《英语教学法》名词解释
英语教学法教程何广铿名词解释
英语教学法教程何广铿名词解释一、英语教学法1.1 英语教学法是指教师在教学过程中运用的一系列教学方法和策略，旨在帮助学生有效学习和获得英语语言能力。
1.2 英语教学法包括从教学内容的选择到具体的课堂教学活动设计，以及对学生学习过程的指导和评价等一系列教学环节。
1.3 英语教学法有许多不同的流派和理论，常见的有传统语法-翻译法、直接法、音标法、交际法、任务型教学法等，每种教学法都有其独特的理论基础和适用场景。
二、何广铿2.1 何广铿（H.G. Widdowson）是英国知名语言学家和教育家，曾任教于伦敦大学，对英语教学法和语言教学理论有着深远的影响。
2.2 何广铿的研究领域主要包括语言教学与学习理论、语料库语言学、语言教材编写等，其著作《语言学与英语教学》《变化与稳定》等对当代语言教学理论有重大贡献。
2.3 何广铿提出的“交际教学法”理论受到广泛关注和认可，强调语言教学应以交际实践为核心，注重学生的语言运用能力和交际能力。
三、何广铿对英语教学法的贡献3.1 何广铿强调了交际教学法的重要性，促进了英语教学法的进步和发展。
3.2 何广铿提倡以语言为交际实践的视角来看待语言教学，强调语言教学应注重学生的语言运用能力和交际能力的培养。
3.3 何广铿的理论为英语教学法的变革提供了理论支持和实践指导，对于推动语言教学的创新和发展起到了重要作用。
四、结语4.1 何广铿的学术贡献为英语教学法的发展做出了重要贡献，其提出的交际教学法理论影响深远，对于推动英语教学法的创新和发展意义重大。
4.2 在今后的语言教学实践中，我们应当根据何广铿的理论，结合具体的教学情境，灵活运用各种英语教学法，创造良好的教学氛围，激发学生学习兴趣，促进学生语言能力的全面发展。
五、交际教学法的实5.1 何广铿提出的交际教学法理论强调语言教学应注重学生的交际能力，因此在实际的英语教学中，教师需要通过一系列的教学活动来促进学生的交际能力的培养。
5.2 在课堂教学中，教师可以组织各种形式的对话活动，让学生在真实的交际情境中进行语言交流，这不仅可以帮助学生培养实际运用语言的能力，还能激发学生对英语学习的兴趣，提高学习效果。
《英语教学法教程》(王蔷)考研复习资料-名词解释
1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe 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"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。
《英语教学法》名词解释
《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）The structural view of language sees language as a linguistic system made up of various subsystems: 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).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. 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.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, 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.◆Constructivist theory (建构主义理论)-------John DeweyThe 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.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a randomguess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
《英语教学法》名词解释教学教材
《英语教学法》名词解释《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）The structural view of language sees language as a linguistic system made up of various subsystems: 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).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. 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.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, 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.◆Constructivist theory (建构主义理论)-------John DeweyThe 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.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’ language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning areemphasised. In other words, listening comprehension involves“ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
【精品原创资料】Teaching Methodology 英语教学法名词解释
My Understanding of Language and TeachingThe purpose of this article is to elaborate how to be a good language teacher by giving some context to the current discussions abounding in language teaching methodologies around the world. I think it is essential to judge the most recently marketed approaches in the light of what has gone before and to analysis some teaching methodologies in detail. And following Thomas Kuhn, who wrote the seminal The Structure of Scientific Revolutions, my suggestion is that we integrate and account for, rather than sweep away past approaches.As you will notice, each time a new language teaching approach develops it adds a slightly different perspective and expands our understanding. All of these approaches were seen to work at some point, and so none can be discounted. It is my absolute conviction that every one still has its place in the grand pantheon of language teaching approaches, and that aware experienced teachers will be able to utilise all of them in an intuitive, and yet consciously integrated way, in their classrooms.ⅠLanguage Teaching Theories and Historya) 1850s – 1950s: Grammar TranslationGrammar was taught as a set of rules after the classical languages, Latin and Greek, and practice was done through written exercises. The medium of instruction was the mother tongue; vocabulary was learnt via translated lists, often related to the comprehension of written texts; written text, which was superior to the spoken version were translated and composition in L2 was regarded as the top one of language ability while speaking and listening were seen as less important.b) 1960s – 1970s (USA): Audio-lingual method + Structuralist view of languageThis is a scientificised version of the direct method. The new science of linguistics suggested that language was a set of structures and grammar rules were an illusion, so it was more important to focus on these ‘structures’. Vocabulary was seen as an adjunct to the structures, and speaking and listening were the most important skills. This method was based on behaviourist psychology – stimulus-response learning. Language exercises for speaking were mostly listen and repeat (i.e. drilling), and repeat and extend; language exercises for writing were multiple choice and gapfill.c) 1960s –1980s (UK): Structural-situational method (aka PPP)This was a pragmatic version of audio-lingualism. The key difference from the audiolingual approach was that the language presentation and practice was situationalised and so was always given social meaning, and speaking and listening were the most important skills. This approach gave rise to the idea of PPP (presentation, practice, production) – here, a given language point, was presented (P) and given controlled practice (P) and then given further semi-controlled