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1、第 1章语言和语言学习1.复1 习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。 本章要点：1. How do we learn languages?我们如何习得语言？2. ews on language 语言观点3. The structural view of langu结age构主义语言理论4. The functional view of langua功ge能主义语言理论5. The interactional view of langu交ag互e 语言理论6. What are the common views on language l
2、earning?关于语言学习的普遍观点7. process-oriented theories and condition-oriented th强eor调ie过s 程的语言学习理论和强调条件的语言学习理论8. The behaviorist theor行y 为主义学习理论9. Cognitive theor认y 知学习理论10. Constructivist theo建ry构主义理论11. Socio-constructivist theo社ry会建构主义理论 12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher s p
3、rofessional development教师专业技能发展 本章考点： 我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言 学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建 构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图 本章内容索引：I . How do we learn languages? II.Views on language1. The structural view of language2. The functional view of l
4、anguage3. The interactional view of languageIII.Views on language learning and learning in general 1.The behaviorist theory2. Cognitive theory3. Constructivist theory4. Socio-constructivist theoryIV. What makes a good language teacher?V. How can one become a good language teacher?VI. An overview of
5、the bookUnit 1 Language and Language Learning第 1 章语言和语言学习This chapter serves as an introduction for setting the scene for th这is一章主要是为有关教学法的方法论做 methodology course. It discusses issues concerning views on langu介ag绍e ，这里介绍了语言理论或对语言的认识， and language learning or learning in general with the belief tha语t
6、 言su学ch习和普遍学习，及它们对教师教学方式views will affect teac，hewrasys of teaching and thus learn，ewrasys of的影响，本章也讨论了一个好的英语教师具备learning. The qualities of a good language teacher is also discuss的ed素i质n 。order to raise the participawtasreness of what is required for a goodEnglish teacher.I . How do we learn languag
7、es?I.我们如何习得语言Much of human behaviour is influenced by their experiences. The 大多数人类行为受到过往经验的影响。语way language teachers teach in the classroom is to some extent 言老师在课堂上的教学方式也会受到它们学influenced by the way they learned languages. This is especially foreign language teaching.The challenge confronting langua
8、ge teaching is how teaching习tr语ue言i的n 如此。方式的影响。特别在学习外语时尤为methodology can ensure successful learning by all the learners who have more differences than the commonality.II .Xews on language【考点：结构主义语言理论、功能主义语言理论、交互语言理的定义及具体应用】II.语言理论或对语言的认识有三种不同的观点反映了当前语言学习的方法，它们是：Three views about the nature of langua
9、ge: There are many possible theoretical positions about the nature of language. Here are three differentviews which explicitly or implicitly is reflected in current approaches tolanguage learning.1. The structural view of language1.结构主义语言理论The structural view of language is that language is a system
10、 of结构主义语言理论是指语言是各因素在structurally related elements for the transmission of meaning.(1) These elements are usually described as phonological units (phonemes)结构上相互联系的传递意义的系统。结构主义语言学重视共时语言（也就是口grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transformi
11、ng elements) lexical items (function words and structure words)(2) Target of language learning语）的研宄，特别着重于分析、描写语言的结构系统；从不孤立地看待语言要素，认为语言的一切都奠定在关系的基础上。语言是一个完整的符号系统，具有分层次 的形式结构；在描写语言结构的各个层次时，The target of language learning, in the structural view, is the特m别as注te重ry分析各种对立成分。of elements of this system.(3)
12、 Methods based on this viewSome of the language learning methods based on this view of language are: the Audiolingual method H Total Physical ResponseH the Silent Way2. The functional view of language2.功能主义语言理论The functional, or communicative view of language is the view that功能主义语言理论是指表示功能意义的languag
13、e is a vehicle for the expression of functional meaning.交流的工具。British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) an 基d功能主义语言理论以学者的交际需要为 础，提出基于交际功能的教学大纲。功能主proposed a syllabus based on communicative functions. The functio义na理l
14、 论不仅把语言看作语言系统，同时把语言view not only sees language as a linguistic system but also a mean 看s成fo是r做事的方式。doing things.The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are alsoincluded.(1) Here are some of the areas of research i
15、n this view of language: sociolinguistics ; pragmatics ; semantics(2) Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning(3) Approaches and methods based on this viewSome of the language learning approaches and method
16、s based on this view of language are:Communicative approaches Functional-notional syllabuses The Natural Approach3. The interactional view of language(3)功能主义语言理论的方法：交际法； 功能意念教学大纲；自然法。3. 交互语言理论The interactional view of language sees language primarily as the交互语言理论把语言看做是建立和维持means for establishing and
