教学法考试重点整理

填空1.Nurture(empiricism经验主义):all knowledge comes fromexperience and practice, ultimately from our interaction with the environment through our reasoning or senses{environmentalist theories; the neobehaviorist; stimulus-response learning theory}.Nature(nativism先天论):generally transmitted and innate(The nativist theories; Chomsky’s innatist language acquisition theory). 2.Behavioristic(行为主义)view of language acquisition claims thatlanguage development is the process of habit formation, and the result of a set of habits. Behaviorism believes knowledge is the product of interaction with the environment through stimulus-response conditioning.3.The direct approach(直接法):developed initially as a reaction to thegrammar-translation approach in an attempt to integrate more use of the target language in instruction.(直接用目标语，不用母语)4.The audio-lingual method(听说法):based on the principles ofbehavior psychology.(顺序：听说读写；单词受限。

)5.Bottom-up/top-down listening: B-U refers to that part of the auralcomprehension process in which the understanding of the ‘heared’language is worked out proceeding from sounds to words to grammatical relationships in lexical meanings. T-D refers to the attribution of the meaning,drown from one’s own world knowledge, to language input, it involves the listener’s ability to bring prior information to bear on the task of understanding the ‘heared’language.6.Personal differences: the physical innate factors related to learners,namely age, aptitude, and intelligence.These factors are born with the learners and are not easy to be changed.选择:1.Relationship of the four skills:theories. The model forms thebasis of the Natural Approach,includes: The acquisition-learning hypothesis(习得学得假说Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their 1st language; learning is a conscious process that results in ‘knowing about’the rules of language);The natural order hypothesis(自然顺序说);The input hypothesis(输入假说)；the monitor hypothesis(监控假说，三个条件：there must be enough time;the focus must be on form and not no meaning;the learner must know the rule, students may monitor during written tasks and preplanned speech or to some extent during speech.);The affective filter hypothesis.(情感过滤假说)3.Grammar-translation method(语法翻译法):规则:1).The goal offoreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign-language study.Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language. It hence views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. 2).Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.3).V ocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. 4).The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, which is a distinctive feature of the method.5).Accuracy is emphasized. Errors are not pardoned and should be corrected at once.6).Grammar is taught deductively –that is, by presentation and study of grammar rules, which are then practiced through translation exercises.7).The student’s native language is the medium of instruction.4.Total physical response(全身反映法):is a language learning methodbased on the coordination of speech and action.(James J.Asher)原则:1).2nd language learning is parallel to 1st language learning and should reflect the same naturalistic processes;2).Listening should develop before speaking;3).Children respond physically to spokenlanguage, and adult learners learn better if they do that too;4).Once listening comprehension has been developed, speech develops naturally and effortlessly out of it;5).Adults should use right-brain motor activities, which the left hemisphere watches and learns;6).Delaying speech reduces stress;7).Understanding the spoken language before developing the skills of speaking.5.Developing learning autonomy:(发展自主学习)The autonomoustakes a/an (pro-)active role in the learning process, generating, ideas and availing himself of learning opportunities, rather than simply reacting to various of learning teacher. The autonomous learner is a self-activated maker of meaning, an active agent in his own learning process. It is a constructive process that involves actively seeking meaning from events.6.Goals setting and procedures of teaching speaking(目标设定和口语教学程序):language input, structured output, communicative output.7.Structured output activities:(结构输出活动)Information gapactivities and Jigsaw activities.8.Systemic functional grammar:(系统功能语言学)represented byHallliday look at grammar from a different angle: how words, choice of words and their arrangement are used in social contexts to get message; to fulfill various functions.三个基础功能：ideational, interpersonal, textual.9.Descriptive Grammar:word-building units(morphemes) andsentence-building units(constituents) can best be described.连线1.Bruner: discovery learning theory;2.Vygotsky: social constructivist theory and zone of proximal development;3.Skinner: verbal behavior;4.Piaget: view of language acquisition;5.Ausubel: meaningful learning theory;6.Piaget: cognitive theory;7.Brown: the discourse theory;8.Searle: the speech act theory;9.Chomsky: universal grammar theory;10.Krashen: monitor model;11.Tracy Terrell and Stephen Krashen’s；natural approach;12.James J.Asher: Total physical response;13.Caleb Gattegno :The silent way;14.Georgi Lozanov : Suggestopedia15.Charles Curran: Community language learning简答1.Pre-listening stage.Strategies:Activating Existing Knowledge; BuildingPrior knowledge; Establishing Purpose; Using a Listening Guide.2.Activities to activate students’ schema:1)、Word association tasks: The students can write down as manyrelated words and phrases as possible. The teacher can summarize and write down the main ideas and use the semantic webbing method; this process will enable them to connect what they are going to listen with what they have already known.2)、Pre-questioning: Induce a selective attention strategy. We mayask the students to read the questions 1st and try to find answers.Their prior knowledge on the topic can be activated.3)、List of ideas/suggestions: This way, the students can use their listsduring the listening stage and use the words and phrases they have known, they can ask their parents for help. This can increase the likelihood of students succeeding with the task. It is a very motivating activity, especially for the lower level students.4)、Pictures and graphs reading: Pictures and graphs should beobserved and read carefully, especially with younger learners because they are good at reading pictures.3.Core reading strategies:核心阅读技巧Preview: get a sense of structure and content;Predict: use knowledge of subject matter, of the text type, about the author;Skimmer and scanning: a quick survey of the text to get the main idea, identify text structure, confirm or question predictions;Guessing from context: using prior knowledge as clues to the meanings of unknown words, instead of stopping to look them up.Paraphrasing: restate the information and the ideas in the text教案I.Teaching Aims and d emands;（教学目标）1.Knowledge objects2.Ability objects3.Moral (emotional objects) II.Teaching key points（重点）III.Teaching difficult points（难点）IV.Teaching aids（教具：multimedia, blackboard）V.Teaching Methods（教法）1.Task-based teaching and learning approach method; (任务型)2.Situational method;（情景教学法）municative method;（交际语言教学法）4.Discussion method;（讨论法）5.Group work and individual study method.（小组学习和自主学习法）VI.Procedures（过程）VII.Bb Design。