1_Language and language learning
英语教学法作业习题集1
Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able 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. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view 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 as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested 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.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repea t. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) 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. Therefore, 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’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, 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 hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based 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 resources, and maximize opportunities for learning and using the language.2.What are the 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, affects, 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 strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the 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)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 more formative assessment in addition to using 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 Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so thatthe lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class sothat they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much timeshould be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving reference when theteacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility— means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, fre quency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s mod el refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. A lso, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of th e speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rulesthemselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling; 2) Spotting the differences;3) Describing and drawing; 4) Playing a game;5) Using word series; 6) Word bingo;7) Word association; 8) Finding synonyms and antonyms;9) Using word categories; 10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge toconstruct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words, phrases orstructures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning. 3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the co ntent and structure of the text, as well as the author’s purpose in writing it.The activities:1) Skimming to get the gist of the text 2) Scanning to locate specific information3) Transferring information from the text to a diagram, table, form, map, graph or picture4) Taking notes on the main points, or on specific points of the text5) Answering factual questions on the text6) Answering inference questions on the text (reading between the lines)7) Putting the events in the correct order8) Stating if statements given about the text are true or false9) Working out the meaning of words and phrases in the text from the context10)Examing referents in the text and stating what they refer to11)Putting the paragraphs of a jumbled text back in the correct order12)Giving sections of a text appropriate headings13)Giving the text an appropriate titlePost-reading Stage: it is to consolidate or reflect on what has been read in the text; the other is to relate the text to the students’ own knowledge, interests, or views. It is not directly connect with the text, but usually “grows out ” of it.Activities:1) Oral discussion of the topic of the text2) Role-play a different situation from that of the text but using the same/different characters3) Writing a summary of the main content of the text 4) Commenting on the content of the text5) Retelling the story of the text 6) Finishing the story (either predicting an ending or changing the ending) 4. What is transition device? What are the transition devices that are often used in teaching reading?Transition device refers to the way to transfer information from one form to another. Transition devices are used in teaching reading because they can help second language learners to comprehend meaning while reading.The transition devices that are often used in teaching reading include: tables, pictures, drawings, maps, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc。
王蔷主编的《英语教学法教程》第二版-unit1
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language2.What are the common views on language3.What are the common views on language learning4.What are the qualities of a good language teacher5.How can one become a good language teacher1.1How do we learn languagesMach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below 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 findings in group of 4 and draw some conclusion.From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. 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.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language When you are ready, join another group and share your ideas.To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language’rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning forcommunication (syntax). 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. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also 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 be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be 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 as importantly they need to know the rules for using themin a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning 2) What are the conditions thatneed to be met in order for these learning processes to be activatedTask3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and 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. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory ofconditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. 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’(Harmer, 1983:30).Based on the theory of conditioning, Skinner 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, which was adopted for some time by the language teaching profession, particularly in the . 