英语教学法教程-王蔷主编
王蔷《英语教学法教程》笔记和课后习题详解
王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
该书被很多院校指定为英语专业考研必读书和学术研究参考书。
作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：1．梳理章节脉络，浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。
本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。
3．解析课后习题，提供详尽答案。
本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。
4．精选考研真题，补充难点习题。
本书精选名校近年考研真题及相关习题，并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。
试读（部分内容）第1章 语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
英语教学法教程教案(王蔷)
英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
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.。
英语教学法教程王蔷
1) understanding the aims and language contents of the lesson;
2) distinguishing the various stages of a lesson;
Knowing about
the course the institution(school); the learners the syllabus
Micro planning is usually for a special lesson./ lesson
plan
Components of a lesson plan
Chapter 1 Lesson Planning
❖ Why is lesson planning necessary? ❖ Principles for good lesson planning ❖ Macro planning vs. micro planning ❖ Components of a lesson plan ❖ Sample lesson plans
Variety:
different types of activities and a wide selection of materials.
Flexibility: different methods and techniques
the contents and tasks should Learnability: be within the learning capability
7) After class reflection
王蔷主编地《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 language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach 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 someFrom 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 isTo 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 for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems 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 them in 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 importantlya 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.1.3 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 that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.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 of conditioning 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 thatemotional 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 U.S. 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 point of 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 before?According 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 the mind, 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.1.4 What makes a good language teacher?Some 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 phenomenon?Task 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 EnglishIt 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 students feel assured, but may also make the student less free to disagree with him\her.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 teacher?The 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” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(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 teachingpractice 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 take reflections 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 1.1. 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 1.1.1.6 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 toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an 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 teaching in 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, i.e. 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 raising teachers’ 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 ELT textbooks 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.。
【最新】英语教学法教程教案(王蔷)整理
英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社宁夏师范学院外语系2007年5月19日绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .Andthe main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
王蔷主编的《英语教学法教程》第二版-Unit-1
王蔷主编的《英语教学法教程》第二版-Unit-1Unit 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 language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach 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. DiscussFrom 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 havedifferent 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 isTo 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 for communication (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 asyllabus 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 them in 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.1.3 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 that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.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 of conditioning 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 U.S. 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 point of 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 before?According 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 the mind, 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 andbetween 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.1.4 What makes a good language teacher?Some 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 phenomenon?Task 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 theIt 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 that you feel aremissing.3.These adjectives are intended to describe positive qualities or styles. Do youfeel that any of them could have a negative side as well? If yes, in what way?For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.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 teacher?The 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 theprofession 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” to demonstrate the development of professional competence. The following model is an adapted version to illustrate(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 gained throughreading and observations)2. learning the received knowledge (language learning theories, educationalpsychology, 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 take reflections 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 1.1. 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 1.1.1.6 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 expand an 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 teaching in 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, i.e. 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 coveredin 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 raising teachers’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 ELT textbooks 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 toneed 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.。
