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1、王蔷英语教学法重点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 Learning can be affe
2、cted 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. 2 What are
3、 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
5、 build 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
6、. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory n B. F. Skinner n A stimulus-response theory of psychology n Audio-lingual method n The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mi
7、stakes were immediately corrected, and correct utterances were immediately praised. B. Cognitive theory n Influenced by Noam Chomsky (revival of structural linguistics) n Language as an intricate rule-based system n A learner acquires language competence which enables him to produce language. 1 n On
8、e influential idea of cognitive approach 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 n Jean Piaget (18961980) n The learner constructs meaning based on his/her own experiences and wha
9、t is already known. D. Socio-constructivist theory n Vygotsky n 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 lan
10、guage teacher does not solely depend on his/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
11、good language teacher? o Wallaces (1991) reflective model (Figure 1.1, p.9) Stage 1: language development Stage 2: learning, practice, reflection v The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include: 1. Learning from ot
12、hers experience 2. Learning the received knowledge 3. Learning from ones own experiences v 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 teach
13、ing: what a teacher undertakes after he/she finishes formal education 2 v Teachers benefit 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 di
14、fferent from language used in real life? Language used in real life Language taught in the classroom To focus on forms (structures or patterns) To focus on one or two language skills and ignore others. To isolate language from its context To perform certain communtcative functions Use all skills, bo
15、th receptive skills and productive skills Used in a certain context 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 Definitio
16、n: Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations 2.2.2 Five components of communicative competence (Hedge 2000) u Linguistic competence The knowledge of language itself, its form and me
17、aning. u Pragmatic competence The appropriate use of language in social context. u Discourse competence Ones ability to create coherent written text or conversation and the ability to understand them u Strategic competence Strategies one employs when there is communication breakdown due to lack of r
18、esources. u Fluency One s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation 2.3Implications for teaching and learning Teaching must enable learners to grasp the five components of communicative competence, but not just the linguis
19、tic competence. 2.4 Principles of CLT 3 Three principles suggest by Richard and Rodgers： 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:
20、Weak version Learners first acquire language as 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 CLT A sequence of activities represented in Littlewood (1981: 86) Pre-communicat
21、ive activities Structural activities Quasi-communicative activities类似,准,半 Communicative activities (PP22-23) Functional communication activities Social interaction activities 2.6 Six Criteria for evaluating communicative classroom activities (main features of communicative activities?) l l l l l l C
22、ommunicative purpose Communicative desire Content, not form Variety of language No teacher intervention No materials 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 c
23、ombine form-focused teaching with communication-focused teaching. 2.7.1Four components of a task 1. 2. 3. 4. A purpose A context A process A product 2.7.2 Exercises, exercise-tasks and tasks 4 Exercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized pra
24、ctice of language item. 2.8 Differences between PPP and TBLT 1 The way 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 gene
25、ral, not production of a single form *A genuine need for accuracy and fluency 2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect. A task-established context n Encouraged to think, analyze, not simply to repeat, manipulate and apply n A more
26、 varied exposure to natural language n Language forms not pre-selected for focus n Learner-free selection of language n TBL cycle lead from Fluency to accuracy (+fluency) n In TBL Integrated skills practiced 2.9 How to design tasks? Step 1 Think about students needs, interests, and abilities Step 2
27、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 o Problems with CLT 1. The very first and forceful argument is whether it is culturally appropriate 2. The second problem of CLT relate to the desig
28、n 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 competence level of learners. n Constraints of TBLT 5 n The first is it may not be effective for presenting new language items n The second con
29、straint is Time as teachers have to prepare task-based activities very carefully. n The third is the culture of learning n The forth is Level of difficulty Unit 3 3.1 A brief history of foreign language teaching in China v v v v A phase of restoration (1978-1985) A phase of rapid development (1986-1
30、992) 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-oriented education. 2) Promote learner-centeredness, and respect individual differences. 3) Develop competence-base
31、d 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 assessment, and give special attention to the development of competence. 6) Optimize learning resou
32、rces, 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 is composed of five interrelated components, namely, language skills, language knowledge, aff
33、ects, 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 expanded to developing learners positive attitude, motivation, confidence as well as strategi
34、es 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, language skills, learning strategies, affects and cultural understanding. 3.4 De
35、sign of the National English Curriculum 6 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 which is not a system of linguistic knowledge but a means for communication. 2
36、) 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 the center of learning. 4) English language teachers are expected to use
37、more formative assessment in addition to using 7 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 4.1 why is Lesson Planning Important A lesson plan is a framewo
38、rk 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 planning in a number of ways. 1. Makes teachers aware of the
39、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 difficulty levels can be arranged properly and the less
40、on 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 si
41、gn of professionalism. Teachers benefit from proper lesson plans in a number of other ways: o To enable the teacher to improve class timing; o Lesson plans are also an aid to continuing development (plan-practice -reflection) 4.2 Principles for Good Lesson Planning 1. Aim: the realistic goals for th
42、e 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 the learning capabilit
43、y 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 Planning over a long
44、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 individual activity an
45、d different teachers may have different ways of writing their own lesson plans. 8 q 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 objectiv
46、es 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 management? C
47、lassroom 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 conditio
48、ns 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 5.2 What roles does the teacher play? 1. Controller (what to learn; how to learn) 2. Assessor (correcting mistakes; organizing fe