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 theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key pointof Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others beforeAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 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.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe 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. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop themind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He 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. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes 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. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacherSome people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenonTask 4Work in groups. Reflect on your own learning experience 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.It is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic 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 further qualities thatyou 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 studentsfeel assured, but may also make the student less free to disagree with him\her.(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacherThe most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work 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.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” todemonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Figure Teacher’s professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching.This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers takereflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has 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 expandan clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teachingin China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raisingteachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELTtextbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
第一语言习得与第二语言学习的比较分析
黑龙江大学本科生学年论文浅析儿童第一语言习得与成人第二语言学得的异同学院：文学院年级： 2010级专业：对外汉语姓名：巨妍学号： ********指导教师：**2013年4月21日摘要第一语言习得与第二语言学得的问题是当前外语教学理论与实践的焦点问题。
儿童母语习得与成人第二语言学得存在着一定的差异，但二者之间也存在着必然的联系。
每个新生儿天生都有学习语言的能力，儿童是怎样掌握复杂的语言系统的，这是第一语言习得必须探讨的问题。
对第一语言习得的研究，无论在理论还是实践上都极大地影响了第二语言学得的研究。
语言学家们从各个角度对第二语言学得做了探索，包括学习者的认知心理、语言环境、以及教学方法等。
本文将探讨二者在六个方面的共同点和六个方面的不同点。
二者的相同点反映出语言学习的普遍规律，二者的不同点正是外语教学中应当特别注意的方面。
因此，采取有针对性的方法和措施，有利于提高学生学习的效果。
关键词第一语言习得；第二语言学得；相同点；不同点AbstractThe problem of first language acquisition and second language learning is the focal points of matter about teaching foreign languages’theories and practices. There are some similarities and differences between children’s first language acquisition and adults’ second language learning. In fact, language acquisition is an intellectual ability with which each newborn baby is endowed. How children master the complexities of human language is a question that first language acquisition must explore. Researches in the first language acquisition have had a great influence on the study of the second language learning, both at theoretical and at the practical level. The study of the second language learning has been undertaken from different perspectives, including learners’cognitive psychology, linguistic environment and learning methods. In this article, we would take about six aspects of the similarities and six aspects of the differences. The similarities reflect the general rules about learning language. The differences, indeed, should be paid more attention in teaching foreign language. Therefore, taking targeted techniques and measures of teaching, would be good for achieving a satisfying learning result of students.Keywordsfirst language acquisition; second language learning; similarities; differences目录摘要 (I)Abstract (II)前言 (1)一、儿童第一语言习得与成人第二语言学得的相同点 (2)（一）二者都是主观条件与客观条件相结合的结果 (2)(二）两种语言的学习都是为了培养交际能力 (2)（三）两种语言的学习都必须掌握语音、词汇、语法等要素和受文化制约的语用规则，都必须形成一定的听说读写技能 (2)(四)都需要建立声音和意义之间的联系 (2)(五)都需要建立形式结构和语义结构之间的联系………………………………………^2(六)两种语言的学习大体上都经过感知、理解、模仿、记忆、巩固和应用阶段 (3)二、儿童第一语言习得与成人第二语言学得的不同点 (3)（一）学习的主体和效果不同 (3)（二）学习的目的和动力不同 (3)（三）学习的方法和过程不同 (4)（四）学习的环境和材料不同 (4)（五）教育者及相关因素不同 (5)（六）对文化因素的学习情况不同 (5)结论 (6)参考文献 (7)前言通常按照人们获得语言的先后顺序可分为第一语言和第二语言。
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning 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.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
研究生英语视听说教程单元1
研究生英语视听说教程单元1U n i t O n e Language and CulturePart 1 English and Its OriginTask 1Directions: Listen to the following passage about variations of English. You will hear it three times. During the first reading, you should listen carefully for a general idea of the whole passage. During the secondreading, you are required to fill in the missing information by either using the words you have justheard or writing down the main points in your own words. Finally, when the passage is read the thirdtime, you can check what you have written.In Great Britain at present the speech of educated persons is known as Received Standard English. A class dialect rather than a regional dialect, it is based on the type of speech cultivated at such schools as Eton and Harrow and at such of the older universities as (1) _________________________. Many English people who speak regional dialects in their childhood (2) ________________________________________________________while attending school and university. Its influence has become even stronger in recent years (3) ________________________________________________as the British Broadcasting Corp.An important development of English outside Great Britain occurred with the colonization of North America. American English may be considered to include the English spoken in Canada, although (4) ____________________________________________________________ andvocabulary. The most distinguishing differences between American English and British English are in pronunciation and vocabulary.