英语教学法王蔷版复习笔记

英语教学法王蔷版复习笔记Unit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearningLearningcanbeaffectedbythewayhowlanguageistaughtLearningisaffectedbythedegreeofsuccessoneisexpecttoachieve.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.1.2Whatarethemajorviewsoflanguage?1)Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.Tolearnalanguageistolearnitsvocabularyandstructuralrules.2)Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.3)Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1.3ViewsonLanguageLearningTwobroadlearningtheories：Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.Behavioristtheory·B.F.Skinner·Astimulus-responsetheoryofpsychology·Audio-lingualmethod·Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.B.Cognitivetheory·InfluencedbyNoamChomsky(revivalofstructurallinguistics)·Languageasanintricaterule-basedsystem·Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.·Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.Constructivisttheory·JeanPiaget(1896—1980)·Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheory·Vygotsky·“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)·Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.1.5Howcanonebecomeagoodlanguageteacher?·Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)Stage1:languagedevelopmentStage2:learning,practice,reflection·Thelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:1.Learningfromothers’experience2.Learningthereceivedknowledge3.Learningfromone’sownexperiences·Thepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducation·TeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteaching2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife? Languageusedinreallife Languagetaughtintheclassroom Toperformcertaincommunicativefunctions Tofocusonforms(structuresorpatterns) Useallskills,bothreceptiveskillsandproductiveskills Tofocusononeortwolanguageskillsandignoreothers. Usedinacertaincontext Toisolatelanguagefromitscontext2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition:Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)·Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning.·Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext.·Discoursecompetence（语篇能力）One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem·Strategiccompetence（策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.·Fluency（流利性）One‘sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’2.3ImplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.2.4PrinciplesofCLTThreeprinciplessuggestbyRichardandRodgers：1Communicationprinciple：involverealcommunication2Taskprinciple：Carryoutmeaningfultasks3Meaningfulnessprinciple：MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Strongversion“languageisacquiredthroughcommunication”(Howatt,1984:279)2.5MajorActivityTypesofCLTAsequenceofactivitiesrepresentedinLittlewood(1981:86)Pre-communicativeactivities·Structuralactivities·Quasi-communicativeactivities类似,准,半Communicativeactivities(PP22-23)·Functionalcommunicationactivities·Socialinteractionactivities2.6SixCriteriaforevaluatingcommunicativeclassroomactivities(mainfeaturesofcommunicativeactivities?)·Communicativepurpose·Communicativedesire·Content,notform·Varietyoflanguage·Noteacherintervention·Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.2.7.1Fourcomponentsofatask1.Apurpose2.Acontext3.Aprocess4.Aproduct2.7.2Exercises,exercise-tasksandtasksExercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.2.8DifferencesbetweenPPPandTBLT1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.*Freeoflanguagecontrol*Agenuineneedtouselanguagetocommunicate*Afreeexchangeofideas*Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform*Agenuineneedforaccuracyandfluency2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.■Atask-establishedcontext·Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply·Amorevariedexposuretonaturallanguage·Languageformsnotpre-selectedforfocus·Learner-freeselectionoflanguage·TBLcycleleadfromFluencytoaccuracy(+fluency)·InTBLIntegratedskillspracticed2.9Howtodesigntasks?Step1Thinkaboutstudents’needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials2.10CLTandTBLTintheChinesecontext·ProblemswithCLT1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.·ConstraintsofTBLT·Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems·ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.