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1、1章答案Discussion topics1 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 aboutwhat is going on in a classroom,and in what ways not?3Do your
2、 students share the language teaching goals you are practicing or doyou have to persuade them that they are right?Do you have a right to differfrom them?4Why do you believe in the teaching method you use?What evidence do youhave for its success?5Do you think there are more similarities or dissimilar
3、ities between learninga first and a second language?6Can you tell the first language of L2 students from their speech alone?Howabout 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?参考答案Discussio
4、n topicsII think the language system is active in a students head when they are doinga fill-in exercise.This is really the case.If we talk to a student when they aredoing an exercise,they can talk back.2Textbooks are a good source of information about what is going on in aclassroom because they show
5、 what the students are learning.Textbooks arenot a good source of information about what is going on in a classroombecause they cannot tell us how the students are learning.3My students share the language teaching goals I am practicing.They havetheir own preferences about what they want to learn.41
6、believe in the teaching method I use because it has been proved to beeffective in classroom settings.The students in our class have a high interestin language learning and do well in language tests.51 think there are more dissimilarities than similarities between learning afirst and a second languag
7、e.When the learners are learning a secondlanguage,there is already one language present in their minds.This makessecond language learning different from first language learning.61 cannot tell the first language of L2 students from their speech alone.Inwriting,sometimes I can tell the first language
8、of L2 students.7An L2 speaker should aim at effective communication with other people inthe second language,if not the model of the native speaker.81 think the implications on language learning and language processing aremost important in a teaching technique.2章答案Discussion topicsITake any current t
9、extbook you have to hand,and look at one or twogrammar-based exercises;decide what type of grammar it employs and howsuccessfully?2What aspects of grammar do you feel strongly about?For example,whatthings do you feel people should not say?Why?3How relevant is any form of grammar to language teaching
10、 today with itsemphasis on communication?4How important do you think that grammatical morphemes are to the student?How much attention do they receive in teaching?How much should theyreceive?5Do the learners you know conform to the stages of the multi-dimensionalmodel?6If you should only teach what a
11、 student is ready to receive,how do youestablish what the student is actually ready for?7Second language acquisition research thinks that the order of acquisition is avery important aspect of teaching.How important do you think that order ofpresentation is to language teaching?8Can you conceive of o
12、ther topics than relative clauses when it would beright to start by teaching the students the most difficult or most complexaspect rather than the easiest or simplest?9What ways of making other aspects of grammar conscious can you think of,say,pronunciation,intonation,or speech functions?Would this
13、be a goodidea?参考答案Discussion topicsIThe English textbooks for senior high schools employ prescriptivegrammar.They teach students what the language should be.21 feel strongly about word order within a sentence.People should not saysentences with wrong word order,because the meaning of a sentence depe
14、ndsmuch on the word order.3Functional grammar puts its emphasis on communication.It teaches learnersthe function of words and sentences,i.e.the particular use of words andsentence within certain contexts.4Grammatical morphemes are very important to the students.They receivemuch attention in teaching
15、.This is good.If the students do not know thegrammatical role of words within a sentence,it will be difficult for them toacquire grammatical structure.5Some learners conform to the stages of the multi-dimensional model,butsome do not.Personally speaking,I do not conform to the stages of the multidim
16、ensional model.I started with the learning of sentences such as”Goodmoming and“Nice to meet you”.6According to the Universal Grammar theory,all learners possess principlesthat all languages have in common.So the student is actually ready to learnthe particular parameters of the second language.71 th
17、ink that the order of presentation is important to language teaching,but itis not very important.The order of presentation may have various effects ondifferent learners,since the order of acquisition differs among individuals.Teachers can sometimes change the order of presentation to meet the needs
18、ofthe minority students,which means a new challenge to the majority.8In listening comprehension,it is right to teach the students to get the mainidea first,which is the most difficult part.9One way of making pronunciation conscious is by reminding the correctpronunciation when the learners are speak
19、ing or reading loudly.I do not thinkthis is a good idea.The use of explicit explanation makes L2 learning quitedifferent from LI learning.It does not help learners much to acquire thelanguage,i.e.to develop the ability of using the language,although it can addlinguistic knowledge.3章答案Discussion topi
20、csIHow would you carry out integrated pronunciation teaching?2What aspects of pronunciation do you consider are(a)the most importantand(b)the most teachable?3Take a lesson or a page from the textbook you are most familiar with:whatnew words are taught and how?4To what extent do you think that we can
21、 learn the words of anotherlanguage without learning a new way of thinking to go with them?5How do you think the words for teaching should be selected and sequenced?6What is the balance between students needs for interactive versus non-interactive discourse and for listener-related versus informatio
22、n-relateddiscourse?What can the teacher do about this?7To what extent does the teaching of conversation you are familiar withconcentrate on moves and/or functions?Should it?参考答案Discussion topicsUn integrated pronunciation teaching,pronunciation is taught as anincidental to other aspects of language.