(5)_____________________________________________________________ __________________________. Written American English also has a tendency to be more rigid in matters of grammar and syntax, (6) ____________________________________________________________________ __. Despite these differences, it is often difficult to determine—apart from context—whether serious literary works have been written in Great Britain or the U.S./Canada—or, for that matter, in Australia, New Zealand, or South Africa.Task 2Directions: Listen to the following passage the history of the English language. The passage will be read only once. After listening, decide whether each of the following statements is true or false. If false, give abrief explanation..1. Old English was mainly a mixture of some Germanic languages.2. Old English is more like modern French than modern German.3. The Normans brought many Latin words to the British Isles and added them to Old English.4. Many words from Scandinavian languages were also brought into Old English as a result of the settlement of Viking invaders in England.5. After England was conquered by the Normans, the upper class in England learned Norman French becauseEnglish was forbidden.6. The French-influenced language of England from about1100 to 1485 is now called Middle English7. By the end of the 1300’s, the French influence declined sharply in England because the Normans becameincreasingly distant from the English society.8. By 1485, the English language was spoken in many parts of the world as the English explored and colonizedsuch areas as Africa, Australia, India and North America.Task 3Directions: Listen to the following passage about characteristics of English. The passage will be read only once.After listening, choose the best answer from the four suggested choices marked A, B, C, and D to eachof the questions you hear.1. A. 60,000 B. 600,000 C. 6,000,000 D. 60,000,0002. A. Latin B. French C. German D. Italian3. A. Because many English words were borrowed from other languages.B. Because many English words were formed by combining other words.C. Because many English words are spelled similarly but pronounced differently, or vice versa.D.Because the pronunciation of some words remained the same, though their spellingchanged.4. A. Pronouns B. Nouns C. Verbs D. Adverbs5. A. They are used to express relationships between function words in a sentence.B.They are used to show the structural meanings of the sentence.C.They are used to carry the basic vocabulary meanings.D.They are used to indicate variations of words.6. A. One B. Two C. Three D. FourPart 2 Language and Language LearningTask 1Directions:You are going to hear a passage about American English spelling reform. The passage will be read twice. After listening, you are expected to complete the following sentences, based on what you haveheard.1.In addition to his well-known American Dictionary of the English Language published in1828,__________________________________________________________ ______________________________________________________________________.2.Webster’s books sought to standardize spelling in the United States by________________________________________________________________ ____________________.3.The development of a specifically American variety of English ______________ ______________.4.Some of Webster’s most successful changes were spellings with or instead of our(honor, labor for theBritish honour, labour) and ______ __ ___________5.And other changes were spellings with an s instead of a c (defense, license for the British defence, licence);with a final ck instead of que(check, mask for the British cheque, masque); and ____________________________________________________________________ ___________________.6.Canadian spelling varies between the British and Americanforms, __________________________________________.Task 2Directions: You are going to hear a passage about development of language. The passage will be read only once.After listening, you are expected to answer the following questions as briefly as you can in your ownwords.1.How long has language probably existed?________________________________________________________________ ______________________________________________________________________________________2.According to the passage, how did language come into being?________________________________________________________________ ______________________________________________________________________________________3.What is the first real evidence of language?________________________________________________________________ ______________________________________________________________________________________ /doc/631457930.html,nguages change. Please name one of the reasons why changes take place.________________________________________________________________ ______________________________________________________________________________________5.Do languages become better, worse or different?________________________________________________________________ ______________________________________________________________________________________6.Why do languages change even more slowly in modern industrial societies?________________________________________________________________ ______________________________________________________________________________________ Task 3Directions: You are going to listen to a passage about learning a foreign language. The passage will be read only once. After listening, you are expected to choose the best answer from the four suggested choicesmarked A, B, C, and D to each of the questions you hear.1. A. Reasons for learning a foreign language.B. Skills in mastering a foreign language.C. The importance of age in language learning.D. Common issues involved in language learning.2. A. Two B. Three C. Four D. Five3. A. There are many important reasons for learning a foreign language.B. Foreign language can help add to your knowledge of your own language.C. Foreign language can help add to your knowledge of another language.D. Learning a foreign language helps you add to your general stock of information.4. A. He can speak and write.B. He can understand.C. He can read.D. He can make himself understood in speech and writing.5. A. Attitude of the person learning it.B. Motivation of the person learning it.C. Age of the person learning it.D. The way the person learns it.6. A. Before