Understanding Language teaching
交际语言教学法Communicative Language Teaching
Theory of Learning
Acquisition?
Learning?
Think
The Definitions of Acquisition and Learning
Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication.
Theory of language
A pedagogically influential analysis of communicative competence by Canale and Swain. There are four dimensions of communicative competence are identified: Grammatical competence: Refers to the linguistic competence and it is the domain of grammatical and lexical capacity. Sociolinguistic competence : Refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction.
[英语学习]认知理论与二语习得过程
![[英语学习]认知理论与二语习得过程](https://img.taocdn.com/s3/m/7078d721bb68a98271fefab5.png)
General Viewpoints
Hints
学生的主动性，创造环境 教学内容的选破平衡(口语策略） 学生的自我调节能力
J.S. Bruner (America)-----Discovery Learning
The famous American psychologist Bunner emphasizes active restructuring of knowledge through experience with the environment. He holds that learners should organize knowledge for themselves by using discovery method, rather than having materials prepackaged by the teacher.He believes learning is most effectively achieved when learners are encouraged to engage in guided discovery. The discovery method takes a broad view of the education of the whole
How does the Cognitive Theory explain the Second Language Acquisition process?
《中学英语教学设计》教学大纲
《中学英语教学设计》教学大纲课程性质：《中学英语教学设计》是普通高等学校英语（教师教育）本科专业的一门必修课，面向三年级英语师范生开设，具有教学理论、教学实践及教学研究相结合的学科特点。
本课程以《教师教育课程标准》、《英语课程标准》、《中学教师专业标准》为指导，坚持“实践取向、理论促进、教研提升”的理念，以学习者为中心，实施“慕课+翻转+工作坊”的教学模式，面向地方基础教育，培养“下得去、留得住、用得上”的特色优质中学英语师资。
课程目标：本课程从“为人、为师”两个维度实施职前英语教师的培养，打造人品好、素养好，教学过硬的的卓越中学英语教师。
经过本课程的学习，使英语师范生在“为人、为师”方面达到如下目标：为人：具有较高的思想道德素养，具有人文情操，具有合作精神，具有勤奋的工作态度。
为师：具有系统的英语教师教育基本理论，了解学科发展的现状与趋势，具有过硬的备课、授课、说课、评课、微课等英语教师职业技能，具有科学严谨的教研精神和研究能力，具有终身学习意识和能力，能够适应基础教育课程改革的要求。
课程内容：本课程于第五、六学期开设，共64学时，每周2学时。
课程选用的教材为自编教材：Theory, Performance, & Practice（李晓主编），课程重点是教育学生形成对外语教学作为一种职业和一门科学的正确理解；正确认识语言及语言学习的本质，初步形成科学的外语教学观,为学生的教学实践训练做好理论知识铺垫。
难点是如何提高教学技能训练的科学性和训练效益；如何处理好单项教学技能训练与学生整体教学能力构建之间的关系。
各章节教学内容及课时安排见下表：教学方法：本课程教学实行“个性化慕课学习+翻转研讨+工作坊实践”的教学模式，在知识点慕课化的基础上实施翻转课堂研讨，以问题为中心，以案例为载体，倡导问题解决、经验分享、合作研讨等多种形式的参与式教学方式，解决学生在慕课学习中的问题，研讨理论在实践中的运用，深化对知识点的认知。
后方法代外语教学的
It is the same objective of helping practicing teachers become pedagogically independent that motivated me to propose the
idea of postmethod pedagogy. I was growing
从主位角度描述，多采用质化法， 强调研究者与被研究者的互动， 要求研究者能够从被研究者的角 度理解、阐述社会交际事件。
哲学倾 向
主张现代派观点，相信人与社会可以分为 两个实体，语言与文化可以分割成两个 独立的抽象体系。
坚持后现代派观点，相信人与社会、 语言与文化融为一体，不可分割。
What is language?