practice (P) (often called ‘free practice’) in say ing a role-play, all which tookplace in one lesson in which the techniques of audio-lingual method were used, but the famous ‘situation’ was added (mimes, pictures, sounds).d) 1970s – 1980s: Humanistic approachesEmanating from the USA, this approach was particularly championed by Earl Stevick. This movement was based on the assumption that language classes were places of fear for language learners, specifically associated with the Silent Way, Community Language Learning, Suggestopaedia, and Total Physical Response. It has become an essential precept of language teaching that students assimilate things best when they are talking about themselves, something now called ‘personalisation’.e) 1985 – now: Task-based approachesThis is very relevant to business English teaching, and has been solidly part of Business English teaching since the late 80s. Since the mid-90s it has become much more established in General English teaching. It is a methodological idea which attempts to get away from PPP altogether. According to this language teaching method, students are not taught language points in advance, but are given communicative ‘tasks’ to prepare for. These tasks require them to ask the teacher to give them whatever language bits they might need in order to fulfil the task. Here, the language they need will be: discussion exponents, telephoning language, arrangement language, lexis of sightseeing, etc. The best place to find a clear outline of this approach is Willis (1996). In the Business English context, teachers tend to use the task-based approach as a matter of course, with telephone role-plays, meetings, negotiations, and presentations.f) 1995 – now: Output – FeedbackAgain originating mainly in the Business English field, this is less an approach, more an attitude of mind, based on the idea of an immersive bath of communication from which useful language focus then arises: if we simply set our students off in authentic communicative activities in the classroom, we can use the ensuing language output as data for feedback which is one form of language focus, and can take many forms such as individualised feedback sheets, overhead slides full of errors for class discussion, full-scale remedial presentations, etc. The teacher listens to the students discussing something, notes the problems down, and then goes through a sequence involving eliciting, concept questions, and guiding questions, so that the students come to a reformulated version of the selected language errors from their discussion. And these corrected errors get recycled in a similar way, lightly but often, over the next few lessons.g) 1995 – now: Noticing (also known as 'consciousness-raising')Some studies into the psychology of classroom language learning showed that there is little relationship between what the teacher teaches in one lesson and what students learn in that lesson as conscious learning. At the same time, William Rutherford in the mid 80s put forward the idea of using the classroom to gradually raise students’ awareness about the target language rather than imagine that teachers can teach it for active reproduction by endless practice. What this means is that when we do presentation and practice work withstudents on any language item, all we are actually doing is raising the noticeability of that language in the minds of the students. This awareness-raising is therefore only the first stage of a series of stages by which the language item, and the language awareness surrounding it, passes into the unconscious of the student. T he concept of ‘reformulation’ is very much connected with the idea of raising noticeability.The process of assimilation by the student is an unknowable and invisible process, so we don’t ne ed to concern ourselves with it.ⅡLanguage Teaching Mothodologiesa) Cooperative LearningThere is a long history of research on cooperative, competitive, and individualistic efforts. Since the first research study in 1898, nearly 600 experimental studies and over 100 correlational studies have been conducted (see Johnson & Johnson, 1989 for a complete review of these studies). The research clearly indicates that cooperation, compared with competitive and individualistic efforts, typically results in: (a) higher achievement and greater productivity, (b) more caring, supportive, and committed relationships, and (c) greater psychological health, social competence, and self-esteem. The positive effects that cooperation has on so many important outcomes makes cooperative learning one of the most valuable tools educators have.Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:Positive Interdependence (sink or swim together)Face-to-Face Interaction (promote each other's success)Individual & Group Accountability ( no hitchhiking! no social loafing)Interpersonal & Small-Group SkillsGroup ProcessingIndividual Accountability means that every group member is responisble for being able to demonstrate understanding and comprehension of the learned academic expectations and social goals. Face to Face Interaction suggests that the group must participate by communicating and discussing the goal. Social Skills include listening, body language, sharing, accepting ideas and differences, etc. These are the skills needed prior to or being developed during the group work. And Processing is when the students assess their efforts as a group and can pin point areas of improvement in their social skills. When doing activities inCooperative Learning it is important to do a Contact Activity to ensure that the group has a basis for comfortable communication and feel open to one another.Most of Class Activities that use Cooperative Learning are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development:1.Jigsaw -Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups, the original groups reform and students teach each other.2. Think-Pair-Share -Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.3. Three-Step Interview (Kagan) -Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.4. RoundRobin Brainstorming (Kagan) - Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.5. Three-minute review-Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.6. Numbered Heads Together (Kagan) -A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.7. Team Pair Solo (Kagan) -Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.8. Circle the Sage (Kagan) -First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.9. Partners (Kagan) -The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.Coo perative efforts result in participants striving for mutual benefit so that all group members:✓Gain from each other's efforts. (Your success benefits me and my success benefits you.) ✓Recognize that all group members share a common fate. (We all sink or swim together here.)✓Know that one's performance is mutually caused by oneself and one's team members.(We can not do it without you.)✓Feel proud and jointly celebrate when a group member is recognized for achievement.(We all congratulate you on your accomplishment!).b)Task-Based Language LearningTask-based language learning (TBLL) was popularized by N. Prabhu while working in Bangalore, India. Prabhu figured out that his students could learn language just as easily with a non-linguistic problem as when they are concentrating on linguistic questions. And Jane Willis further developed it by breaking it into three sections later.Task-based language learning (TBLL) is a method of instruction in the field of language acquisition. It focuses on the use of authentic language, and to students doing meaningful tasks using the target language; for example, visiting the doctor, conducting an interview, or calling customer services for help. Assessment is primarily based on task outcome (ie: the appropriate completion of tasks) rather than simply accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence. The task-based approach aims at proving opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designedto engage learners in the authentic, practical and functional use of language for meaningful purposes.What are tasks?A task is a piece of work undertaken for oneself or for others, freely or for some reward.It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) Good learning tasks should:✓enable learners to manipulate and practice specific features of language✓allow learners to rehearse, in class, communicative skills they will need in the real world ✓activate psychological/psycholinguistic processes of learning✓be suitable for mixed ability groups✓involve learners in solving a problem, coming to a conclusion✓be based on authentic or naturalistic source material✓involve learners in sharing information✓require the use of more than one macro skill✓allow learners to think and talk about language and learning✓promote skills in learning how to learn✓have clear objectives stating what learners will be able to do as a result of taking part in the task✓utilize the community as a resourceTask-based language learning (TBLL) is learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary.ⅢTeaching Plan and Process(Advanced English Book I, Lesson 1 The Middle Eastern Bazaar)Aim:To offer students an outline of the bazaar in the middle eastern countries and to enable students to know more about the unique culture of Mid-eastern countries by studying the lifestyle in the bazaar.Time allocation:5 minutes: Asking students to say something about the impression on the mid-east;15 minutes: Introducing key background related to the text (e.g. by showing pictures);15 minutes: Introducing the main idea of the text and analyzing the general structure;55 minutes: Interpreting some key points in text in detail; asking students to read the text; Asking questions;10 minutes: Giving a summary and answering and solving students’ problems.Key points of background:✓This piece is taken from the book Advanced Comprehension and Appreciation Pieces for Overseas Students prepared by L.A. Hill and D.J. May and published by the Oxford University Press in 1962.✓The definition and introduction of bazaar (an oriental market-place where a variety of goods is sold; comes from the Persian word bazar.