the age of 10.B. Around the age of 10.C. After the age of 10.D. At the age of 10.Part 3 Culture and CommunicationTask 1Directions: You are going to hear a passage about how cultures change. The passage will be read twice. While listening, you are expected to take down the main points of the passage according to the hintsprovided.All parts of a culture do not change at the same time.Sometimes,_________________________________________________________________ ________________________________________________________________ _______________ At other times, ______________________________________________________________ ________________________________________________________________ _______________Characteristics of cultural change include:Diffusion:__________________________________________________________ ________________________________________________________________ _____ Acculturation: ________________________________________________________________ ________________________________________________________________ _______________ Assimilation: ________________________________________________________________________________________________________________________________ _______________Task 2Directions: You are going to hear a passage about communicative style in interpersonal situations. The passage will be read twice. After listening, you are expected to summarize orally what you have heard. Yoursummary should be based on the hints provided.1.Differences in communicative style of different nationalities.2.What communicative style refers to.3.The influence of culture on people’s use and understanding of communicative style.Task 3Directions: You are going to listen to a passage about American small talk. The passage will be read only once.After listening, you are expected to choose the best answer from the four suggested choices marked A,B, C, and D to each of the questions you hear.1. A. Controversial topics of American small talk.B. General topics of American small talk.C. Political topics of American small talk.D. Recreational topics of American small talk.2. A. Sports B. News itemsC. Physical surroundingsD. Family matters3. A. Their social lives B. Their recreational interestsC. Their teachers and classesD. Their favorite stars4. A. Because they are too formal topics which makeAmericans uncomfortable.B. Because they are controversial topics which often lead to arguments .C. Because they are intellectual topics in which not all the Americans are interested.D. Because they are not Americans' understandable topics.5. A. Because politics is the most appropriate topic for their discussion.B. Because they can learn a lot from their discussion of politics.C. Because politics has more to do with their lives and work.D. Because discussing politics is their favorite way to kill the time.6. A. Personal concerns.B. Social lives.C. Financial matters.D. Interpersonal relations.S S c c r r i i p p t t s s f f o o r r U U n n i i t t O O n n e ePart 1 English and Its OriginTask 1In Great Britain at present the speech of educated persons is known as Received Standard English. A class dialect rather than a regional dialect, it is based on the type of speech cultivated at such schools as Eton and Harrow and at such of the older universities as Oxford and Cambridge. Many English people who speak regional dialects in their childhood acquire Received Standard English while attending school and university. Its influence has become even stronger in recent years because of its use by such public media as the British Broadcasting Corp.An important development of English outside Great Britainoccurred with the colonization of North America. American English may be considered to include the English spoken in Canada, although the Canadian variety retains some features of British pronunciation, spelling, and vocabulary. The most distinguishing differences between American English and British English are in pronunciation and vocabulary. There are slighter differences in spelling, pitch, and stress as well. Written American English also has a tendency to be more rigid in matters of grammar and syntax, but at the same time appears to be more tolerant of the use of neologisms. Despite these differences, it is often difficult to determine—apart from context—whether serious literary works have been written in Great Britain or the U.S./Canada—or, for that matter, in Australia, New Zealand, or South Africa.Task 2The history of the English language can be divided into three main periods. The language of the first period, which began about 500 and ended about 1100, is called Old English. During the next period, from about 1100 to 1485, the people spoke Middle English. The language of the period from about 1485 to the present is known as Modern English.Old English was mainly a mixture of the Germanic languages of the Angles, Jutes, and Saxons. Old English resembles modern German more than it does modern English. The vocabulary of Old English was chiefly Germanic, though some words came from the language of the Celts. The Germanic people had learned some Latin words while they lived on the European continent. These people brought some of those words to the British Isles and added them to Old English. More Latin words were added during the 500's and the 600's, when Christianity spread in England.During the late 800's, Viking invaders from Denmark and Norway settled in northeast England. As a result, many words from Scandinavian languages became part of Old English. In 1066, England was conquered by the Normans, a people from the area in France that is now called Normandy. Their leader, William the Conqueror, became king of England. The Normans took control of all English institutions, including the government and the church.Most of the English people continued to speak English. However, many of the members of the upper class in England learned Norman French because they wanted influence and power. The use of French words eventually became fashionable in England. The English borrowed thousands of these words and made them part of their own language. The French-influenced language of England during this period is now called Middle English. The