— Language as System：the phonological system that deals with the patterns of sounds, the semantic system that deals with the meaning of words, and the syntactic system that deals with the rules of grammar (Kumaravadivelu, 2019:6-7)
2）外语教学界外部：基础学科理论 语言观的多元性必然导致对语言教学的多维认识
经典方法时代18801970 唯我独尊，一统天下
翻译法 听说法 直接法 情景法 系列法
超方法时代 1970-1980s
硕果累累，重大突破
后方法时代 1990s—now 寻找方法的替代物
1）功能法/交际法 2）语言习得/自然 法 3）人本主义方法：
more and more disillusioned with the concept
英语教学法教程名词说明题
Unit 1一，Views on language：一、Structural view （language competence）结构主义语言观—The founder：Saussure，lasen freeman&long—The structural view of language sees language as a linguistic system made up of various subsystems：一、the sound system（phonology）二、sound combinations（morphology）the discrete units of meaning 3、the system of combining units of meaning for communication（syntax）—The structural view limits knowing a language to knowing its structural rules andvocabulary2 、Functional view功能主义语言观—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things功能不仅以为语言是一个语言系统,但也做情形的一种方式—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view 交互语言观（communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context 二，View on language learning语言学习观1.Process-oriented theories:强调进程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件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 receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to d o anything if you follow a certain procedure which has three major stages, s timulu s, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learni ng of this system.There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that lea rning is aproces in which the learner constructs meaning based on his/her own experie nces and what he/her already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and enga gement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Unit 2一，What makes a good language teacher?ethic devotion, professional qualities ，certain desirable personal styles.四， principles of communicative language teaching (CLT) 交际语言教学法原那么1) Communication principle: activities that involve real communication promote l earning.2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning.3) Meaningfulness principle: language that is meaningful to the learner supportsthe learning process.五，Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then lear n how to use it in communication. --- the weak version regards overt teaching of l anguage forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discov er the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for l earning a language as they provide the experience for learners to see how langua ge is used in communication.六，PPP: presentation，practice，production三. Principles for good lesson planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage四. Components of a lesson plan教案的内容A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflectionUnit 5二，The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一，Critical Period Hypothesis 关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.Unit 7三，pennington grammatical pedagogy:1.collocational grammar should biuld on collocational relations between individual lexical items and their subcategories2.Constructive offer learners a way to build elements that can be continually added in sequence3.Contextual it means that elements and structures are taught in relation to their context.四，mechanical practice机械操练1.substitute drills 替换the students substitute a part in a structure so that they getto know how that part function in a sentence2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structureUnit 81. A: passive/receptive words :words that can be recognized or compared inreading and listening but can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11Sight vocabulary:words that one is able to recognise immediately are often referred to as sight vocabulary.Unit15Testing takes the pencil and paper form and it is usually done at the end of a learning periodAssessmen t involves the collecting of in formation or evidence of a learner s teaching and learning.Evaluation:can be concerned with a whole range of issues in and beyond language education :lessons courses programs and skills can all be evaluated ,四，bloom’s taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic concepts2.prehension明白得:understanding of facts and ideas byorganizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniques and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合：combing elements in a different way and proposing alternative solutions,creative thinking.6.evaluation 评判：present and defend opinions by making informed judgement about information or ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.辞汇be able to name the new word about XX in english using pictures as cues and be able to tell each other whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming up.。
My Understanding of Communicative__ Language Teaching
My Understanding of Communicative Language TeachingCommunicative Language Teaching is also called Communicative Approach or Notional-Functional Approach. It is a sequence of principles about language learning and teaching. The purpose of it is to make students have the communicate competence so as to they can use L2 to communicate with others.First, according to the characteristics of CLT and my understanding of David Nunan’s theory, there are five features about it:1, through interaction in the target language, CLT emphasizes on the communicate learning.Because of CLT emphasizes interaction between students and teachers, so the classroom activities play an important role in teaching process, which include example activities, information gap and pair work, etc.2, the introduction of authentic texts into the learning situation.3, CLT makes learners to focus both on language and the learning management learning.4, CLT improves the learners own personal experiences as important contributing elements to classroom learning.5, it is an attempt to link classroom language learning with language activities outside the classroom.Second, as the going says, every coin has two sides. CLT has it advantages and disadvantages. One of the advantages is that language is a communicate tool of CLT, which emphasizes the practical application