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1、 英语教学法教学法教程（王蔷-第二版）重点总结 Unit 1 Language and Learning 1.1 How do we learn language？We learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learni
2、ng can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1
3、.2 What are the major views of language?1)Structural view:Language is a linguistic system made up of various subsystems:phonology,morphology,lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view:Language is a linguistic system as well as a means
4、 for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions,learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3)Interactional view:Language is a communicative tool to build
5、 up and maintain social relations between people.Learners need to know the rules of a language and where,when and how it is appropriate to use them.1.3 Views on Language Learning Two broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition
6、-oriented theories emphasize the nature of human and physical context.Behaviorist theory B.F.Skinner A stimulus-response theory of psychology Audio-lingual method The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher.Mistakes were immediately
7、 corrected,and correct utterances were immediately praised.B.Cognitive theory Influenced by Noam Chomsky(revival of structural linguistics)Language as an intricate rule-based system A learner acquires language competence which enables him to produce language.One influential idea of cognitive approac
8、h to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory Jean Piaget(18961980)The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theor
9、y Vygotsky “Zone of Proximal Development”(ZPD);scaffolding(脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of
10、 the language.There are a variety of element that contributes to the qualities of a good language teacher.These element can be categorized into three groups:ethic devotion,professional quality and personal styles.1.5 How can one become a good language teacher?Wallaces(1991)reflective model(Figure 1.
11、1,p.9)Stage 1:language development Stage 2:learning,practice,reflection The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1.Learning from others experience 2.Learning the received knowledge 3.Learning from ones own exp
12、eriences The practice stage(2 senses)Pseudo practice:short period of time assigned to do teaching practice as part of ones pre-service education,usually under the supervision of instructors The real classroom teaching:what a teacher undertakes after he/she finishes formal education Teachers benefit
13、from practice if they keep on reflecting on what they have been doing Goal:professional competence Unit 2 Communicative Principles and Task-based language teaching 2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the cl
14、assroom To perform certain communtcative functions To focus on forms(structures or patterns)Use all skills,both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context 2.2 What is communicative com
15、petence?To bridge the gap between classroom language teaching and real-life language use,one solution is to adopt CLT,the goal of which is to develop students communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how
16、to use the language appropriately in communicative situations 2.2.2 Five components of communicative competence(Hedge 2000)Linguistic competence（语言能力）The knowledge of language itself,its form and meaning.Pragmatic competence（语用能力）The appropriate use of language in social context.Discourse competence
17、 （语篇能力）Ones ability to create coherent written text or conversation and the ability to understand them Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.Fluency （流利性）One s ability to link units of speech together with facility and withou
18、t strain or inappropriate slowness or undue（过分的，不适当的）hesitation 2.3Implications for teaching and learning Teaching must enable learners to grasp the five components of communicative competence,but not just the linguistic competence.2.4 Principles of CLT Three principles suggest by Richard and Rodger
19、s：1 Communication principle：involve real communication 2 Task principle：Carry out meaningful tasks 3 Meaningfulness principle：Meaningful language to the learner Howatt proposes a weak and a strong version of CLT:Weak version Learners first acquire language as a structural system and then learn how t
20、o use it in communication.Strong version“language is acquired through communication”(Howatt,1984:279)2.5 Major Activity Types of CLT A sequence of activities represented in Littlewood(1981:86)Pre-communicative activities Structural activities Quasi-communicative activities类似,准,半 Communicative activi
21、ties (PP22-23)Functional communication activities Social interaction activities 2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)Communicative purpose Communicative desire Content,not form Variety of language No teacher intervention No mat
22、erials control 2.7 What is Task-based Language Teaching?TBLT is a further development of CLT.It shares the same belief in the use of language in real life,but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task 1.A purpose 2.A c
23、ontext 3.A process 4.A product 2.7.2 Exercises,exercise-tasks and tasks Exercise-tasks is halfway between tasks and exercises.This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT 1 The way students use and experience language in TBLT is radi
24、cally different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness&accuracy of language form in general,not production of a single form *A genuine need for accuracy and fluency 2.TBL can provide a context for grammar teaching and
25、 form-focused activities.PPP is different in this aspect.A task-established context Encouraged to think,analyze,not simply to repeat,manipulate and apply A more varied exposure to natural language Language forms not pre-selected for focus Learner-free selection of language TBL cycle lead from Fluenc