Normans intermarried with the English and, through the years, became increasingly distant--socially, economically, and culturally--from France. The Normans began to speak English in daily life. By the end of the 1300's, the French influence had declined sharply in England. English was used again in the courts and in business affairs, where French had replaced it.By about 1485, English had lost most of its Old English inflections, and its pronunciation and word order closely resembled those of today. During this period, the vocabulary of English expanded by borrowing words from many other languages. Beginning in the 1600's, the language spread throughout the world as the English explored and colonized Africa, Australia, India, and North America. Different dialects of the English language developed inthese areas.Task 3English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation expressing basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish. A number of English words were formed by combining other words. Words can also be shortened to form new words.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Some modern scholars divide the parts of speech into two categories, content words and function words. Content words are the main parts of speech--nouns, verbs, adverbs, and adjectives--and carry the basic vocabulary meanings. Function words express relationships between content words in a sentence. They show the grammatical, or structural, meanings of the sentence and are also called structure classes. Function words include articles, prepositions, pronouns, and conjunctions.English has fewer inflections than most other European languages. An inflection is a variation of the form of a word that gives the word a different meaning or function. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative--for example, big, bigger, biggest.Questions:1.According to the largest dictionaries, approximately how many words are there in the English language?2.Many English words were borrowed from other languages. From which language was the word Pianoborrowed ?3.Why do English pronunciation and spelling sometimes seem illogical or inconsistent?4.Which of the following parts of speech does not belong to the category of content words?5.What is the function of content words, according to this passage?6.How many inflections does an English noun have?Part 2 language And Language LearningTask 1American English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known American Dictionary ofthe English Language published in1828, Webster published The American Spelling Book in 1783, with many subsequent editions. TheAmerican Spelling Book became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the new country’s separate political development. Some of Webster’s most successful chan ges were spellings with or instead of our (honor, labor for the British honour, labour) and with er instead of re (center, theater for the British centre, theatre). And other changes were spellings with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme.Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.Task 2No one knows how language began. Because all people who are not disabled have the ability to speak, language has probably existed at least as long as the modern human species. Most scholars believe that language developed very slowly from sound, such as grunts, barks and hoots, made by prehuman creatures. According to this view, a simple system of vocal communication became more complex as the human brain and speech organs evolved. But no one knows when and how this process took place.In fact, there is no record of language for most of its existence. The first real evidence of language is writing. But scholars believe that writing did not appear until thousands of years after the origin of language. The earliest known written records are Sumerian word-pictures made about 3500B.C. and Egyptian hieroglyphics that date from about 3000 B. C.. Written Chinese dates from perhaps 1500B.C., Greek from about 1400B.C., and Latin from about 500 B.C..No one knows all the reasons why languages change, but they continue to do so as long as people speak them. In a few cases, the changes can be explained. For examples, words are added to a vocabulary to refer to new ideas or objects. Contacts between speakers of different languages may cause words from one language to enter into another language.Most language changes occur for unknown reasons. Languages do not become better or worse, only different. The change is very slow. Speakers of English may notice differences between how they and other English speakers talk and may also recognize certain changes in their own speech. But these differences do not make English speakers think that they are changing from one language to another. If present-day speakers of English try to read Old English, however, they find that it is as unlike modern English as are French or German. In modern industrial societies, language changes take place even more slowly. Educational systems and such centralized communication systems as radio and television promote the use of a standard form of a language. Under these conditions, a language is likely to remain more stable. However, language will probably never stop changing entirely.Task 3There are many important reasons for learning a foreign language. Among them are the following: (1) Learning a foreign language increases your range of communication. For example, if you speak only English, you can communicate with over 400 million other speakers. If you also learn Spanish, you could speak to any of the 371 million Spanish-speaking people in Latin America, Spain, and other parts of the world. (2) A foreign language can help you add to your knowledge of your own language. For example, by studying Latin, you can improve your understanding of many of the thousands of English words that have Latin root. (3) Learning a foreign language helps you add to your general stock of information. A foreign language can be a key that unlocks new fields of knowledge. If you learn German you will be able to read books that are written in German on almost any subject you may wish to