23、There are ways of includingpronunciation work within activities primarily devoted to other activities,such as texts and dialogues.In these ways,the teacher can simply correctwrong pronunciations.So I will do such incidental correction to carry outintegrated pronunciation teaching.21 think syllable s
24、tructure is the most important and teachable aspect ofpronunciation.Syllable structure is easy for learners to understand,and veryimportant for them to learn pronunciation.30n page 4 of New College English 1,the new words are listed with detailedEnglish instructions,simple Chinese meanings,and more
25、than one sentencesto exemplify.For example,the word“alcohol“is given with two meanings(a.the substance in drinks that makes you drunk;b.drinks such as beer),andeach meaning is given two sentences as examples to show how this meaningof the word is used.4When the languages are closely related,we can l
26、earn the words of anotherlanguage without learning a new way of thinking to go with them.Manylanguages have words that are deceptively similar in form.Many words doshare almost the same meanings in different languages.5The most frequent items can be selected first as the words for teaching.Afamiliar
27、 precept of vocabulary teaching is that the most frequently usedwords in the target language are usually taught first.Though there areresearch challenging this way of vocabulary teaching,I think it is reasonable.6Students need interactive discourse to learn to interactive in speech,andnon-interactiv
28、e discourse to learn to get information in writing.They needlistener-related talk to maintain social relationships,and information-relatedtalk to get information.So the teacher can include both kinds of discourseand talk in language teaching.7The teaching of conversation in our English class usually
29、 concentrates onmoves.The teacher may start a conversation,and the students give replies.This is an effective way to teach conversation.4章答案Discussion topicsIHow important do you now feel working memory is for the learner in theclassroom?2Do you think that conventional techniques strain students mem
30、ory?If sowhat can we do about it?3What mental scripts pose a particular problem for L2 learners?Are thesecovered satisfactorily in the classroom?4How would you go about supplying the background information studentswould need for a particular text?5To what extent do you agree that listening is a comp
31、romise between top-down and bottom-up processes?6Do you agree from your own experience that codebreaking and decoding areseparate processes,or do you feel,like Krashen,that they are essentially thesame process?7How do you feel about students who codeswitching between their LI andtheir L2 in the clas
32、sroom?8Do you agree that communication strategies are only for when things gowrong?9To what extent do you think that communication strategies should be taught?参考答案Discussion topics1 Working memory is very important for the learner in the classroom,becauseit is involved in everyday performance in the
33、 classroom.Memory limits cancause restrictions on the learners ability to speak the language.Everythingthe student does or says in the L2 is related in some way to short-termmemory.2Conventional techniques may strain students5 memory.Conventionaltechniques put much interest in functions,grammar,but
34、not in pronunciation.According to working memory theory,if we cannot say the sounds quickly,our short-term memory span will be very restricted and consequently we willface severe difficulties with the processing of language.So we should putmore interest in pronunciation.3Mental scripts5 pose a parti
35、cular problem for L2 learners,that is,the scriptsin L2 learners mind may not be the same for native speakers.These aspectsare covered satisfactorily in the classroom.For example,reading materialshave been stressing content and background for some time.4To supply the background information that stude
36、nts would need for aparticular text,I would provide pre-reading activities that build upbackground knowledge.51 completely agree that listening is a compromise between top-down andbottom-up processes.Features such as the intonation pattern allow thelisteners to fit words and phrases within a sentenc
37、e,a top-down process.Particular words indicate the start of a phrase and allow them to build it upword by word,a bottom-up process.61 agree that codebreaking and decoding are separate processes.In listeningtasks,I need to decode messages from what I have heard to understand themeaning of words,and b
38、reak the code of a sentence to understanding thewhole meaning at the same time.For example,if I do not know what ahamburger is,I cannot understand“Mary likes eating hamburgers.If I donot know“Mary likes eating hamburgers is a grammatically right sentence,it is impossible for me to understand the who
39、le meaning of this sentence.7It is a normal phenomenon that students codeswitching between their LIand their L2 in the classroom.For many students the ability to go from onelanguage to another is highly desirable.When the teacher knows the languageof the students,the classroom itself is often a code
40、switching situation.81 do not agree that communication strategies are only for when things gowrong.Communication strategies can also be individual attempts to form asense of humor.In real-life situations,many people employ communicationstrategies to make humor.9Communication strategies should undoub
41、tedly be taught.L2 learners willdefinitely face some difficulties in communication.Often communicationstrategies can help them get out of the difficulty and keep conversationscontinue.5章答案Discussion topicsIGive three ways in which you would increase(a)positive short-termmotivation and(b)integrative
42、motivation in your students.21s it really possible to change the students5 underlying motivation,asopposed to simply increasing it?3What should be done with students who have a low aptitude for L2 learning?4Which learning strategies have you employed yourself?Which would yourecommend to students?5Ho
43、w 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 best with adults,two withchildren.8How can you cater for different personality types in the same classroom?9If girls are in fact better
44、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 andplay sweet songs are three ways that I would use to increase positive shortterm motivation in my students.To explain cultural differences,introducefam
45、ous literary works and play famous films in the target language are threeways that I would use to increase the integrative motivation in my students.2It is possible to change the students5 underlying motivation.If the interest inthe target culture and people can be cultivated,the students5 underlyin
46、gmotivation can transfer from instrumental motivation to integrativemotivation.3Students who have a low aptitude for L2 learning should form a positiveattitude in real-world situations,because a positive attitude can help themacquire the language more effectively.4The learning strategies I employed
47、include note-taking and asking for theteachers help.I would like to recommend these two learning strategies tostudents as they are really useful.5To train learning strategies in my students,I would introduce good learningstrategies to them and help them find a learning style that suits them.61 think
48、 the best age to learn a foreign language is in ones early teens.According to critical period hypothesis,human beings are most capable oflearning language between the age of two and the early teens.So it would beeffective to learn a foreign language in ones early teens.7Grammar-translation and task-
49、based teaching are two teaching techniquesthat would work best with adults.Role-play and simulation are two teachingtechniques that would work best with children.8To cater for different personality types in the same classroom,I can sharelinguistic knowledge with them students and organize group acti
50、vities aswell.9If girls are in fact better at L2 learning than boys,this is because girls have astronger sense of empathy than boys.Pronunciation is vital in languageprocessing.It is believed that those who are able to empathize with thefeelings of others are better at learning L2 pronunciation.So g