and pays attention to the communicate faction, for instance, it especially lays stress on the use of listening and speaking competence. Moreover, it put forward a education model which based on students’ learning. On the other hand, CLT changes most English teachers’ teaching theories and brings unprecedented vitality to foreign language teaching. It not only raises stu dents’ all self confidence and interests in their studies, but also improves their abilities of application, which make them communicate effectively with others in the future studies, works and even social contacts so as to meet the demands of social development and international communication.On the contrary, there are four disadvantages about CLT:1, it is not enough stress on concrete conditions:○1: Chinese English teaching is foreign language but for second language teaching. After class, students can’t use English to communicate with others. Owing to the lack of culture background and the shortage of language use competence, sometimes, students even discuss with each other through mother language, which makes communication ineffective.○2: different schools exist great differences in resources and the level of students.○3: because of the increased enrollment, CLT can’t be used in two or more classes at a college.○4: according to the difference of teaching contents, it is necessary to use different teaching methods rather than the CLT only.2, CLT is not equal to CLL (communicative language learning). Seemly, CLT pays attention to each aspect of communicate, however, it is not only the method but also the purpose in language teaching. moreover, it lays stress on fluency, communication activities and the interaction among students.3, it conflicts with students’ individual needs. Different students need different teaching method. It is contrary to the objectives of English teaching if only CLT emphasizes onteaching method and neglect the different needs of English teaching.4, CLT excessively emphasizes the faction of language communication so that it ignores the use of grammar, writing and translation.At last, as far as I’m concerned, under the Chinese teaching circumstances, CLT can’t be used adequately and favorably,. As all we known, china is still a developing country, teacher education and qualifications are imperfect which makes CLT hard to realize. And according to China's current national conditions, it is an extremely arduous task to run the largest education provision in the world, because the difference of economic development level of all regions is fairly big and students c an’t easily adapt the new teaching method on account of the Chinese examination- oriented education system determines their psychological inertia and behavioral expression. In addition, due to the lack of culture background and communicate environment, st udents can’t use the foreign language at will. All these limiting factors determine the infeasibility of CLT.。
小学英语推荐书目
小学英语推荐书目小学英语推荐书目【一】《牛津应用语言学丛书》上海外语教育出版社 2000具体包括：语言测试实践 Bachman, Lyle F., et al. Language Testing in Practice 语言测试要略 Bachman， Lyle F. Fundamental Consideration in Language Testing口语语法 Brazil，David A Grammar of Speech语言与理解 Brown, Gillian, et al. Language and Understanding话语与文学 Cook， Guy Discourse and Literature应用语言学的原理与实践 Cook guy, et al.(eds.) Principles Practice in Applied Linguistics第二语言习得研究 Ellis， Rod The Study of Second Language Acquisition 第二语言习得概论 Ellis， Rod Understanding Second Language Acquisition英语教学史 Howatt. A.P.R. A History of English Language Teaching 语言教学的环境与文化 Kramsch. Claire Context and Culture in Language Teaching第二语言研究方法 Selige. H.W., et al. Second Language Research Methonds语料库、检索与搭配 Sinclair, John Corpus , Concordance, Collocation 语言学习认知法 Skehan, Peter A Cognitive Approach to Language Learning客观语言测试 Spolsky, Bernard Measured Words语言教学的基本概念 Sterm . H. H. Fundamental Concepts of Language Teaching语言教学的问题与可选策略 Sterm . H. H.(Allen， P，et al.eds)Issues and Options in Language Teaching实用文体学 Widdowson. H. G. Practical Stylistics语言教学面面观 Widdowson. H. G. Aspects of Language Teaching语言教学交际法 Widdowson. H. G. Teaching Language as Communication 文学与语言教学 Brumfit， C，J , R.. A. Carter Literature and Language Teaching交际法语言教学 Brumfit， C，J , K. Johnson The Communicative Approach to Language Teaching小学英语推荐书目【二】张连仲王墙李力程晓堂等主编的《汤姆森英语教师丛书》外语教学与研究出版社 2004具体包括：第二语言阅读探索：问题与策略 Exploring Second Language Reading : Issue and Strategies学习新语言：第二语言习得论 Learning New Language: A Guide to Second Language Acquisition追求专业化发展：以自己为资源 Pursuing Professional Development : The Self as Source英语词汇教与学 Teaching and Learning Vocabulary语言评价研究：困境、抉择与方向 Learning About Language Assessment : Dilemamas, Decisions and Directions讲授第二语言写作：与文本互动 Teaching Second Language Writing: Interacting with Text文化教学：实践的观念 Teaching Culture: Perspective in Practice英语作为第二语言的课堂教学：从幼儿园到高三 Teaching ESL K-12 : Views from the Classroom在语境中教语言 Teaching Language in Context教师手册：外语教学语境化 Teachers Handbook: Contextualized Language Instruction怎样成为更加成功的语言学习者 How to Be a More Successful Language Learner语言课程设计：从探寻到理解 Doing Teaching Research: From Inquiry to Understanding英语作为第二语言或外语的教学 Teaching English as a Second or Foreign Language理性语言教学行为浅说 Understanding Language Teaching: Reasoning in Action语言教学方法论：问题出在哪儿 Working with Teaching Methods: Whats at Stake语言教学：从语法到语法化 Teaching Languages: From Grammar to Grammaring课堂语言能力评价：Assessing Language Ability in the Classroom非本族语英语教学方法论：阅读手册 Methodology in TESOL: a Book of Readings小学英语推荐书目【三】刘润清、刘道义等编写的《剑桥英语教师丛书》人民教育出版社外语教学与研究出版社剑桥大学出版社 2000具体包括：语言教师的行动研究 Action Research for Language Teachers英语写作教学 Beginning to Write交际课堂的任务设计 Designing Tasks for the Communicative Classroom 英语阅读教学 Developing Reading Skills交互性语言教学 Interactive Language Teaching无辅助教学 Lessons from Nothing第二语言课堂的反思性教学 Reflective Teaching in Second Language Classroom英语听力教学 Teaching Listening Skill英语口语教学 Teaching the Spoken Language第二语言课堂的交际浅说 Understanding Communication in Second Language Classrooms情感与语言学习 Affect in Language Learning超越专业技术训练 Beyond Training第二语言课堂评估 Classroom-based Evaluation in Second Language Education。
Linguistics and Language Teaching
Universal Grammar
❖ Two variables concerning the amenability of language elements to focus on form are the relevance of Universal Grammar (UG) and the complexity of language structures.