17、 maintaining interpersonal relationsh人ip际s关an系d的手段，并履行人与人之间社会交for performing social transactions between individuals.的功能。际(1) Here are some of the areas of research in this view of language:(1)交互语言理论所要研宄的领域有：interactional analysis conversational analysis Ethnomethodology交互分析；会话分析；民族方法学(2) Target of
18、language learning: The target of language learning in (2)目标是学会发起维持与其他人的对the interactional view is learning to initiate and maintain con话ve。rsations with other people.(3) Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:S
19、trategic interactioncommunicative approaches(4) Teaching Methods in the Language Classroom: FL teachers must(4)语言课堂的教学方法：provide students with adequate teaching methodology and time, as well教师应该提供给学生足够的教学方法论as appropriate vocabulary and learning activities that will all和ow时f间or、t适he当的词汇和学习活动，让他们提dev
20、elopment of verbal skills.口语技能。升There is no singl“eBEST W AY，to teach. The question teachers课堂上并没有教学的最好的方法，只有适must address is which methods are best employed during the diff合er学en习t 的方法，教师可以根据最终目标来设stages of the teaching and learning process and then design curricu课lu程m和to教学计划。计 meet their final obj
21、ectives/goals.HI. What are the common views on language learning?【考点：强调过程的语言学习理论和强调条件的语言学习理论；行为 主义学习理论；认知学习理论；建构主义理论；社会建构主义理论】A language learning theory underlying an approach or methodm.关于语言学习的普遍观点usually include: (1) the psycholinguistic and cognitive processes involved in language learning; (2) t
22、he conditions that need to be met in order forthese learning processes to be activatedprocess-oriented theories and condition-oriented theoriesProcess-oriented theorie强s 调过程的Process-oriented theories are concerned with how the mind语言学习理论：涉及的是智力如何组织诸如习惯organises new information such as habit formatio
23、n, induction, 成ma、ki做ng出推理、假设检验和概括等信息的过养inference, hypothesis testing and generalization.程。Condition-oriented theori强es调条件的语Condition-oriented theories emphasise the nature of the human a言nd学习理论：强调的是语言学习发生自然的本physical context in which language learning takes place, such as the1.n行um为be主r 义学习理论 刺激-反应
24、的心理理of students, the kind of input learners receive, and the atmosphere.论So由me行为心理学家 Skinner 提出，他认为， researchers attempt to formulate teaching approaches directly from t语he言se也是一种行为，动物经过训练对刺激有theories. For example, the Natural Approach, Total Physical Response反, a应nd，人类也可以一样。the SilentWayare based o
25、n one or more dimensions of processes and conditions.一个有影响力的结果是听说法。听说法提出以口语为中心，以句型或结Some researchers attempt to formulate teaching approaches direct构ly 为纲的听说教学法的主张，教材用会话from these theories.1. The behaviorist theory( Skinner)a stimulus-response theory of psychology形式 表述，强调模仿、强记固定短语并大量重复， 极其重视语音的正确，尤其
26、强调语调训练，广 泛利用对比法、在对比分析Proposedby behavioral psychologistSkinner. Hesuggested that母语与外语的基础 上学习外语的难点，并language is also a form of behavior. It can be learned the same way在as教a学n中有针对性地加 以解决。animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the
27、 theory of conditioning is“ytohuatcan train an 2.认知学习理论animal to do anything (within reason) if you follow a certain procedure 认wh知ic法h 把语言学习看作是智力活动。认has three major stages, stimulus, response, and reinfo，rc，ement知 法提出：任何语言里的句子都是无穷无Oneinfluentiarlesultis the audio-lingualmethod, which involves尽的， 人不
28、可能学到每一个句子，但在学endless listen and repeadtrilling activities. The idea of this method 习is的t过ha程t中，却能听懂和应用从未学过或language is learned by constantrepetitionand the reinforcementof the见过的句子，这就是智力或语法在起作用。teacher. Mistakes were immediately corrected, and correct utterances在w教er学e中强调发 挥智力的作用，让学生理immediately pra
29、ised. This method is still used in many parts of the解wo所rl学d的材料，掌握 语言的运用规律，强today.2. Cognitive theory( Noam Chomsky):调有意义的操练活动。The term cognitive is to describe loosely methods in which students3. 建构主义理论are asked to think rather than simply repeat.A language learner acquires language competence whic
30、h enables him建构主义认为：学习过程是学习者依据to produce language.自 己头脑里已有的经验对学习进行主动的意义 建构。Though Chomsky s theory is not directly applied in language teaching,建构主义理论的内容很丰富，但其核心it has had a great impact on the profession.只 用一句话就可以概括：以学生为中心，强One influential idea is that students should be allowed to create their调学 生
31、对知识的主动探索、主动发现和对own sentences based on their understanding of certain rules. This idea is所学知识 意义的主动建构(而不是像传统教clearly in opposition to the audio-lingual method.3. Constructivist theory学那样，只是 把知识从教师头脑中传送到学生的笔记上)。The constructivist theory believes that learning is a process in whichthe learner construct