study.Learning any language involves four skills: (1) speaking, (2) understanding, (3) reading, and (4) writing. If you understand a foreign language, and can make yourself understood in speech and writing, you have mastered it.No language is easy or difficult in itself. The ease or difficulty of any language depends on the age of the person learning it. Before the age of 10, all languages are equally easy when learned by the natural speaking method ( listening and imitating ). After 10, learning a language becomes more difficult. Therefore, it is desirable to learn foreign languages as early as possible. Some schools start foreign language instruction in kindergarten or in the primary grades.Questions:1.What does the passage mainly discuss?2.How many important reasons for learning a foreignlanguage does the passage list?3.What point does the author illustrate by the examp le “studying Latin”?4.According to the passage, what does it mean to say one has mastered a language?5.On what does the ease or difficulty of learning any language depend?6.At what age are all languages equally easy when learned by the natural speaking method?Part 3 Culture and CommunicationTask 1Every culture changes. But all parts of a culture do not change at the same time. Science and technology may sometimes change so rapidly that they lessen the importance of customs, ideas, and other nonmaterial parts of a culture. At other times, changes in ideas and social systems may occur before changes in technology. The failure of certain parts of a culture to keep up with other related parts is referred to as cultural lag. No society is so isolated that it does not come in contact with other societies. When contact occurs, societies borrow cultural traits from one another. As a result, cultural traits and patterns tend to spread from the society in which they originated. This spreading process is called diffusion. Corn growing, for example, began in what is now Mexico thousands of years ago and eventually spread throughout the world.Diffusion can occur without firsthand contact between cultures. Products or patterns may move from group A to group C through group B without any contact between group A and group C. Today, diffusion is rapid and widespread because many cultures of the world are linked through advanced means oftransportation and communication.When two cultures have continuous, firsthand contact with each other, the exchange of cultural traits is called acculturation. Acculturation has often occurred when one culture has colonized or conquered another, or as a result of trade. In addition to adopting each other's traits, the two cultures may blend traits. For example, if the people of the cultures speak different languages, they may develop a mixed language called pidgin in order to communicate. The cultures may also exchange or blend such traits as clothing, dances, music, recipes, and tools. Through acculturation, parts of the culture of one or both groups change, but the groups remain distinct. In this way, acculturation differs from assimilation. Through assimilation, one group becomes part of another group and loses its separate identity.Task 2Pushy Greeks. Shy Chinese. Opinionated Germans. Emotional Mexicans, Brazilians, and Italians. Cold British. Loud Africans. These are among the stereotypes or general ideas Americans have about some other nationalities. In part, these stereotypes arise from differences in what is call ed “communicative style.”When people talk to each other, they exhibit a communicative style that is strongly influenced by their culture.Communicative style refers to (1) the topics people prefer to discuss, (2) their favorite forms of interaction in conversation, (3) the depth to which they want to get involved with each other, (4) the communication channels (verbal or nonverbal) on which they rely, and (5) the level of meaning (“factual” vs. “emotional”) to which they are most attuned.Naturally, people prefer to use their own communicative style. Issues about communicative style rarely arise when twopeople from the same culture are together because their styles generally agree. Most people—including most Americans—are as unaware of their communicative style as they are of their basic values and assumptions. Foreigners who understand something about the Americans’ communicative style will be less likely to misinterpret or misjudge Americans than will foreigners who don’t know the common characteristi cs of interpersonal communication among Americans. They will also have a better understanding of some of the stereotypes Americans have about other nationality groups.Task 3When Americans first encounter another person, they engage in a kind of conversation they call "small talk." The most common topic of small talk is the weather; another very common topic is the speakers' current physical surroundings--the room or building they are in, the sidewalk where they are standing, or whatever is appropriate. Later, after the preliminaries, Americans may talk about past experiences they have both had, such as watching a particular TV program, going to New York, or eating at a particular restaurant.Beyond these very general topics of small topic, there is variation according to the life situation of the people involved and the setting in which the conversation is taking place. Students are likely to talk about their teachers and classes; if they are of the same sex, they are likely to discuss their social lives. Adults may discuss their jobs, recreational interests, houses, or family matters. Men are likely to talk about sports or cars. Housewives, whose numbers are steadily decreasing in American society, are likely to talk about their children, if they have any, or about household matters or personal care.。
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
Unit 1 Language and Language Learning
中国教育10大谎言，老师你被哪条骗过？
老师是太阳底下最崇高的职业 我们实施的是九年制义务教育 我们正在全力推行素质教育 公民有平等接受教育的权力 再穷不能穷教育，再苦不能苦孩子 一切为了学生，为了学生一切 没有教不好的学生，只有不会教的老师。 以事业留人，以感情留人，以待遇留人 分数不是衡量学生的唯一标准 孩子将来是忘不了你的
A Course in English language Teaching
英语教学法 英语教学实践
Instructor: Ma Lina
Self-Reflection
What’s your reasons of choosing this course or teaching-orientated?
