教学法期末考试复习资料

1. Language is a system of arbitrary vocal symbols used for human communication.2. Structural View : It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . 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 behaviouristic psychology, the audiolingual approach to language learning emerged.3. F unctional View :It sees language as a linguistic system but also as a means for doing things. Functional activities : offering , suggesting , advising, apologizing, etc. To perform functions , learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. For example : the concept of present, past or future time ,the expression of certainty and possibility , the role of agent4. Interactional View Language is a communicative tool , the use of which is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.Language learning process-oriented theoriesHow the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theoriesemphasize the nature of the human and physical context in which language learning takes place such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory : stimulus, response, reinforcement.Proposed by behavioural psychologist Skinner, he suggested that language is also a form of nguage can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat ” drilling activities. The idea of this method: language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praisedCognitive theory :The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.Noam Chomsky’ question:If all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?Language is not a form of behaviour, it is an intricate复杂的rule-based system and a large part of language acquisition获得is the learning of this system. There are a finite 有限的number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced .Constructivist theory: 建构理论The 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.It is believed that education is used to develop the mind, not just to rote recall what is learned. Therefore, teachers must balance an understanding of the habits, characteristics as well aspersonaliti es of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.Socio-constructivist theory:similar to constructivist theory, social-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone 地区、地带of Proximal邻近的Development”(ZPD) 临近发展区and scaffolding. ['skæfəldiŋ] n. 脚手架；搭脚手架的材料In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.Chapter 2Communicative competence includes the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.Five main components of communicative competence(Hedge)Linguistic competenceIt is concerned with knowledge of the language itself, its form and meaning.More specifically, it involves spelling, pronunciation, vocabulary, word formation,grammatical structure, sentence structure, and semantics.Pragmatic competencePragmatic competence is concerned with the appropriate use of language in social context ( when to speak, when not, when talk about with whom, when,where and in what manner).That is to say, the choice of the language of the vocabulary and the structure depends on the setting, the relative status of the speakers, and their relationships.Discourse competenceIt refers to one's ability to create coherent written text or conversation and the ability tounderstand them. In other words, it is o ne’s ability to express or to understand a topiclogically and coherently by effective employing or comprehending the cohesive markers used in the discourse such as' to put in other words', at last' . etc in the context.It also include one’s ability to i nitiate开始, develop, enter, interrupt, check, or confirm in a conversation.Strategic competenceIt refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate 补偿，抵消for this by searching for other means ofexpression, such as using a similar phase, using gestures, or using a longer explanation. In this way, they can keep the conversation going and possibly get input from the other end. FluencyIt means one's ability to 'link units of speech together with facility设施；设备and without strain or inappropriate slowness or undue hesitation' (hedge, 2000:54)Fluency is achieved largely by combining chunks, reducing processing difficulty. Some examples: in my opinion, to make a long story short, generally speaking…4. Principles of Communicative Language TeachingRichard and Rodgers:1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskspromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learningprocess.Six criteria for evaluating how communicative classroom activities are:⏹Communicative purpose:The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.In order for this to occur, there must be some kind of 'information gap' that students seek to bridge when they are communicating. Communicative desire:The activity must create a desire to communicate in the students. That is , even ifcommunication is focused on the students, they must feel a real need to communicate.⏹No materials control:The activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.No teacher intervention:The activity must be designed to be done by the students working by themselves rather than with the teacher. The activity should not involve the teacher correcting or evaluating how the students do the activity, although it could involve some evaluation of the final 'product' of the activity when the activity is over. This assessment should be based onwhether the students have achieved their communicative purpose, not whether the language they used was correct.Content, not form:When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have some 'message' that they want to communicate.⏹Variety of language:The activity must involve the students in using a variety of language, not just one specific language form. The students should feel free to improvise即兴创作, using whatever resources they choose. Chapter 3Why is lesson planning important?