英语教学法

Unit 1Language and Language LearningI. The Nature of LanguageWhat is language?Textbook P307 AppendixLanguage is a system of arbitrary vocal symbols used for human communication.1. Language is a system.2. Language is arbitrary.3. Language is vocal.4. Language is for human communication.II. Views on language①Structural view ②Functional view ③Interactional view Textbook PP3-4●Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntactics. To learn a language is to learn its vocabulary and structural rules. (P3) Ferdiand de Saussure (1857-1913 )●Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. (P3) professor M A K Haliday●Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. (P3)Attention Your view of language determines your way of teaching.What will be your focus in teaching?●Structural view–knowledge: vocabulary and grammar(sentence patterns)●Functional view–communicative categories, communicativeability (to be able to communicate)●Interactional view–to communicate appropriately(communicative strategies, cultural awareness, etc.) ReflectionPlease reflect on your middle school English teachers’ classroom teaching and try to think about how they understand the nature of language.III. Views on Language Learning and Learning in GeneralWhat is learning?3.1 Views on Language LearningBehaviorist Theory (P5)Cognitive Theory (PP5-6)Second Language Acquisition (SLA)3.1.1 BehaviorismBehaviorism is an approach to psychology that arose out of the ideas of early learning theorists who attempted to explain all learning in terms of some form of conditioning.Ivan Pavlov (1849-1936) S-R• A nineteenth century Russian Ivan Pavlov’s experiments with dogs and other animalsA response (e.g. salivation) generated by one stimulus (e.g. food) can be produced by introducing a second stimulus (e.g. a bell) at the same time. This is known as S-R (Stimulus-Response) theory or classical conditioning.B. F. Skinner (1904 - 1990) S-R-R• A mid-twentieth-century American B. F. SkinnerStimulu s →response →reinforcement →habit formation Language is seen as a behavior to be taught. A small part of the foreign language, such as a structural pattern, is presented as a stimulus, to which the learners responds, for example, by repetition or substitution. This is followed by reinforcement by the teacher, based on 100 percent success. Learning a language is seen as acquiring a set of appropriate mechanical habits, and errors are frowned upon as reinforcing ‘bad habits’.The role of the teacher is to develop in learners good language habits, which is done mainly by pattern drills, memorization of dialogues or choral repetition of structural patterns. →Audiolingualism →听说法Audio-Lingual Method●‘Listen and repeat’ drilling activities are the mostimportant classroom activities.●Mistakes are immediately corrected and correctutterances are immediately praised.Repetition Drill: Books open.Chorus and Group Repetition.Ask the pupils to repeat the following statements after you first in chorus then in groups:TEACHER: Look at the 1st picture.There is a plate on the table. All together!Look at the 2nd picture.There is some tea in the pot. All together! The remaining items are as follows:3rd: a cup behind the pot.4th: some coffee in the cup.5th: a sweet in the packet.6th: some sugar in the bowl. ……CognitivismNoam Chomsky(1928- )→Thinking(creativity)→Internal factorsCognitive view of language and learning●If all language is learned by imitation and repetition,how can a child produce a sentence that has never been said by others before?●Language is a rule-based system and with a knowledge ofthe finite rules (language competence), infinite sentences can be producedInfluence of cognitive theoryLearners should be allowed to create their own sentences based on their understanding of certain rules (creativity) In a cognitive approach, the learner is seen as an active participant in the learning process, using various mental strategies in order to sort out the system of the language to be learned.3.1.3 Second Language Acquisition (SLA) (see Johnson Chapter 6)Krashen’s Five hy potheses :1. The acquisition-learning distinction (Learning and acquisition are separate processes.)Acquisition refers to the natural assimilation of language rules through using language for communication.Learning refers to the formal study of language rules and is a conscious process.The only real difference is in terms of the environments in which acquisition is what happens when you go and live in the target-language country, while learning is what happensin classrooms.2. The natural order hypothesis(There is a natural order of language acquisition thatapplies to FL acquisition.)The natural order, as defined by Krashen, consists of listeningto a great deal of meaningful language input, then speaking,then reading to a great deal of meaningful input, and then writing, which is formally taught.3. The monitor hypothesis (监控假说)(Acquisition is more ‘important’ than learning. The mainrole of learning is a secondary one: to monitor what we sayand write in the FL.) Johnson’s book p91.4. The input hypothesis 输入假说(The most important thing to provide with is‘comprehensible input’.)Comprehensible input: i+li–the acquirer’s present level of competencei+l– the level immediately following i as i+lJohnson’s book P935. The affective filter hypothesis (情感过滤假说)(Learners n eed the right ‘affect’ for acquisition to take place.)