·Thethirdisthecultureoflearning·TheforthisLevelofdifficultyUnit33.1AbriefhistoryofforeignlanguageteachinginChina·Aphaseofrestoration(1978-1985)·Aphaseofrapiddevelopment(1986-1992)·Aphaseofreform(1993-2000)·Aphaseofinnovationfrom20003.2DesigningprinciplesfortheNationalEnglishCurriculum1) Aimforeducatingallstudents,andemphasizequality-orientededucation.2)Promotelearner-centeredness,andrespectindividualdifferences.3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.5) Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.3.3GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.3.4DesignoftheNationalEnglishCurriculum3.5Thestandardsfordifferentlevelsofcompetence3.6ChallengesfacingEnglishlanguageteachers1) Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.2) Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.3) Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.4) Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.5) Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课4.1whyisLessonPlanningImportantAlessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Properlessonplanisessentialforbothnoviceandexperiencedteachers.Languageteachersbenefitfromlessonplanninginanumberofways.1.Makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;2.Helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;3.Givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;4.Givesteachers,esp.noviceones,confidenceinclass;5.Raisesteachers’awarenessoftheteachingaidsneeded;6.Planningisagoodpracticeandasignofprofessionalism.Teachersbenefitfromproperlessonplansinanumberofotherways:·Toenabletheteachertoimproveclasstiming;·Lessonplansarealsoanaidtocontinuingdevelopment(plan(-(practice(-(reflection)4.2PrinciplesforGoodLessonPlanning1.Aim:therealisticgoalsforthelesson;whatstudentsareabletodobytheendofthelesson;2.Variety:differenttypesofactivities;awideselectionofmaterials;3.Flexibility:preparingsomeextraandalternativetasksandactivities4.Learnability:thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudentsDoingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)5.Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.4.3whataremacroplanningandmicroplanning?MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguidanceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.·Macroplanninginvolvesthefollowing：KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabusKnowingaboutthetextbookKnowingabouttheobjectivesAlessonplanusuallyhasthefollowingcomponents:·Backgroundinformation·Teachingaims·Teachingcontentandskills·Stagesandprocedures·Teachingaids·Endoflessonsummary·OptionalactivitiesandAssignment·AfterlessonreflectionUnit5ClassroomManagement5.1Whatisclassroommanagement?Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.(68)thegoalofclassroommanagementistocreateanatmosphereconduciveto(有助于)interactinginEnglishinmeaningfulways(Gebhard,1996).Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet.1.Theteacherplaysappropriateroles.2.Theteacherprovidesclearerinstructions.3.Studentsaregroupedinawaysuitableforthelearningactivities.4.Thereisdisciplineaswellasharmonyintheclass.5.Theteacherasksappropriatequestions.6.Thestudents’errorsaretreatedproperly5.2Whatrolesdoestheteacherplay?1.Controller(whattolearn;howtolearn)2.Assessor(correctingmistakes;organizingfeedback)3.Organiser(students’activities)4.Prompter(whenssdon’tknowwhattodo…)5.Participant(inss’activities)6.Resource-providerTeachers’rolesarenotstatic.Theychangewiththedevelopmentofthesociety.·Newroles:·Teacherasfacilitator·Createapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategies…·Teacherasguide·Activatestudents’priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents’developmentfairlyfromanall-roundperspective…·Teacherasresearcher·Observeaproblem,reflectonthereasons,thinkaboutpossiblesolutions,implementthesolutionsandevaluatetheresults…Q:Howmuchcontrolisneeded?·Appropriatedegreeofcontrol·Differentactivitiesneedadifferentdegreesofcontrol.·Themorecommunicativeanactivity,thelesscontrolitneeds.Q:Whatdoestheteacherdoasanassessor?1.Correctingmistakes·Thecorrectingshouldbegentle,notharsh.2.Organizingfeedback·Thefeedbackshouldbefocusedonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.Q:Howtoorganise?·Beforetheactivity:whattheactivityisgoingtobelike,anticipatedproblems;clearinstructionsgiventostudents(withT’sdemonstration)·Duringtheactivity:overhearwhatthestudentsaresaying,rectifywrongpractices;takenotesforlaterfeedbackQ:Whentoprompt?·Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext…·Whenastudentdoesn’tseemtobereadyforananswer,…·Whenastudentfinisheswithaveryshortanswer,…Q:whytoparticipateinstudent’sactivities?