《英语教学法教程(第二版)》讲义

第1章语言和语言学习

1.1复习笔记

第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。本

章要点：

1.How do we learn languages?

我们如何习得语言？

2.\^ews on language 语言观点

3.The structural view of language 结构主义语言理论

4.The functional view of language 功能主义语言理论

5.The interactional view of language 交互语言理论

6.What are the common views on language learning?

关于语言学习的普遍观点

7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学

习理论

8.The behaviorist theory 行为主义学习理论

9.Cognitive theory 认知学习理论

10.Constructivist theory 建构主义理论

11.Socio-constructivist theory 社会建构主义理论

12.What makes a good language teacher?

如何才能成为一个好的语言老师

13.Teacher’s professional development

教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：

I . How do we learn languages?

II.Views on language

1.The structural view of language

2.The functional view of language

3.The interactional view of language

III.Views on language learning and learning in general

1.The behaviorist theory

2.Cognitive theory

3.Constructivist theory

4.Socio-constructivist theory

IV.What makes a good language teacher?

V.How can one become a good language teacher?

VI. An overview of the book

physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.

Some researchers attempt to formulate teaching approaches directly from these theories.

1.The behaviorist theory( Skinner)

a stimulus-response theory of psychology

Proposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.

The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，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.

2.Cognitive theory( Noam Chomsky):

The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.

A language learner acquires language competence which enables him to produce language.

Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession.

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.

3.Constructivist theory

The constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.

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

John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.

4.Socio-constructivist theory

Similar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.

质和实体语境，如学生的数量、氛围等。1.行为主义学习理论刺激-反应的心理理论由行为心理学家Skinner提出，他认为，语言也是一种行为，动物经过训练对刺激有反应，人类也可以一样。

一个有影响力的结果是听说法。

听说法提出以口语为中心，以句型或结构为纲的听说教学法的主张，教材用会话形式表述，强调模仿、强记固定短语并大量重复，极其重视语音的正确，尤其强调语调训练，广泛利用对比法、在对比分析母语与外语的基础上学习外语的难点，并在教学中有针对性地加以解决。

2.认知学习理论

认知法把语言学习看作是智力活动。认知法提出：任何语言里的句子都是无穷无尽的，人不可能学到每一个句子，但在学习的过程中，却能听懂和应用从未学过或见过的句子，这就是智力或语法在起作用。在教学中强调发挥智力的作用，让学生理解所学的材料，掌握语言的运用规律，强调有意义的操练活动。

3.建构主义理论

建构主义认为：学习过程是学习者依据自己头脑里已有的经验对学习进行主动的意义建构。

建构主义理论的内容很丰富，但其核心只用一句话就可以概括：以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构(而不是像传统教学那样，只是把知识从教师头脑中传送到学生的笔记上)。

4.社会建构主义理论

与建构主义理论相似，由Vygotsky社会建构主义理论强调在社会环境下与目的语言的交互作用和参与，它建立在最近发展区和支架概念的基础上。知识是学习者在丰富的社会文化情境中，通过与他人（教师、学生）的协商互动而主动建构的。

allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand and clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.

1.2课后习题详解

TASK1

Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your

TASK 2

Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.

Key: Here are sample definitions of “language ” found in dictionaries and linguistics books.

? Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)

? Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)

? Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)

? Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster ’s 3rd New International Dictionary of the English Language 1993:1270)

? Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)

TASK 3

Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas.

Key: Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis Resting and generalization. To activate these learning process, atmosphere is very important.

TASK 4

Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.

Key: ethic devotion(responsible, warm-hearted, etc), professional qualities(an excellent command of English) and personal styles(enthusiastic, humourous,etc) jointly contribute to making a good teacher.

TASK 5

Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.

1.Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.

2.Add any adjectives to the list which describe farther qualities that you feel are missing.

3.These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him / her.

kind; dynamic; authoritative; hardworking; creative; patient well-informed; fair resourceful; attentive; warm-hearted; reflective; well-prepared; flexible; intuitive accurate; enthusiastic; humourous; caring; disciplined; professionally-trained

Key: Students’

TASK 6

Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.

Key: to learn teaching theory；to practice teaching skills；to reflect teaching experience；to learn from one’s own experiences as a learner.

TASK 7

Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure IA, _

1.Why are stage 1 and stage 2 interrelated by a double arrow line?

