1、Unit 1 Language and Learning1.1 How do we learn language？We learn language at different ages People have different experiencesPeople learn languages for different reasons People learn languages in different waysPeople have different capabilities in language learning Learning can be affected by the w
2、ay how language is taughtLearning 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. 2 What are the major views
3、 of language?1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. 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 for doing things. Le
4、arners 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 up and maintain
5、 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 LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theo
6、ries emphasize the nature of human and physical context.Behaviorist theoryn B. F. Skinnern A stimulus-response theory of psychologyn Audio-lingual methodn The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately correc
7、ted, and correct utterances were immediately praised.B. Cognitive theoryn Influenced by Noam Chomsky (revival of structural linguistics)n Language as an intricate rule-based systemn A learner acquires language competence which enables him to produce language.41n One influential idea of cognitive app
8、roach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.C. Constructivist theoryn Jean Piaget (18961980)n The learner constructs meaning based on his/her own experiences and what is already known.D. Socio-constructi
9、vist theoryn Vygotskyn “Zone of Proximal Development” (ZPD); scaffolding (脚手架)n 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 h
10、is/her command of 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?o Wallaces (1991) re
11、flective model (Figure 1.1, p.9)Stage 1: language development Stage 2: learning, practice, reflectionv 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 knowl
12、edge3. Learning from ones own experiencesv 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 instructorsThe real classroom teaching: what a teacher undertakes after he/she finish
13、es formal educationv Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teachingLanguage used in real lifeLanguage taught in the classroomTo perform certain communicative functions
14、To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skillsTo focus on one or two language skills and ignore others.Used in a certain contextTo isolate language from its context2.1 How is language learned in classrooms different from language used in real li
15、fe?2.2 What is communicative competence?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 lan
16、guage and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)u Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.u Pragmatic competence （语用能力）The appropriate use of langua
17、ge in social context.u Discourse competence （语篇能力）Ones ability to create coherent written text or conversation and the ability to understand themu Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.Fluency（流利性）uOne s ability to link units
18、 of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation2.3 Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTTh
19、ree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication 2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learner Howatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language a
20、s a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities Structural activities Quasi-commun
21、icative activities类似,准,半Communicative activities(PP22-23) Functional communication activities Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)l Communicative purposel Communicative desirel Content, not forml V
22、ariety of languagel No teacher interventionl No materials control2.7 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 teach
23、ing.2.7.1 Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way
24、students use and experience language in TBLT is radically 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 fluenc
25、y2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect. A task-established contextn Encouraged to think, analyze, not simply to repeat, manipulate and applyn A more varied exposure to natural languagen Language forms not pre-selected for focus
26、n Learner-free selection of languagen TBL cycle lead from Fluency to accuracy (+fluency)n In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students needs, interests, and abilities Step 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language items Ste
27、p 5 Preparing materials2.10 CLT and TBLT in the Chinese contexto Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether s
28、uch an approach is suitable for all age level of learners or all competence level of learners.n Constraints of TBLTn The first is it may not be effective for presenting new language itemsn The second constraint is Time as teachers have to prepare task-based activities very carefully.n The third is t
29、he culture of learningn The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in Chinav A phase of restoration (1978-1985)v A phase of rapid development (1986-1992)v A phase of reform (1993-2000)v A phase of innovation from 20003.2 Designing principles for the Nation
30、al English Curriculum1) Aim for educating all students, and emphasize quality-oriented 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 advo
31、cate experiential learning and participation.5) Attach particular importance 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.3.3 Goals and objectives of English languag
32、e teachingThe new curriculum is designed to promote students overall language ability, which 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. Langu