⏹Lesson planning means making decisions in advance about what techniques, activities andmaterials will be used in the class.⏹Although the main teaching contents may be the same, the students are different, the time isdifferent, and the mood is different.Language teachers benefit from lesson planning in:1) understanding the aims and language contents of the lesson;2) distinguishing the various stages of a lesson;3) thinking about how the students can be fully engaged in the lesson;4) becoming aware of the teaching aids that are needed.5) thinking about the relative value of different activities and how much time should be spenton them.II. Principles for good lesson planning⏹Aim: the realistic goals for the lesson.the teacher need to have a clear idea of what he wouldlike to achieve for the class(the things students are able to do by the end of the class.⏹Variety: different types of activities and a wide selection of materials.,interesting, motivate ⏹Flexibility: extra and alternative tasks and activities, as the class does not go according tothe plan so that teachers have the options to cope with the unexpected situations Learnability: the contents and tasks should be within the learning capability of the students.⏹Linkage: the stages and steps are always liked with one another.What’s Macro planning?⏹Macro planning is for over a longer period of time: a whole programme or a whole-yearscourse.What’s Macro planning?⏹Macro planning involves the following:❑Knowing about the profession : what to teach❑Knowing about the institution: time arrangement, facilities, requirements, etc.❑Knowing about the learners; Knowing about the syllabus (curriculum)❑Know about the textbook. Know about the objectives.What’s micro planning?Micro planning is usually for a special lesson. it’s often called lesson planning.III. Components of a lesson planA good lesson plan can serve as a useful record of what has been covered, and provide abasis for assessing learning by the end of a unit or term.A language lesson plan usually has the following component:⏹Background information: the detail information of students: age, grade, level of English,etc.⏹Teaching aims (objectives):⏹Learners’ performance rather than the teachers’⏹From purely linguistic to an emphasis on language skills, knowledge, affects,strategies and culture awareness in order to lay a good foundation for continuingdevelopmentContents: structures, vocabulary, functions, topics and so on;Skills: listening, speaking, reading and writing.Stages and procedures⏹Teaching stages: the major chunks of activities that teachers go through in a lesson.⏹Procedures: detailed steps in each teaching stage.Teaching procedures:⏹1) warm up/ revision; 2) presentation; 3) activities/ practice 4) consolidation⏹5) summary and homeworkTeaching aids: aids or resources End of lesson summary Optional activities⏹After lesson reflectionChapter 5Teachers’ role；controller: control the pace so that the activities run smoothly and efficiently. Assessor: correcting mistakes and organising feedback:organiser:design and organise tasks that students can perform in the class. Give instruction clearly and concisely. Prompter: when students are not sure how to start an activity ,or what to do next the teacher should give appropriate prompts. Participant in the students’ activities resource-provider facilitators: Need to create a positive learning environment use various strategies to motivate learners... Guides :activate ss prior knowledge, find ss interest, explore potential capabilities researcher: sensitive to ss need and keep on improving their teaching and ss learning on the basis of research the classroom.Chapter 6I. The importance of teaching pronunciation*communicate. language teachers to have a good pronunciation.A good pronunciation means:*to pronounce correctly all the speech sounds of the language and all the combinationsin their proper order not only isolated words, but also in sentences;*to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.*As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Critical period hypothesis*Critical period hypothesis: if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it seems impossible to learn the foreign language like a native speaker.3. The realistic goal of teaching Pronunciation.*Consistency: (连贯性)The pronunciation should be smooth and natural.*Intelligibility:(可理解性) The pronunciation should be understandable to the listeners.*Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.IV. Practising sounds 1. Focusing on a sound*When teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn.* 2. Perception practice(理解练习) Distinguish sounds*Using minimal pairs: 2 Which order: 3 Same or different:*Odd man out:(找出一个与众不同的) Completion3. Production practice*Listen and repeat：Fill in the blanks: Make up sentences: Use meaningful context:*Use pictures:keep an eye on particular sound Use tongue twisters.4. The presentation of teaching pronunciation.1) To introduce the sound 2) Imitation, description and comparison and contrast.3) Familiarization4) ProductionV. practicing stress and intonation1. practicing stress.*Two kinds of stress:1. rising tone, falling tone 2.word-level stress; phrase-level stress.*Three ways of showing the stress pattern:*Use gestures. Clapping hands or using arm movements*Use the voice. raise the voice to indicate stress.*Use the blackboard. Underlining them or writing them with coloured chalks*Gestures. The teacher may do any of the followings to indicate the stress patterns.1)Thump重击the air when saying the stressed syllable. "Good 'morning!“2)Make a downward stroke(划)of the hand-marking the "beat" like orchestraconductor. e.g3) punch the palm of his other hand4)clap his hands. e.g. im'portant5)bang his hand against something, such as desk or the blackboard.2. Practising intonation*The most successful technique for teaching intonation is imitation or mimicry.*Linear(划线) intonation marking is a memorial device in itself.。