·Monitoring+participatingchangestherolefromanauthoritytoaconversationalist,agoodchanceforstudentstopractiseEnglishwithasuperior…Q:Whatdoyouthinkofthejug-and-mugmetaphor?Althoughthejug-and-mugmethodhasbeenwidelycriticised,theteacherisstillconsideredagoodandconvenientresourceforthestudents.”5.3Howtogiveeffectiveclassroominstructions?Classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.1.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;2.Tousethemother-tongueonlywhenitisnecessary;3.GivestudentstimetogetusedtolisteningtoEnglishinstructions;4.Usebodylanguagetoassistunderstanding;5.Modelthetask/activitybeforelettingstudentsintogroupsorpairs…6.Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.4Whatarethedifferentwaysforstudentgrouping?·Wholeclasswork,pairwork,groupwork,individualstudy1.Wholeclasswork·Allthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.2.Pairwork·Studentsworkinpairsonanexerciseortask.3.Groupwork·Studentsworkinsmallgroupsof3-5students.4.Individualstudy·Studentsworkontheirownattheirownspeed.Q:Howtogroup?(Groupingmethods)1.Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformationanditshouldbeusedwiselybytheteachers.2.Successfulgroup/pairworkdependsonskillfulorganization.3.Thebiggestproblemforgroupworkistheselectionofgroupmembers.4.Whileteachersareencouragetousepairwokandgroupworktoprovidemorepracticechance,individualstudyshouldnotbeforgotten.TypesofstudentgroupingandtheiradvantagesanddisadvantagesinP314(task4)INCLUDEPICTURE"../../Venus/Application%20Data/Tencent/Users/294918235/QQ/WinTemp/RichOle/%25HWN%7bMR2@PZCNIGK53%7b9Q07.jpg"\*MERGEFORMAT5.5DisciplineinthelanguageclassroomQ:Whatdoesdisciplinemean?Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.(78)Q:Doesdisciplineguaranteeeffectivelearning?·No.Theremightbelittlelearningeventheclassisverydisciplined.·Althoughdisciplineisnecessary,itisnotasufficientconditionforeffectivelearningasathoroughlyindisciplinedatmospherewillsurelyyieldnolearningatall.(79)Q:Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagementskillsarenotsufficientifdisciplineistobeachieved，rather，avarietyofteacher’sbehaviorcontributetodiscipline,suchastheteacher’schoiceofmethodology,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside,student’smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordiscipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)·Ssareclearaboutlearningpurpose;·Ssareabletodotheworkbutfinditchallenging;·Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;·Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinterest;·Sshaveopportunitiestoaskquestionsandtryoutideas;·Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;·Ssgetafeelingofsatisfactionandenjoymentfromthework.Q:Whatcausesdisciplineproblems?·Agapinthelesson(e.g.badplanning,equipmentfailstowork)·Unclearinstructions·Lackofteacherattention·Theteacherconcentratesonlengthyexplanationstooneindividualsothattheothersgetbored·WorkistooeasyortoochallengingQ:Whatmeasurescanwetakeforundisciplinedactsandbadlybehavingstudents?·Harmer(1983)p.811.Actimmediately.2.Stoptheclass.3.Rearrangetheseats.4.Changetheactivity.5.Talktostudentsafterclass.6.Createacodeofbehavior.·Ur’s(1996)advice1.Dealwithitquietly.2.Don’ttakethingspersonally.3.Don’tusethreats.5.6Howtomakequestioningmoreeffective?·Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson;·Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds;·Thereshouldbeabalancebetweenclosedandopen,lower-orderandhigher-orderquestions;·Waittimeisimportanttoallowstudentstothinkthroughtheiranswers;·Ssshouldbeprovidedopportunitiestoasktheirownquestionsandseektheirownanswers;·Asecureandrelaxedatmosphereoftrustisneededandss’opinionsandideasarevalued.5.6.2Whattypesofquestionsarethere?(Classificationofquestions)1.Closedandopenquestions;2.Displayandgenuinequestions;3.Lower-orderandhigh-orderquestions;4.Bloom’staxonomy分类系统(Nuttall,1982)1Knowledge2Comprehension3Application4Analysis5Synthesis6Evaluation5.7DealingwitherrorsQ:Whatareerrors?Howaretheydifferentfrommistakes?·Amistakerefersto“aperformanceerrorthatiseitherarandomguessora‘slipoftongue’,anditisafailureperformancetoaknownsystem”(Brown,2000:218-219)·Anerrorhasdirectrelationwiththelearner’slanguagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.·Amistakecanbeself-corrected;anerrorcannotbe.Q:Howtodealwitherrors?·Indealingwitherrorsandmistakesweneedtobeclearwhetherthetaskoractivityisfocusingonaccuracyorfluency.Q:Whentocorrecterrors?·Generally,itisbestnottointe