32、s meaning based on his / her own experiences and4.社会建构主义理论what he / she already knows.与建构主义理论相似，由 Vygotsky社It is believed that education is used to develop the mind, not j会us建t t构o 主ro义te理论强调在社会环境下与目的recall what is learned.语言的 交互作用和参与，它建立在最近发 John Deweybelieved that teaching should be builtbased on
33、what展区和支架 概念的基础上。知识是学习者 learners already knew and engage learners in learning activities. Te在ac丰he富rs的社会文 化情境中，通过与他人（教need to design environments and interact with learners to foster inv师en、ti学ve生,creative, critical learners.4. Socio-constructivist theorySimilartoconstructivisttheory,socio-construct
34、ivisttheory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the cZoonnceepotf of Proximal Development，(ZPD) and scaffolding. In other words, learning isbest achieved through the dynamic interaction between the teacher and the
35、learner and between learners.质和实体语境，如学生的数量、氛围等。）的协商 互动而主动建构的。IV. What makes a good language teacher?Some people with an excellent command of a foreign language maynot be able to teach the language well while others with a general command of the language can teach it very effectively.From the above a
36、ctivities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and moreimportantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good Englishteacher.V. How can one become a goo
37、d language teacher?V .如何才能成为一个好的语言老师【考点：成为一个好的语言老师所要具备的基本素质； Wallace的教师专业技能发展图的阶段及具体运用】1. A variety of elements that contribute to the qualities 1o.f一a个g好oo的d 语言老师应该具备以下几个方面language teacher:(1) ethic devoti,o道n德素质(2) professional quali专ti业es技能(3) personal styl个es人修养的素质 道德素质、专业技能、个人修养。：对于一个老师来说，最重要也最
38、困难的部分是提髙他的专业技能。The most important and most difficult part of the making of a good language teacher is the development of professional competence, whichis the state or quality of being adequately qualified for the profession, andarmed with a specific range of skills, strategies, knowledge, and ab2i.l
39、教it师y.的专业技能发展2. Wallac，es(l99l“)Reflective mode，l ，（ Figure 1.1 Teachesr professional教师的专业技能发展分为三个阶段第一development)阶段、第二阶段和目标阶段。From the above model, we can see the development of professional 第一阶段是语言培训，所有的英语老师有competence for a language teacher involves Sta，gSeta1ge 2，and Goal.The first stage is lang
40、uage training. All English teachers are良好的英语功底，当然语言一直在变化，所语言训练没有终止。以supposed to have a sound command of English. Of course, language 第is二阶段比较复杂，又分为学习、练习和always changing so language training can never come to an end.反思阶段。学习阶段要有特别的准备：学习别The second stage seems to be more complicated because it invol人ve
41、的s 经验；学习如语言心理学、社会语言学、three sub-stages: learning, practice, and reflection. The learnin教g 育st心ag理e 学is等理论知识；学习自己的经验。actually the specific preparation (that a language teacher shou时ld还m要ak不e断地练习和反思。同before they go to practice.)This preparation can be:(1) learn from oth，eresxperience (empirical knowled
42、g来e自经验的知识）(2) learn received knowledge (such as language theories,第三阶段就是经过第一二阶段的学习、积累成就的专业技能阶段。psycholinguistics, sociolinguistics, educational psychology, language teaching methodology, etc.)(3) learn from onseown experienceBoth experiential knowledge (oth，erasnd ones own) and received knowledge ar
43、e useful when the teachers go to practice. This is thecombination of“craf”t and “applied scienc”e. The learning stage isfollowed by practice. The te“rpmractic”e can be used in two senses. Inone sense, it is a short period of time assigned for student teachers to do teaching practice as part of their
44、 education, usually under the supervision of their instructors. This practice is also called pseudo practice. The othersense of“practic”e is the real work that the teacher undertakes when hefinishes his education.VI. An overview of the bookVI. 本书综述This second edition of A Course in English Language
45、Teaching has英语教学法教程第二版根据新课程English language teaching both at home and abroad, to revisit a number ofareas, to expand and clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.1.2课后习题详解allowed us the opportunity to expand t
46、he original 14 units into 18 in order to include topics reflecting the recentTASK110. Do you like the way you learned the foreign language(s)?YouST1ST2ST31.How many foreign languages can you speak SO far?2.When did you start learning the foreign language(s)?3.How do you feel about learning a foreign
47、 language?4.What difficulties have you experienced in learning?5Which skills do you find more difficult to learn?6.Have you focused on knowledge or skills? Why?7.Why do you learn the foreign language(s)?8.Do you consider yourself a successful learner? Why?9What are your most common learning activities?Below is a list