26、y to accuracy(+fluency)In TBL Integrated skills practiced 2.9 How to design tasks?Step 1 Think about students needs,interests,and abilities Step 2 Brainstorm possible tasks Step 3 Evaluate the list Step 4 Choose the language items Step 5 Preparing materials 2.10 CLT and TBLT in the Chinese context P
27、roblems with CLT 1.The very first and forceful argument is whether it is culturally appropriate 2.The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3.The third problem is that whether such an approach is suitable for all age level of learners or all co
28、mpetence level of learners.Constraints of TBLT The first is it may not be effective for presenting new language items The second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning The forth is Level of difficulty Unit 3 3.1 A brie
29、f history of foreign language teaching in China A phase of restoration(1978-1985)A phase of rapid development(1986-1992)A phase of reform(1993-2000)A phase of innovation from 2000 3.2 Designing principles for the National English Curriculum 1)Aim for educating all students,and emphasize quality-orie
30、nted education.2)Promote learner-centeredness,and respect individual differences.3)Develop competence-based objectives,and allow flexibility and adaptability.4)Pay close attention to the learning process,and advocate experiential learning and participation.5)Attach particular importance to formative
31、 assessment,and give special attention to the development of competence.6)Optimize learning resources,and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teaching The new curriculum is designed to promote students overall language ability,which
32、 is composed of five interrelated components,namely,language skills,language knowledge,affects,learning strategies and cultural understanding.Each component is further divided into a few sub-categories.Language teaching is no longer aimed only for developing language skills and knowledge,but expande
33、d to developing learners positive attitude,motivation,confidence as well as strategies for life-long learning along with cross-cultural knowledge,awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge
34、,language skills,learning strategies,affects and cultural understanding.3.4 Design of the National English Curriculum 3.5 The standards for different levels of competence 3.6 Challenges facing English language teachers 1)English language teachers are expected to change their views about language whi
35、ch is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at th
36、e center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching,creating more effective resources for learning and for using the language.Unit 4.Lesson Planning 备课
37、4.1 why is Lesson Planning Important A lesson plan 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.Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit from lesson
38、planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson,so as to plan the activities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different
39、 difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4.Gives teachers,esp.novice ones,confidence in class;5.Raises teachers awareness of the teaching aids
40、needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:To enable the teacher to improve class timing;Lesson plans are also an aid to continuing development(plan-practice-reflection)4.2 Principles for Good Lesson Planning
41、 1.Aim:the realistic goals for the lesson;what students are able to do by the end of the lesson;2.Variety:different types of activities;a wide selection of materials;3.Flexibility:preparing some extra and alternative tasks and activities 4.Learnability:the contents and tasks planned should be within
42、 the learning capability of the students Doing things that are beyond or below the students coping ability will diminish their motivation(Schumann,1999)5.Linkage:the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planning Plann
43、ing over a long period of time which is often done by a group of teachers,it provides a general guidance for language teachers Micro planning Planning for a specific unit or a lesson,which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning is often an individua
44、l activity and different teachers may have different ways of writing their own lesson plans.Macro planning involves the following：Knowing about the profession Knowing about the institution Knowing about the learners Knowing about the curriculum/syllabus Knowing about the textbook Knowing about the o
45、bjectives A lesson plan usually has the following components:Background information Teaching aims Teaching content and skills Stages and procedures Teaching aids End of lesson summary Optional activities and Assignment After lesson reflection Unit 5 Classroom Management 5.1 What is classroom managem
46、ent?Classroom management is the way teachers organize what goes on in the classroom.(68)the goal of classroom management is to create an atmosphere conducive to(有助于)interacting in English in meaningful ways(Gebhard,1996).Efficient classroom management can be achieved when the following six condition
47、s are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students errors are treated properly 5
48、.2 What roles does the teacher play?1.Controller(what to learn;how to learn)2.Assessor(correcting mistakes;organizing feedback)3.Organiser(students activities)4.Prompter(when ss dont know what to do)5.Participant(in ss activities)6.Resource-provider Teachers roles are not static.They change with the
49、 development of the society.New roles:Teacher as facilitator Create a positive learning environment,use various strategies to motivate learners,guide students in planning and assessing their learning and develop their learning strategies Teacher as guide Activate students prior knowledge;find indivi
50、dual interests and explore potential capabilities;acknowledge and respect individual differences;give each equal opportunity in learning;evaluate students development fairly from an all-round perspective Teacher as researcher Observe a problem,reflect on the reasons,think about possible solutions,im