linguisticskillsb.Professionalskills1.6Abilitiesa.Abletoknowdiffe
30、rentlearnersb.Abletoknowcurricularstandardsc.Abletoknowthecontentofteachingmateriald.Abletodesignlessonplanse.Abletousemultimediaf.AbletoassesstheSsg.Abletodoself-reflectionh.Abletousethetextbookcreativelyi.AbletomanagetheclassTeachersprofessionaldevelopmentStage1Languagedevelopment(endless)Stage2Le
31、arning,practiceandreflectiona.schoollearning;life-longlearningb.pseudopractice(模拟实习)noviceTP(教育实习)pre-serviceTP（岗前培训）in-ServiceTP（教学实践）Stage3ProfessionalcompetenceTomeetthechangingneedsofa.Societyb.educationc.studentsd.T-requirementsAcompromisebetweenthetwoviewsbyWallace(1991)Teachersprofessionaldev
32、elopmentStage1:LanguagetrainingStage2:3sub-stages:1)learning;2)2)practice;3)3)reflectionStage3:Goal(professionalcompetence)SummaryofUnit1ViewsonlanguageThe structural view,the functional view,and theinteractionalviewViewsonlanguagelearningTheProcess-orientedtheoriesandtheCondition-orientedtheoriesTh
33、eBehaviouristtheoryandtheCognitivetheoryQualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacherUnit2CommunicativePrinciplesandTask-BasedLanguageLearningTopicstofocusonLanguageuseinreallifev.s.traditionalpedagogy;Communicativecompe
34、tence;CommunicativeLanguageTeaching;Task-basedLanguageTeachingLanguageuseinreallifevs.traditionalpedagogyTheultimategoalofforeignlanguageteachingis:toenablethelearnerstousetheforeignlanguageinworkorlifeTherefore,weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld1.Inre
35、allife:Languageisusedtoperformcertaincommunicativefunctions.2.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.3.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.Inreallife:Weuseallskills,includingthereceptiveskills
36、andtheproductiveskills.Thetraditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.1.Inreallife:Languageisalwaysusedinacertaincontext.2.Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassive3.Theconse
37、quence:Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.CommunicativeCompetenceThegoalofCLTistodevelopstudentscommunicativecompetence.CommunicativeCompetenceAccording to Hedge(2000:46-55),5 main components of CC:Linguistic competence:knowledgeaboutlanguageformandmeaningPragmatic com
38、petence:appropriateuseofthelanguage(Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discourse competence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategic competence:strategiesemployedwhenthereiscommunicationbreakd
39、ownFluencyCommunicativecompetenceImplicationstoforlanguageteachingLinguistic competenceTeachersneedtohelplearners-achieveaccuracyinthegrammaticalformsofthelanguage-Pragmatic competenceTeachersneedtohelplearners-learntherelationshipbetweengrammaticalformsandfunctions-Discourse competenceTeachersneedt
40、ohelplearners-taketurnsinspeaking,usediscoursemarkersandlearnhowtoopenandcloseconversations-Strategic competenceTeachersneedtohelplearners-totakerisksinusingthelanguageFluencyTeachersneedtohelplearners-CommunicativeLanguageTeaching(CLT)RichardsandRodgers(1986:72)threeprinciplesofCLT:Communicativepri
41、nciple;Taskprinciple;MeaningfulnessprincipleCLTandtheteachingoflanguageskillsStudentsshouldhaveopportunitiestolistentoandproducewhatismeaningful,authentic,unpredictableandcreativeifpossible;InCLTreadingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess;Stud
42、entsshouldhavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperience.CommunicativeactivitiesLittlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.Role-playingthroughcueddialoguesRol
43、e-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即兴表演)etc.Littlewood.1981.Communicative Language Teaching.CambridgeUniversityPress.ReadingandwritingReadingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.RodEllis(1990)sixcriteriaf
44、orcommunicativeactivities1.Communicativepurpose;(informationgap)2.Communicativedesire;(realneed)3.(Focuson)Content,notform;(message)4.Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)5.Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedontheproductoronc
45、ommunicativepurposeratherthanonthelanguage.)6.Nomaterialcontrol.Unit3TheNationalEnglishCurriculum3.1BriefHistory1.ForeignLanguageTeachingbefore19781st15years:Russianpredominant1966-1976:TheCulturalRevolutionSince1978,EnglishdominatesDevelopmentofELT:a.Restoration1978-1985:basicphonetics,grammarandac
46、ertainamountofwordsb.Rapiddevelopment1986-1992:BriefHistoryc.Reform1993-2000:CompulsoryEducationCommunicativeApproachPEPandLongmand.InnovationFrom2000untilnow4stepsleadto:NewNationalEnglishCurriculumin20051)Startingtodesign2)PrimaryEducation3)2)Revisingthe1993syllabus4)3)Designingbasicrequirementfor
47、5)PrimarySchoolEnglish3.2DesigningPrinciplesforNEC1.AimforeducatingallstudentsQuality-orientededucationLearner-centeredapproach2.Promotelearner-centeredness,andrespectindividualdifferences3.Developcompetence-basedobjectives,AndallowflexibiltyandadaptabilityDesigningPrinciplesforNEC4.Paycloseattentio
48、ntothelearningprocess,andadvocateexperientiallearningandparticipation5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6.Optimizelearningresources,andmaximiseopportunitiesforlearningandusingthelanguage3.3TheGoalsandObjectivesofELT1.LinguisticKnowle
49、dgea.Phoneticsb.Grammarc.Vocabularyd.Functionse.Topics2.LanguageSkillsa.Listeningb.Speakingc.Readingd.Writing3.LearningStrategiesa.Resourcingb.Communicativec.Self-adjustmentd.Cognitive4.EmotionalAttitudea.Internationalpespectivesb.Patriotismc.Confidenced.MotivationTheGoalsandObjectivesofELT5.Cultura
50、lawarenessa.Culturalknowledgeb.Culturalunderstandingc.Across-culturalComd.AwarenessandabilityBrief Summary for NECS1.Linguistic Knowledge(语言技能语言技能)2.Language Skills(语言知识语言知识)3.Emotions&Attitudes(情感态度情感态度)4.Learning Strategies(学习策略学习策略)5.Cultural Awareness(文化意识文化意识)Approach to NECSSectionIIBasicBelie