1、英语教学法第二版 复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” 5. The language learning theory underlying an approach or method usually answers two questions: 1) What are the psycholinguistic and cognitive processes involved in l
2、anguage learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization
3、. 2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic system
4、The functional view: a linguistic system but also as a means for doing things. The interactional view:a communicative tool3. Four Language Learning Theories 1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLangua
5、ge competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory “Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4.
6、 What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-preparedProfessional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexi
7、ble, humorous, dynamic, intuitive5. How can one become a good language teacherWallaces (1991) reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teachi
8、ng is to enable the students to use the foreign language in work or life when necessary.1. The goal of CLT is to develop students communicative competence.2. What is communicative compentence?3. Try to list some of its components and their implication to teaching.Communicative compentence refers to
9、both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence - knowledge of the language itself, its form and meaningPragmatic competence - the appropriate use o
10、f language in social contextDiscourse competence - ones ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discours
11、e /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence - strategies one employs when there is communication breakdown due to lack of resourcesFluency- ones ability to link units of speech together with facility and without strain or inappropriate
12、slowness or undue hesitation4.Implications for teaching and learning:Linguistic competence Teachers need to help learners -achieve accuracy in the grammatical forms of the language;-pronounce the forms accurately;-use stress, rhythm, and intonation to express meaning;-build a range of vocabulary;-le
13、arn the script and spelling rules;-achieve accuracy in syntax and word formation.Pragmatic competence Teachers need to help learners-learn the relationship between grammatical forms and functions;-use stress and intonation to express attitude and emotion;-learn the scale of formality;-understand and
14、 use emotive tone;-use the grammatical rules of language;-select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners-take longer turns, use discourse markers and open and close conversations;-appreciate and be able to produce contextualis
15、ed written texts in a variety of genres;-be able to use cohesive devices in reading and writing texts;-be able to cope with authentic texts.Strategic competence Teachers need to enable learners-to take risks in using the language;-to use a range of communicative strategies;-to learn the language nee
16、ded to engage in some of these strategies, e.g. What do you call a thing that/person whoFluency Teachers need to help learners-deal with the information gap of real discourse;-process language and respond appropriately with a degree of ease;-be able to respond with reasonable speed in real time”.5.
17、Richards and Rodgers(1986:72)three principles of Communicative language teaching 1) Communication principle: Activities that involve real communication promote learning. 2) Task principle: Activities in which language is used for carrying out meaningful task promote learning.3) Meaningfulness princi
18、ple: Language that is meaningful to the learner supports he learning process.16. Littlewoods (1981) classification of communicative activities:1). Functional communicative activities: 2). Social interaction activities: (1). Functional communicative activities: Identifying pictures Discovering identi
19、cal pairs Discovering sequences or locations Discovering missing information Discovering missing features Discovering secretsCommunicating patterns and pictures Communicative models Discovering differences Following directions Reconstructing story-sequences Pooling information to solve a problem(2).
20、 Social interaction activities: Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goals-Role-playing through debate or discussion Large-scale simulation activities Improvisation17. Ellis (1990) has listed six criteria for evaluating commun
21、icative classroom activities:1). Communicative purpose: 2). Communicative desire: 3). Content, not form: 4). Variety of language: 5). No teacher intervention: A task is believed to have four components: a purpose,a context,a process, a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果
22、;难以预料短期内不明显练习情景化: 无需要解决的问题; 纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动; 完成纯语言练习复杂性; 单一成果; 事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP.Free of language controlA genuine need to use language to communicateA free exchange o
23、f ideasAppropriateness & accuracy of language form in general, not production of a single formA genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate an
24、d applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practised Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it sui
25、table for all age level of learners or all competence level of learners?Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A
26、 brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize qua
27、lity-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importanc
28、e to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students overall languag
29、e ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and mater
30、ials will be used in the class.19. Why is lesson planning necessary?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
31、them so that the activities of different 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 needed;6)Planning is a good practice and a sign of professionalism 21. There are four major principles behind good lesson planning:AimVariety means planning a number of differ
