王蔷英语教学法复习教学提纲

王蔷英语教学法复习

Revision Contents:

Unit 1 Language and Learning

1. What are the major views of language? What are their implications to language teaching or learning?

Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.

To learn a language means to learn these structural items so as to be able

to understand and produce language.

Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.

Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to

know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.

Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.

Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.

2. What are the major Views on language learning? What are their implications to language teaching?

Behaviouralist theory

Based on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.

One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.

Cognitive theory

It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.

The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.

One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.

According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he

/she already knows.

Implications for classroom teaching

Teaching should be built based on what learners already know and engage learners in learning activities.

It is believed that education is used to develop the mind, not just to rotate or recall what is learned.

Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.

Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.

Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.

Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.

Unit 2 Communicative Principles and Activities

1. The goal of CLT is to develop students’communicative competence.

2.What is communicative compentence? Try to list some of its components

and their implication to teaching.

Communicative compentence refers to 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 meaning

Pragmatic competence --- the appropriate use of language in social context Discourse competence --- one’s 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 discourse /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 resources

Fluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation

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;

----learn 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 use emotive tone;

---use the grammatical rules of language;

---select language forms appropriate to topic, listener, or setting, etc. Discourse competence

Teachers need to help learners

----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised 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 needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’

Fluency

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”.

3.What is communicative language teaching?

Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.

The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.

Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.

This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.

4.Principles in communicative language teaching

Communication principle: Activities that involve real communication promote learning.

Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.

Meaningfulness principle: Language that is meaningful to the learning supports the learning process.

5.Strong version and week version

A weak version: Learners first acquire language as a structural system and then learn how to use it in communication.

It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.

A strong version:

Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.

It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.

5. List some of the communicative activities.

1) Functional communicative activities

Identifying pictures

Discovering identical pairs

Discovering sequence or locations

Discovering missing information

Discovering missing features

Discovering “secrets”

Communicating patterns and pictures

Communicative models

Discovering differences

Following directions

Reconstructing story-sequences

Pooling information to solve a problem

2) Social interaction activities

Role-playing through cued dialogues

Role-playing through cues and information

Role-playing through situation and goals

Role-playing through debate and discussion

Large-scale simulation activities

improvisation 6. Main features communicative activities Some main features of communicative

activities (Ellis 1990)

Students make use of materials

6. No materials control Students work by themselves.5. No teacher intervention Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of language

Concentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not form

A need to do something 2. Communicative desire

A need to know something.---’an information gap ’1. Communictive purpose

notes The six criteria

7. The Task-based Approach

A task-based approach sees the language process as one of learning

through doing. It stresses the importance to combine form-focused teaching

with communication-focused teaching.

The task-based approach aims at providing opportunities for the learners to

experiment with and explore both spoken and written language through

learning activities which are designed to engage learners in the authentic,

practical and functional use of language for meaningful purposes.

Task -based Learning offers an alternative for language teachers. In a task-

based lesson the teacher doesn't pre-determine what language will be studied,

the lesson is based around the completion of a central task and the language

studied is determined by what happens as the students complete it.

So it aims to provide learners with a natural context for language use．As

learners work to complete a task，they have abundant opportunity to

interact．Such interaction is thought to facilitate language acquisition as

learners have to work to understand each other and to express their own

meaning．By so doing，they have to check to see if they have comprehended

correctly and，at times， they have to seek clarification．

By interacting with others，they get to listen to language which may be

beyond their present ability，but which may be assimilated into their knowledge

of the target language for use at a later time．

Task presented in the form of a problem-solving negotiation between

knowledge that the learner holds and new knowledge

7. What is a task?

Any one of the following definitions is ok:

A task is “a piece of work undertaken for oneself or for others, freely or for

some reward. Thus examples of tasks include painting a fence, dressing a child.

In other words, by ‘task’ is meant the hundred and one things people do in

everyday life, at work, at play and in between”. -------- Long (1985)

[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)

… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)

Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”

A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.

8. A task is believed to have four components: a purpose, a context, a process, and a product.

9. What is PPP model?

In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)

10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.

Unit 3

1. 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.

2. What is a syllabus?

A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.

3. What is curriculum?

A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.

4. Designing principles for the National English Curriculum

1) Aim for educating all students, and emphasize quality-oriented education.

The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain

self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.

2) Promote learner-centeredness, and respect individual differences.

Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.

3. Develop competence-based objectives, and allow flexibility and adaptability.

The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is

described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.

4) Pay close attention to the learning process, and advocate experiential learning and participation.

Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.

During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance.

5. Attach particular importance to formative assessment, and give special attention to the development of competence.

The assessment for the nine-year compulsory education should be geared to stimulating students’ interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’language performance and achievements during the learning process.

Assessment should be made facilitative to developing students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.

6. Optimize learning resources, and maximize opportunities for learning and using the language.

English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.

Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.

Unit 4. Lesson Planning

1. What is lesson planning?

Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.

2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage

3. Lesson planning at two levels:

Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)

Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. Components of a lesson plan

Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson

Teaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.

Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model

(1)warm-up/ a tarter/revision;

(2)presentation

(3)drilling

(4)consolidation

(5)summary and homework

2) The three P’s model: presentation, practice, and production

Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.

End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.

Homework assignment

Optional activities

After class reflection:

Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’ performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.

Unit 5 Classroom Management

1.What is classroom management?

Classroom Management refers to the way teachers organize what goes on in the classroom.

2. Types of student grouping and their advantages and disadvantages

In language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.

1) whole-class work (lockstep)

Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.

Advantages:

It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.

It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.

Disadvantages:

Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.

Not everyone has the opportunity to express what they want.

Some students feel nervous and anxious when they are asked to present in front of the class.

It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.