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)。
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总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。
Principles of communicative language teaching（CLT）Communication principle：activities that involve real communication promote learningTask principle：activities in which language is used for carrying out meaningful taskspromote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processListening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the processWriting：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content(to incorporate functions);CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills).Task-based Language Teaching(TBLT)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 teachingFour components of a taskA purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure.A context: the task can be real, simulated or imaginary,and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）The PPP Model&The5-step teaching method3p：Step I.Presentation Step II.Practice Step III.Production5-step Model：Step I.Revision Step II.Presentation Step II.PresentationStep IV.Practice Step V.ConsolidationDifferences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.Steps of designing a tasks：Step1Think about student’s needs,interest,and abilitiesStep2Brainstorm possible tasksStep3Evaluating the listStep4Choose the language items Step5Preparing the materialsClosed questions refer to those with only one single correct answer;open questions may invite many different answers;Display questions are those that the answers are al ready known to the teacher and they are used for checking if students know the answe r,too.Conversely,genuine questions are questions which are used to find out new inf ormation and since they often reflect real contexts,they are therefore more communic ative.lower-order questions refer to those that simply require recalling of information or memorization of facts;higher order questions require more reasoning,analysis,and evaluation.6.4Practising soundsPerception practice1．Using minimal pairs2.Which order?3.Same or different?4.Odd one pletionProduction practice：1．Listen and repeat2.Fill in the blanks3.Make up e meaningful co e e tongue twisterspractising stressUse gestures.The teacher can indicate the stress by clapping hands or using arm mo vements as if conducting music.Use the voice.The teacher can raise the voice to indicate stress.This can be done wit h some exaggeration sometimes.Use the blackboard.The teacher can highlight the stress by underlining them or writi ng them with colored chalks or in different size.Practising intonation（语调）语音教学7步骤1.say the sound alone.2.get students to repeat the sound in chorus.3.get individual students to repeat the sound.4.explain how to make the sound5.say the sound in a w ork6.contrast it with other sounds7.say the sound in meaningful contextways of presenting vocabulary1.try to provide a visual or physical demonstration whenever possible,using pictures ,photos,video clips,mime or gesture to show meaning.2.provide a verbal context to demonstrate meaning.then ask students tell the meaning first before it is offered by teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meaning.5.Translate and exemplify,especially with technical words and words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge on what is already known.7.Teach vocabulary in chunks.chunks refer to a group of words that go together to fr om meaning.it is also referred to as"pre-fabricated formulaic items"8.Think about the context in real life where the words might be used.newly learned language to students'real life to promote high motivation9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have. Mechanical practice（substitution drills替换练习，transformation drills变形练习）and meaningful/communicative practiceUsing prompts for ing picture ing mimes or gestures as promptsing information sheet as promptsing key phrases or key words as prompts5.using chained phrases for story ing created situationsWays of presenting vocabulary:ing pictures,photos,video clips…to show meaning2.provide a verbal context to demonstrate meanine synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meaning5.translate and exemplifyways of consolidating vocabularya)Labeling b)Spot the difference c)Describe and draw d)Play a game d)Use word series e)Word bingo f)Word association g)Find synonyms and antonyms h)Categori es i)Using word net-work j)Using the Internet resources for more ideasPre-listening activities:PredictingSetting the sceneListening for the gistListening for specific informationSummary on pre-listening activitiesWhile-listening activitiesNo specific responsesListen and sequenceListen and actListen and drawListen and fillListen and take notesSummary on while-listenning activitiesPost-listening activitiesMultiple choice questionsAnswering questionsNote-taking and gap-fillingDictogloss(合作听写)写):Preparation,Dictation,Reconstruction,Analysis and correction1. pre-reading activities（1）PredictingPredicting based on the title，Predicting based on vocabulary，Predicting based on the T/F questions,setting the scene,skimming,scanning,Summary on pre-reading activities(2)Setting the sceneDiscussing culture bound aspects,Relating what students already know to what they want to know,Using visual aids(3)Skimming&scanning(4)Skimming for gist,ask general questions,provide3-4statements,provide subtitles and put in the right place(5)Scanning for specific information:a number,a definition,a name(6)Summary on pre-reading activitiesWhile-reading(1)Fast reading(2)Reading in detailTransition device的目的：A,Focus on the main meaning B.Simplify sophisticated inputC.Perform tasks while r eading D.Highlight the main structural organization E.Involve all the students F.Pre cede one step at a timeG.A basis for further oral or written practiceReading comprehension questionsA.Questions for literal comprehensionB.Questions involving reorganization or reinterpretationC.Questions for evaluation or appreciatio n D.Questions for personal response E.Questions for inferencesUnderstanding referencesMaking inferencesSummary on while-reading activities3.Post-readingPost-reading的方法：1）Discussion questions 2）reproducing the text 3)Role play4）Gap-filling 5）Discussion1）Role play 2）Gap-filling 3)Retelling4）Writing。