《英语课程与教学论》

EnglishCurriculum&TeachingMethodologyNortheastNormalUniversity徐笑梅September,2010CourseDescriptionUnitILanguageandLanguageTeachersUnitIILanguageLearningTheoriesandLearnersUnitIIIEnglishCurriculumandCoursebooksUnitIVTeachingtheLanguageSystemandSkillsUnitVLessonPlanningandClassroomManagementUnitVIAssessmentandReflectiononClassroomTeachingUnitVIIModernEducationalTechnologyandTeachingResourcesNortheastNormalUniversityReferences1魏立明.《英语课程与教学论》，东北师范大学出版社，2005年2王蔷.《英语教学法课程》，高等教育出版社，2006年3Harmer,J.2003.ThePracticeofEnglishLanguageTeaching.PearsonEducationPress4Ur,P.1996.ACourseinLanguageTeaching:PracticeandTheory.CambridgeUniversityPressNortheastNormalUniversityFinalScorePresentation10%Homework&Test20%FinalExam70%NortheastNormalUniversityUnitILanguageandLanguageTeachersNortheastNormalUniversityAimsoftheunit1.  Howdowelearnlanguages?2.  Whatarethecommonviewsonlanguage?3. Whatarethecommonviewsonlanguagelearning?4. Whatarethequalitiesofagoodlanguageteacher?5.Howcanonebecomeagoodlanguageteacher?NortheastNormalUniversityIHowdowelearnlanguages?Thewaylanguageteachersteachintheclassroomistosomeextentinfluencedbythewaytheylearnedlanguages.NortheastNormalUniversityTask1Questionnaire1. Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguage(s)?3. Howdoyoufeelaboutlearningaforeignlanguage?4. Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdidyoufindmoredifficulttolearn?NortheastNormalUniversityTask1QuestionnaireHaveyoufocusedonknowledgeorskills?Why?Whydoyoulearntheforeignlanguage(s)?Doyouconsideryourselfasuccessfullearner?Why?Whatareyourmostcommonlearningactivities?Doyoulikethewayyoulearnedtheforeignlanguage(s)?NortheastNormalUniversityIIViewsonlanguageWhatislanguage?Theanswertothisquestionisthebasisforsyllabusdesign,teachingmethods,teachingandassessmentproceduresintheclassroom.Differentviewsonlanguagegeneratedifferentteachingmethodologies.NortheastNormalUniversityStructuralviewItviewslanguageasasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,whicharegenerallydefinedintermsofphonologicalunits(e.g.,phonemes),NortheastNormalUniversityStructuralviewgrammaticalunits(e.g.,clauses,phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),andlexicalitems(e.g.,functionwordsandstructurewords).NortheastNormalUniversityFunctionalviewItviewslanguageasavehiclefortheexpressionoffunctionalmeaning,ameansofdoingthings/combininggrammaticalrulesandvocabularytoexpressidea.NortheastNormalUniversityInteractionalviewItviewslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.NortheastNormalUniversityIIIWhatisagoodlanguageteacher?Workingroups.Reflectonyourownlearningexperiencesfromearlyschoolyearstotheuniversity.HaveyouhadanexcellentEnglishteacher?TrytoidentifyasmanyqualitiesaspossibleofyourbestEnglishteacher(s).NotedownallthequalitiesthatyouthinkareimportantforagoodEnglishteacher.NortheastNormalUniversitythequalitiesofagoodlanguageteacherThereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theyare:ethicdevotionprofessionalqualitiespersonalstyles.NortheastNormalUniversityIVHowcanonebecomeagoodlanguageteacher?NortheastNormalUniversityNortheastNormalUniversityUnit2LanguagelearningtheoriesandlearnersAimsoftheunit:1.Whatarethetheoriesinlanguagelearning?2.Whataretheteachingapproachesinlanguageteaching?3.Whichismoreimportant,fluencyoraccuracy?4.What’stheenlightenmentoflearningandacquisition?NortheastNormalUniversityIViewsonlanguagelearningBehavioristtheoryB.F.Skinner(1904—1990)Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Stimulus-Response-ReinforcementNortheastNormalUniversityIViewsonlanguagelearningCognitivetheoryChomsky(1928--）suggestslanguageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Chomsky’sTransformationalGenerativeGrammarNortheastNormalUniversityIViewsonlanguagelearningStudentsareaskedtothinkrathersimplyrepeat.Studentsshouldbeallowedtocreatetheirownsentencebasedontheirunderstandingofcertainrules.NortheastNormalUniversityIViewsonlanguagelearningConstructivisttheory:Itbelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknown.JohnDewey(1859-1952)providedafoundationforconstructivism.NortheastNormalUniversityIViewsonlanguagelearningJohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.NortheastNormalUniversityIViewsonlanguagelearningSocio-constructivisttheoryVygotsky(1896-1934)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.NortheastNormalUniversityIIInterlanguageAmericanlinguist,LarrySelinkerL2learnersconstructalinguisticsystemthatdraws,inpart,onthelearner’sL1butisalsodifferentfromitandalsofromthetargetlanguage.Alearner’sinterlanguageisauniquelinguisticsystem.NortheastNormalUniversityErrorsourcesPsycholinguisticSociolinguisticEpistemicDiscoursestructureNortheastNormalUniversityPsycholinguisticsourcesoferrorsCompetence(‘error’)Performance(‘mistake’)NortheastNormalUniversityPsycholinguisticsourcesoferrorsCompetence(‘error’)transferintralingualuniquePerformance(‘mistake’)processingproblemscommunicationstrategiesNortheastNormalUniversityIntralingualerrorsOvergeneralizationIgnoranceofrulerestrictionsIncompleteapplicationofrulesFalseconceptshypothesizedNortheastNormalUniversityIIIKrashen’sfivehypothesestheacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesisNortheastNormalUniversitytheacquisition/learninghypothesisTwoindependentsystemsofsecondlanguageperformance:theacquiredsystemthelearnedsystemThe‘acquiredsystem'or'acquisition'istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.NortheastNormalUniversitytheacquisition/learninghypothesisThe'learnedsystem'or'learning'istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen'learning'islessimportantthan'acquisition'.NortheastNormalUniversitythemonitorhypothesisItexplainstherelationshipbetweenacquisitionandlearninganddefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.Theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe'monitor'orthe'editor'.NortheastNormalUniversitythemonitorhypothesisThe'monitor'actsinaplanning,editingandcorrectingfunctionwhenthreespecificconditionsaremet:thatis,thesecondlanguagelearnerhassufficienttimeathis/herdisposal,he/shefocusesonformorthinksaboutcorrectness,andhe/sheknowstherule.NortheastNormalUniversitythenaturalorderhypothesisTheacquisitionofgrammaticalstructuresfollowsa'naturalorder'whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners'age,L1background,conditionsofexposure.NortheastNormalUniversitythenaturalorderhypothesisKrashenhoweverpointsoutthattheimplicationofthenaturalorderhypothesisisnotthatalanguageprogramsyllabusshouldbebasedontheorderfoundinthestudies.NortheastNormalUniversitytheinputhypothesisInputhypothesisisonlyconcernedwith'acquisition',not'learning'.Thelearnerimprovesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.NortheastNormalUniversitytheinputhypothesisKrashensuggeststhatnaturalcommunicativeinputisthekeytodesigningasyllabus,ensuringinthiswaythateachlearnerwillreceivesome'i+1'inputthatisappropriateforhis/hercurrentstageoflinguisticcompetence.NortheastNormalUniversitytheaffectivefilterhypothesisAnumberof'affectivevariables'playafacilitative,butnon-causal,roleinsecondlanguageacquisition.Thesevariablesinclude:motivation,self-confidenceandanxiety.Learnerswithhighmotivation,self-confidence,agoodself-image,andalowlevelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.NortheastNormalUniversitytheaffectivefilterhypothesisLowmotivation,lowself-esteem,anddebilitatinganxietycancombineto'raise'theaffectivefilterandforma'mentalblock'thatpreventscomprehensibleinputfrombeingusedforacquisitionNortheastNormalUniversityFluencyandaccuracySchmidt(1992)summarizesFillmore’sideasandpointsoutfouritemsforustoidentifydifferentlevelsoffluency.time-fillingqualityofspeechappropriacyofspeechaestheticcapabilityNortheastNormalUniversityFluencyandaccuracyIntermsofsecondorforeignlanguageenvironment,fluencymeansalevelofproficiencyincommunication(Richards,1992).Fourkindsofabilities:theabilitytoproducespokenlanguagewithease;NortheastNormalUniversityFluencyandaccuracy2.theabilitytospeakwithagoodbutnotnecessarilyperfectcommandofintonation,vocabulary,andgrammar;3.theabilitytocommunicateideaseffectively;4.theabilitytoproducecontinuousspeechwithcausingcomprehensibledifficultiesorabreakdownincommunication.NortheastNormalUniversityFluencyandaccuracyAccuracyreferstotheabilitytoproducegrammaticallycorrectsentencesbutmaynotincludetheabilitytospeakorwritefluently.NortheastNormalUniversityTheroleofinteractionintheclassroomInteractionpusheslearnerstoproducemoreaccurateandappropriatelanguage,whichitselfprovidesinputforotherstudents.Hedge,2002NortheastNormalUniversityTheroleofcomprehensibleoutputOutputcanserveaconsciousness-raisingfunctionbyhelpinglearnerstonoticegapsintheirinterlangauges.Outputhelpslearnerstotesthypotheses.Learnerssometimestalkabouttheirownoutput,identifyingproblemswithitanddiscussingwaysinwhichtheycanbeputright.NortheastNormalUniversityEnlightenmentTeachersshouldencouragestudentstotesthypothesesandtonoticegapsininteractiveprocesses.StudentsaresupposedtolearnEnglishbyusingEnglishandinteractingwithothers.NortheastNormalUniversityLearningandcommunicationstrategieslearningstrategiesmetacognitivestrategiescognitivestrategiessocialmediationstrategiescommunicationstrategiescompensatorystrategiesavoidanceNortheastNormalUniversityMetacognitiveStrategiesadvanceorganizerdirectedattentionselectiveattentionself-managementadvancepreparationself-monitoringdelayedproductionself-evaluationself-reinforcementNortheastNormalUniversityCognitiveStrategiesrepetitiongroupingnote-takingdeductionauditorykeywordcontextualisationelaborationtransferinferencingNortheastNormalUniversitySocialMediationStrategiescooperationquestionforclarificationNortheastNormalUniversityNaturalContextUsingEnglishinrealsituationsInformallearningDirectparticipationandobservationNoarticulationofrulesLearningknowledgeofthelanguageSubconsciouslearningNortheastNormalUniversityEducationalContextClassroomlearningsituationformallearningDecontextualizedArticulationofrulesLearningknowledgeaboutthelanguageConsciouslearningNortheastNormalUniversityLearningandacquisitionAcquisitionnaturalpickuplearningunconsciousinformalnon-schoollikenofocusonlinguisticformNortheastNormalUniversityLearningandacquisitionLearningunnaturaldeliberateorsystematiclearningconsciousformalschoollikefocusonlinguisticformNortheastNormalUniversityWhydolearnersuse“avoidance”?Theyfeelinadequateanddonotwanttotouchwhattheydonotfeelsureoffortheirsecureidentity.Theydonotwanttolosemarksastryingcanproducemistakes.Avoidanceisnothelpfultolanguagelearning.Withouttrying,studentshavenochancetotesthypothesesandtocometoahigherlevel.NortheastNormalUniversityKnowledgesourcesforcomprehension(1)KnowledgeneededSchematicknowledgebackgroundknowledge-    factual-    socioculturalproceduralknowledge-    howknowledgeisusedindiscourseNortheastNormalUniversityKnowledgesourcesforcomprehensionContextualknowledgeknowledgeofsituation-  physicalsetting,participants,etc.knowledgeofco-text-  whathasbeen,willbesaidSystemicknowledge- syntactic-  semantic-  morphologicalNortheastNormalUniversityKnowledgesourcesforcomprehension(2)Rolesoftheknowledgeallowingforeffectiveguess(systemknowledge)buildingmeaningsbydrawingonawiderrangeofsources(includingsemanticandcontextualknowledge.Soundrecognitionisnotenough.)NortheastNormalUniversityKnowledgesourcesforcomprehensionmakingeffectiveinference(previousknowledge)Cuttingdowntherangeofpossiblemeanings(situationalcontext)meaningunderstandingisrequiredbottom-upandtop-downprocessesNortheastNormalUniversityKnowledgesourcesforcomprehensionCuttingdowntherangeofpossiblemeanings(situationalcontext)meaningunderstandingisrequiredbottom-upandtop-downprocessesNortheastNormalUniversityUnit3TheEnglishcurriculumandcoursebooksAimsoftheunit:1.  