英语教学实践
教学观摩
常用的教学辅助工具的应用
教案设计
PPT制作
教学设计：导入、讲解、课堂活动、作业布置和总结
教学设计：听力、口语、词汇、语法、阅读、写作
课程考核
序号 1 2 3 4 5 6 7 8 9
实训项目名称 编写教案
设计听力、口语教学 设计词汇、语法教学 设计阅读、写作教学 设计课前导入活动 设计文化要素教学
Ⅰ. The way we learn languages我们习得语言的方式
The way language teachers teach in the classroom is influenced by the way they learned/ were taught languages.
What expectation do you have on this course?
What’s your career plan?
Unit 1 Language and Language Learning (introduction)
•
•
• •
3. Views on language learning and learning in general
Views on language learning: language is a form of behavior. Language should be learned by constant repetition and the reinforcement of the teacher Mistakes should be immediately corrected and the correction should be immediately praised. Influence on language teaching: the audio-lingual method
Textbook :
王蔷.《英语教学法教程》第二版，高等教育出版社， 王蔷 《英语教学法教程》第二版，高等教育出版社， 2000。 。
Syllabus
References :
束定芳，庄智象，《现代外语教学—理论、实践与方法》， 上海外语教育出版社，1996. Brown, H. D. (2004). Language assessment principles and classroom practices. New York: Pearson Education. Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford: Oxford University Press. Richards, J.C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
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The Interactional View
The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.
Materials development Teaching methodology
Contents
1. Language and language learning 2. Curriculum and syllabus 3. Classroom management 4. Teaching the language system 5. Developing the language skills 6. Testing and evaluation 7. Evaluating and adapting textbooks 8. Approaches and methods
Cognitive Theory
Chomsky’s famous question: If all language is a learned behavior, how can a child produce a sentence that has never been said by others before? Language is not a form of behavior, but an intricate rule-based system. A finite number of grammatical rules An infinite number of sentences Language competence and language performance The cognitive approach
Topic for Discussion
How is the understanding of the nature of language related to the understanding of language learning?
1. Language and Language Learning
1.1 Views on language 1.2 Views on language learning 1.3 Describing learners 1.4 Describing teachers
1.2 Views on Language Learning
Behaviorist theory Cognitive theory Constructivist theory Socio-constructivist theory
The Structural View
The structural view of language sees languages as a linguistic system made up of various subsystems: The sound system (phonology); The discrete units of meaning produced by sound combinations (morphology); The system of combining units of meaning for communication (syntax).
Socio-constructivist Theory
Lev Vygotsky (1806-1934) Socio-constructivist theory 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.
Three different views: The structural view The functional view The interactional view How is the understanding of the nature of language related to the understanding of language learning?
1. Language and Language Learning
1.1 Views on language 1.2 Views on language learning 1.3 Describing learners 1.4 Describing teachers
1.1 Views on Language
Reference Books
《现代外语教学：理论、 实践与方法（修订版）》 束定芳，庄智象 上海外语教育出版社， 2008
Linguistic theories Course design
Principles of language teaching
The Language Teaching Matrix
Discussion Topics and Activities
Collect a set of textbooks and investigate any goals they state, and also their contents pages. What do these tell you about their underlying assumptions concerning language anks
The Practice of English Language Teaching (4th ed.) Jeremy Harmer Pearson Longman, 2007
Reference Books
The Elements of Language Curriculum: A Systematic Approach to Program Development James Dean Brown Foreign Language Teaching and Research Press, 2001
The Functional View
The functional view not only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, and special relationships between people and objects.
Constructivist Theory
John Dewey (1859-1952) Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Education is used to develop the mind. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.
Behaviorist Theory
The behaviorist theory of language learning was initiated by Skinner who applied Watson’s theory of conditioning to the way humans acquire language. The theory of conditioning: stimulus, response, reinforcement Skinner suggested that language can be learned the same way as an animal is trained to respond to stimuli. The audio-lingual method “Listen and repeat”