✓Gothic: of a style of building in Western Europe between the 12th and 16th centuries; with pointed arches, arched roofs, tall thin pillars, and stained glass windows.Summarize the main idea:The text is mainly to tell readers some knowledge of the culture and lifestyle in bazaar in the mid-eastern countries.Interaction:Asking students to say something about the impressions on the mid-eastern countries, to read some paragraphs of the text, to answer questions, to ask questions, etc.Visual Aids:Offering some pictures about mid-eastern countries and the Middle Eastern bazaars. Homework assignments:Reviewing the explanation of the text in detail; memorizing vocabularyIV ConclusionAccording to the explanations displayed above, we have a general knowledge of the language teaching theories and the history, two of major teaching methodologies –Cooperative learning and Task-based language learning, and practical details about teaching plan and process, and their significance in language teaching and also in becoming a good language teacher. It is essential to learn all these theories on language teaching methodologies and to discover weak points, for recognizing a problem is the first step in finding a solution. All of the explanations offered thus far are at least to a certain extent valid, but none fully address the problem and the issue must be examined in practice in a wider context. Theories are quite often reliable than one might wish, but other reliable information allows one to closely approximate practice.These theories are not dull and uninteresting discipline for language teachers, but practical experience accumulated by linguistic experts of authority in the world, which are certainly available and valuable for teachers and teachers-to-be.。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳
1. 教学法的概念和意义
- 教学法是指教师在教学过程中所采用的一系列组织和指导学生学习的方法和策略。
- 教学法对于提高教学效果和学生学习成果具有重要的影响。
2. 教学目标的设定和实施
- 设定明确的教学目标，包括知识、技能和态度等方面。
- 设计符合教学目标的教学活动和任务，以有效地实现教学目标。
3. 课堂组织和管理
- 设计合理的课堂结构，包括开头、主体和结尾等部分。
- 管理学生的行为和注意力，确保课堂秩序良好。
4. 教学方法的选择和运用
- 根据学生的特点和教学内容的要求，选择合适的教学方法，如讲授法、讨论法、合作学习法等。
- 运用多种教学方法，以促进学生的主动参与和积极学习。
5. 教学资源的利用
- 利用多种教学资源，如教材、多媒体工具、实物、图表等，丰富教学内容，提高学生的学习兴趣和理解能力。
6. 评价与反馈
- 设计合理的评价方式和评价标准，以评估学生的学习成绩和教学效果。
- 及时给予学生反馈，帮助他们纠正错误和进一步提高。
7. 多元化的教学策略
- 采用多种教学策略，如激发学生的兴趣和好奇心、引导学生
主动探究、启发学生的创造思维等，以提高教学效果。
8. 教学过程的设计和调整
- 设计完整的教学过程，包括课前导入、知识讲解、练习与巩固、课后复习等环节。
- 随时根据学生的学习情况和实际需要，调整教学过程和方法，以提高学习效果。
英语教学法 教材
英语教学法教材
英语教学法和教材是英语教学中非常重要的两个方面。
下面我将简要介绍一些常见的英语教学法和常用的教材。
1. 英语教学法：
- 交际法（Communicative Approach）：侧重于培养学生在真实语境中运用英语进行交际的能力，注重学生的听说读写全面发展。
- 任务型教学法（Task-Based Language Teaching）：通过学生完成真实的任务来促进语言学习，提供实践机会和情境。
- 听说法（Audiolingual Method）：强调听和说的训练，通过模仿和重复练习来提高口语表达能力。
- 全语言教学法（Total Physical Response）：强调通过动作和身体语言与语言结合，以自然而有趣的方式进行语言学习。
- 个别化教学法（Individualized Instruction）：根据学生的个体差异和学习需求，灵活地调整教学内容和方法。
2. 英语教材：
- 国际英语教材：例如《New Headway》，《Interchange》，《English File》等，这些教材追求全球通用的英语标准，适用于国际交流和考试准备。
- 大学英语教材：例如《新编大学英语》，《剑桥大学四级考试》等，这些教材旨在提高学生的英语能力，涵盖听说读写各个方面。
- 职业英语教材：例如《Business English》，《English for
Specific Purposes》等，这些教材侧重于特定行业或职业领域的英语应用。
- 儿童英语教材：例如《儿童英语》，《小学英语》等，这些教材通过游戏、歌曲和趣味练习等方式激发孩子对英语学习的兴趣。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。
英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力，使学生能够流利地运用英语进行交流和表达。
下面是英语教学法教程的主要知识点归纳。
一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果，必须明确定义和合理设定。
教师应根据学生的年龄、英语基础、教材内容等方面的特点，设定适合学生的教学目标。
教学目标应具体、明确，要分为知识、能力、情感和态度等方面。
二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能，应根据学生的实际需求选择适当的教学内容。
教学内容应有机结合教材，具有一定的逻辑性和系统性。
教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。
三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略，是实现教学目标的有效途径。
常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。
教师可以根据不同的教学目标和学生的特点选择合适的教学方法。
四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料，有助于提高学生的学习效果和学习兴趣。
教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。
教师可以根据教学内容和学生的学习需求选择合适的教学手段。
五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。
教学评价应注重全面、准确、客观和具体。
常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。
教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。
六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。
教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。
教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。
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《英语教学法》名词解释
<P3>
◆Structural view (结构主义语言理论）
The structural view of language sees language as a linguistic system made up of various subsystems: 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).
◆Functional view（功能主义语言理论）
The functional view not only sees language as a linguistic system but also a means for doing things. 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.
◆Interactional view（交互语言理论）
The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.
<P5-6>
◆Behaviourist theory（行为主义理论）------Skinner
The key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.
◆Cognitive theory（认知理论）
Chomsky thinks that language is not a form of behaviour, 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.
◆Constructivist theory (建构主义理论)-------John Dewey
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.
◆Socio-constructivist theory (社会建构主义理论)
Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.
<P18>
◆Linguistic competence（语言能力）----Hedge
Linguistic competence is concerned with knowledge of the language itself, its form and meaning.
◆Pragmatic competence (语用能力) ----Hedge
Pragmatic competence is concerned with the appropriate use of the language in social context.
◆Discourse competence (话语能力/ 语篇能力) ----Canale and Swain
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.
◆Strategic competence (策略能力)
Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.
<P86>
◆Errors
An error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.
◆Mistakes
A mistake refers to a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.
<P143>
◆Bottom-up model （自下而上的模式）
In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .
◆Top-down model （自上而下的模式）
In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are
emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。