Whatiscurriculum?2. What’sthedifferencebetweencurriculumandsyllabus?3.What’sthedifferencebetweentheteachingofcoursebooksandteachingbytheuseofthecoursebooks?NortheastNormalUniversityDefiningcurriculumItreferstotheprogramofstudiesofaneducationalinstitution.Itreferstothesubstanceofwhatistaughtinagivensubject:(a)definingobjectives,(b)determiningcontent,(c)indicatingsomesortofsequenceorprogression.NortheastNormalUniversityDefiningsyllabusAsyllabusprovidesafocusforwhatshouldbestudied,alongwitharationalforhowthecontentshouldbeselectedandordered.CharacteristicsofaSyllabus:1.Consistsofacomprehensivelistsof-   contentitems(words,structures,topics)-   processitems(tasks,methods)2.Isordered(easier,moreessentialitemsfirst)NortheastNormalUniversityDefiningsyllabus3.Hasexplicitobjectives(usuallyexpressedintheintroduction)4.Isapublicdocument5.Mayindicateatimeschedule6.Mayindicateapreferredmethodologyorapproach7.MayrecommendmaterialsNortheastNormalUniversity综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际视野祖国意识合作精神自信意志兴趣动机交际策略资源策略调控策略认知策略跨文化交际文化理解文化知识话 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 功能语法词汇语音写读说听课程目标Affect&AttitudeInternationalperspectivesPatriotismCooperationConfidenceMotivationNortheastNormalUniversityCulturalConsciousnessCulturalKnowledgeCulturalUnderstandingCross-culturalCommunicationNortheastNormalUniversityLearningStrategiesCognitiveStrategiesSelf-managementStrategies(MetacognitiveStrategies)CommunicationStrategiesResourceStrategiesNortheastNormalUniversityLanguageskillsListening,Speaking,Reading,WritingNortheastNormalUniversityLanguageKnowledgePhonetics,Grammar,Vocabulary,Function,TopicNortheastNormalUniversity2400-2500单词1500-1600单词一门外语过关600-700单词一级二级三级四级五级六级七级八级九级六年级结束时的 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 九年级结束时的要求普通高中毕业要求课程设计思路有条件的地区或学校可以提高相应级别的要求；条件暂不具备的地区或学校可以适当降低相应级别的要求。顺序选修课程必修课程任意选修课程TeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherAnWorkingthrougheverythinginthetextbook.n Doingeachexerciseintheorderasitiswritten.n Usingthetextbookinthewaythatthetextbookwritertellsmeto.nCoveringthewholebookbytheendoftheterm.NortheastNormalUniversityTeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherBn Crossingoutboringexercisesn Changingtheordern  SupplementingwithmyowngoodiesnTurningtextsintoinformationgaps,games,role-playing，etc.NortheastNormalUniversityUnit4TeachingthelanguagesystemandskillsTeachingaims:1. Whatislanguagesystem?Howtopresentthelanguagesystem?2. Whatistheobjectivesofteachingpronunciation?3.Howtoteachlanguageskills?NortheastNormalUniversityLanguagesystemPronunciationVocabularyGrammarFunctionTopicNortheastNormalUniversityTheimportanceofteachingthelanguagesystem1.Withoutgrammar,verylittlecanbeconveyed.Withoutvocabulary,nothingcanbeconveyed.(Wilkins)2.AKnowledgeofphonologyandphoneticsenablesteacherstoanticipatedifficultiesandtohelpstudentsovercomethem.(Cross,1992)3.Theteachingofgrammarandvocabularyhasalwaysbeenacentralaspectofforeignlanguageteaching.(Brown,1994)NortheastNormalUniversityTheimportanceofteachingthelanguagesystem4.Noonedoubtstheprominenceofgrammarasanorganizationalframeworkwithinwhichcommunicationoperates.5.Agoodstoreofwordsiscrucialforunderstandingandcommunication.(Cross,1992)NortheastNormalUniversityWhatisphonology？