6
1.1 Grammar
Do we teach grammar?
How do we teach grammar?
As a compromise between the “purely formfocused approaches” and the “purely meaning-focused” approaches, a recent movement called focus on form seems to take a more balanced view on the role of grammar in language learning.
Linguistics, as the science of language, should be of fundamental importance for teachers of language.
2
❖ According to Jo McDonough, a teacher who is able to explain some linguistic features would have a stronger position than one who handles the argument by using authority – “it’s like that”, “it’s an exception”, or “it’s less formal”.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Contents
Part One: Language, learning, and teaching Part Two: Language teaching methods Part Three: Post-method perspectives
4.1. Constituents of Language Teaching Methods 4.2. Categories of Language Teaching Methods 4.3. Designer Non-methods 4.4. A Special Task( TBLT is not treated as a method)
6.2. Classroom Procedures (Input Modifications and
Interactional Activities)
6.3. A Critical Assessment
7. Learning-Centered Methods
7.1. Theoretical Principles (Theory of Language, Theory
4.1. Constituents of Language Teaching Methods
4.1.1. Method and Methodology 4.1.2. Approach, Method, and Technique 4.1.3. Approach, Design, and Procedure 4.1.4. Principles and Procedures
of Language Learning, Theory of Language Teaching, Content Specifications )
3. Teaching: Input and Interaction
3.1. Input Modifications (Form-Based, Meaning-Based,
and Form- and Meaning-Based)
3.2. Interactional Activities (Interaction as a Textual,
Interactional Activities)
5.3. A Critical Assessment
6. Language-Centered Methods
6.1. Theoretical Principles (Theory of Language, Theory
of Language Learning, Theory of Language Teaching, Content Specifications )
1.2.1. Components of Competence (communicative competence; multicompetence)
1.2.2. Areas of Knowledge/Ability
2. Learning: Factors and Processes
2.1. Input 2.2. Intake 2.3. Intake Factors 2.4. Intake Processes (Inferencing;Structuring;Restructuring ) 2.5. Output 2.6. An Interactive Framework of Intake Processes
Part One: Language, learning, and teaching
1. Language: Concepts and Precepts 2. Learning: Factors and Processes 3. Teaching: Input and Interaction
1. Language: Concepts and Precepts
interpersonal and ideational Activity)
3.3. Content Specifications (Syllabus Characteristics,
Syllabus Classifications)
Part Two: Language teaching methods
4. Constituents and Categories of Methods 5. Language-Centered Methods 6. Learner-Centered Methods 7. Learning-Centered Methods
4. Constituents and Categories of Methods
1.1. Theoretical Concepts
1.1.1. Language as system (Chomsky) 1.1.2. Language as discourse (Halliday; Hymes;Austin) 1.1.3. Language as ideology
1.2. Pedagogic Precepts
4.2. Categories of Language Teaching Methods
4.2.1. Language-Centered Methods 4.2.2. Learner-Centered Methods 4.2.3. Learning-Centered Methods
5. Language-Centered Methods
5.1. Theoretical Principles (Theory of Language, Theory
of Language Learning, Theory of Language Teaching, Content Specifications )
5.2.fications and