2.Why are practice and reflection connected by a circle?

3.Why is professional competence *a moving target or horizon, towards which professionals travel all their professional life

but which is never finally attained?5

4.Where should a TEFL methodology course fill in the model?

Figure 1.1

Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing. This can be done while they are teaching, but very often teachers take off to have farther training in English. This is especially

important for teachers who do not have enough exposure to English.

2.Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a day to day basis.

3.This is because it is believed no one can ever become a perfectly competent language teacher. There is always room for improvement. There is always something better, but never something best.

4.TEFL methodology is probably the deceived knowledge” located in the second stage.

第2章交际教学原则与任雜语言教学

2.1复习笔记

本章着重讨论交际教学原则和任务型教学思想并介绍相关的教学基本概念以及交际教学和任务型教学活动。本章要点：

https://www.360docs.net/doc/a5467755.html,nguage use in real life vs. traditional pedagogy 语言在日常生活中的使用与传统教学法

2.The differences between language used in real life and language taught in the classroom 日常生活语言与课堂语言

的不同

3.Definition of communicative competence and its five components 交际能力的定义和它的五个组成部分

4.Principles of Communicative Language Teaching 交际语言教学的原则

5.CLT and the teaching of language skills 交际语言教学与语言能力教学

6.Main features of communicative activities 交际活动的主要特点

7.Task-based Language Teaching 任务型语言教学

8.Four components of a task 任务的四个部分

9.PPP and Task-based Language Teaching 介绍，实践和产出与任务型语言教学的不同

10.The steps to design tasks?

设计任务的步骤

11.Appropriateness of CLT and TBLT in the Chinese context 交际语言教学的恰当性和中文环境的任务型语言教学

本章考点：

语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，实践和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学本章内容索引：

I . Language use in real life vs. traditional pedagogy 1. The differences between language used

in real life and language taught in the classroom

II.What is communicative competence?

1.Definition of communicative competence

2.Five components of communicative competence

III.Implications for teaching and learning

IV.Principles of Communicative Language Teaching (CLT)

1.Principles

2.Weak and strong version of CLT

V.CLT and the teaching of language skills

VI.Main features of communicative activities

1.Six criteria for evaluating how communicative classroom activities VD.Task-based

Language Teaching (TBLT)

1.Definitions of a task

2.Four components of a task

3.Exercise, exercise-tasks and tasks

VM. PPP and Task-based Language Teaching

1.Presentation, Practice and Production (PPP)

2.Differences between PPP and TBL

IX.How to design tasks?

X.Appropriateness of CLT and TBLT in the Chinese context

1.Controversies and debates about CLT

2.Some potential constraints of TBLT

XI.Conclusion

Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT)

I . Language use in real life vs. traditional pedagogy 【考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同】

The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all parts of the language); and we should teach language in the way it is used in the real world.

I.The differences between language used in real life and language taught in the classroom

(1)In real life, language is used to perform certain communicative functions.

e. g. to give directions, to exchange information, or to make a complaint,

In a traditional language classroom, the teaching focus is often on forms (structures and patterns) rather than functions.

(2)In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.

For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others.

(3)In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.

II.What is communicative competence?

【考点：交际能力的定义和它的五个组成部分】

To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt of communicative language teaching The goal of CLT is to develop students，communicative competence.

1.Definition of communicative competence

Includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

Speakers not only have to know functional meaning of the language but also the social context where the message is given.

2.Five components of communicative competence (Hedge 2000)

Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.

(1) Linguistic competence

concerned with knowledge of the language itself, its form and meaning，

I.语言在日常生活中的使用与传统教学法1.日常生活语言与课堂语言的不同

(1)日常语言用来执行交际功能，课堂语言更注重语言的形式(结构和模式）而非功能。

(2)在日常语言中，人们会使用所有的语言能力，包括听读类的接受能力和说写之类的产出能力，而课堂语言只注重一两种能力忽视其他的技能。

(3)日常语言有真实的语言环境，而课堂语言把语言与其语言环境分离开来。

II.什么是交际能力

1.交际能力

语言能力既包括语言知识能力，也包括如何在交际环境中使用语言的能力。

2.交际能力的五个组成部分

(1)语言能力：会使用语言知识，包括形式与意义