束定芳、庄智象 PP222-223Johnson P943.2 Learning in GeneralConstructivist TheorySocio-constructivist Theory Textbook P6Representatives of ConstructivismJean Piaget (1896 – 1980)Piaget’s views and influence●Learning is a personal construction of knowledge to belearned based on the learner’s previous experience. Representatives of ConstructivismJohn Dewey P6Dewey’s views and influence●Learning by doing●Teaching should be buil t on learners’ experience andengage learners in learning activities.●Teachers need to design environments and interact withlearners.Representative of Socio-constructivismLev Vygotsky P6Social-constructivist views of language and language learning●Interaction and engagement with the target language ina social context is important.●ZPD—Zone of Proximal Development (最近发展区)●Scaffolding (脚手架)—learning is best achieved throughthe dynamic interaction between the teacher and the learner (question & explanation)the learners (a more capable peer’s support) Zone of Proximal Development 最近/边缘发展区It is the term used to refer to the layer of skill or knowledge which is just beyond that which the learner is currently capable of coping. Working together with another person, either an adult or a more competent peer at a level that is just above a learner’s present capabilities is the best way for the learner to move into the next layer.Children’ two levels of intellectual development Gap ↓ Zone of Proximal Development Level of potential development（潜在的发展水平） Zone of Proximal Development & scaffoldingScaffolding (建筑支架——脚手架)The term was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or oncept that the student isinitially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability.●People with a general command of a foreign language can’tteach it very effectively. (F)●People with an excellent command of a foreign languagewill surely be an excellent language teacher. (F)ConclusionProfessional qualities are necessary, but only professional qualities aren’t enough.Task: Reflect on your own learning experiences. 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.There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ethic devotion, professional qualities and personal styles (Parrot, 1993)Task: Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities.Professional qualitiesThe most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.What is teaching?● Some people think teaching is a craft, a novice teacher can learn the profession by i mitating the expert’s techniques, just like an apprentice.● Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. What is teaching?●By making a compromise between these two views, Wallace (1991) uses a ‘reflective model’ to demonstrate the development of professional competence.Teacher’s professional development (Adapted from Wallace, 1991:15)learningpractice reflectionThe learning stageThe purposeful preparation that a language normally receives before he/she starts the practice of teaching.The practice stage (2 senses)● Pseudo practice: short period of time assigned to do teaching practice as part of one’s pre -service education, usu. under the supervision of instructors● The real classroom teaching: what a teacher undertakes after he/she finishes formal educationThe practice stage● Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999)● Teachers should reflect on their work not only after they finish a certain period of practice but while they’re doing the practice as well● The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching English Language Teaching Approaches and Methods1. Grammar-Translation Method2. the Direct Method3. the Audiolingual Method4. Situational Language Teaching5. The Natural Approach6. Total Physical Response7. The Silent Way 8. The Humanist Approach9. Suggestopedia 10. Community Language Learning Othersexperienc e Receivedknowledge Ownexperience1. Learning from others’ experience— craft2.Learning the received knowledge —‘appliedscience’ knowledge3. Learning from one’s own experiences as a learner。