ThesoundsystemofEnglish,thephonology,canberegardedasfallingintotwomajorparts-thephonemes(vowelsandconsonants)andthewaytheindividualsoundsinteractwiththeotherphonologicalfeaturesinconnectedspeechtoproducethecharacteristicpatternsofstress,rhythmandintonation.NortheastNormalUniversityTheobjectiveofteachingpronunciationTheaimofpronunciationimprovementisnottoachieveaperfectimitationofanativeaccent.Itissimplytogetthelearnertopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletoother(competent)speakers.“Perfect”accentsaredifficultifnotimpossibleformostofustoachieveinaforeignlanguageanyway,andmaynotevenbedesirable.NortheastNormalUniversityTheobjectiveofteachingpronunciationIntelligibility:Thepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency:Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.Consistency:Thepronunciationshouldbesmoothandnatural.NortheastNormalUniversityTeachingstepsofasinglesound1. Saythesoundalone.2.Getthestudentstorepeatthesoundinchorus.3.Getindividualstudentstorepeatthesound.4.Explainhowtomakethesound.5.Saythesoundinaword.6.Contrastitwithothersounds.7.Saythesoundinmeaningfulcontext.NortheastNormalUniversityTypesofpronunciationexercises1.Perceptionpracticea.  Minimalpairs:Minimalpairsarepairsofwordswhichhaveonlyonesounddifferentfromeachother.e.g:willwelltilltellfillfelllidledshipsheepbidbedb.  Whichorder?e.g:pitpetbetbeartearear132312NortheastNormalUniversityTypesofpronunciationexercisesc.Sameordifferent?e.g:metmeet(D)wellwell(S)d.Oddmanoute.g:bitbitbitpit(No.4isdifferent.)lidledlidlid(No.2isdifferent.)e.Completione.g:__ate__ate__ate__ate__ateNortheastNormalUniversity2.Productionpracticea.   Listenandrepeatb.   Fillintheblankse.g:Childrenlovetoplaygames.Blackandwhitemakegray.AfterAprilcomeMay.c.MakeupsentencesNortheastNormalUniversity2.Productionpractice:d.  Usingmeaningfultext.e.g:A:What’swrongwithyou,Mr.Bloggs?B:Ihatethishorriblejob.A:Whatjob?B:Washingsocks.A:Whatdoyouwanttodo?B:Iwantaholiday.NortheastNormalUniversity2.Productionpractice:e.      Usingpicturese.g:ThisisoldJack.Hehasablackcat.ItsnameisPat.Itisveryfat.f.    Usingtonguetwisterse.g:Shesellsseashellsontheseashore.Fivewivesdrankfivebottlesoffinewine.NortheastNormalUniversityPracticingstressingTwokindsofstress:word-levelstressphrase-levelorsentence-levelstressNortheastNormalUniversityWaysofshowingthestress1.  Usegestures.2.   Usethevoice.3.Usetheblackboard.NortheastNormalUniversityTheimportanceofpracticingintonation1. Intonationcangreatlyaffecttheintentionofthespeaker’smessage.2.Intonationisusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.3.Intonationis“asimportantasgrammarorlexis.”NortheastNormalUniversityPresentingandpracticinglanguageOneoftheteacher’smainrolesistointroduce,or“present”,andpracticenewlanguageandtoreviselanguagethatthestudentshavemetbefore.Presentationandpracticetechniquesareparticularlyusefulatlowerlevelswheremuchofthelanguagethatstudentscomeacrossisnew.NortheastNormalUniversityPresentingandpracticinglanguageOfcoursesomeofthisnewlanguagewillbeacquirednaturallythroughexposuretonativespeakerdiscourse,butlearnersalsoneedandwantimportantareasoflanguagetobehighlightedbytheteacher:tobeexploredorillustratedintermsofmeaningandform(includingspellingandpronunciation),andthenpracticed.NortheastNormalUniversityTheroleofgrammarinlanguagelearningTeachinggrammarislessimportantforchildrenthanforadults.Teachinggrammarislessimportantinlisteningandreadingthaninwriting.NortheastNormalUniversityGrammarpresentationThedeductivemethodThedeductivemethodreliesonreasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.NortheastNormalUniversityGrammarpresentationTheexplanationsareoftendoneinthestudent’snativelanguageandusegrammaticalterms.Sometimes,comparisonsaremadebetweenthenative