英语专业王蔷教学法知识点总结归纳.pdf
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】
第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点：1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍，练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。
英语教学法教程王蔷第2版考研重点笔记和课后题答案
英语教学法教程王蔷第2版考研重点笔记和课后题答案英语教学法教程王蔷第2版考研重点笔记和课后题答案王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解内容简介《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。
试看部分内容语言和语言学习1.1 复习笔记本章要点：1. The way we learn language s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 interacti onal 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. Pro ce ss-o rien te d th eo rie s an d con di tion-o ri e nted 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 behaviori st theory行为主义学习理论9. Cognitive the ory认知学习理论10. Constructivi st theory建构主义学习理论11. Socio-constructivi st 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 profession al developmen t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。
王蔷《英语教学法教程》知识点单元重点归纳
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
《英语教学法教程》复习提纲(王蔷)
Unit 1 Language and Learning1. 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 communication2. 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.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.5. The 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 learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories andcondition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.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.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesWallace’s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. 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.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b).c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take things pe rsonally 对事不对人3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers’ meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice 生成性练习: (develop Ss’ ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, ‘sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演示法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students’ confidence in some exam.4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision,whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to su ccessful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given.For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提示/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand themeaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach手段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。
王蔷《英语教学法教程》知识点单元重点归纳
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】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。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter 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 are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第1~3章【圣才出品】
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。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter 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 are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法》复习
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?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.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening beforereading and writing and the use of mother tongue in the classroom is not allowed. Theprincipal features of audiolingualism are an emphasis on structures in the language whichcan be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doingthings. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to dothings with it. To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is tobuild up and maintain social relations between people. Therefore, learners not only needto know the grammar and vocabulary of the language, but also need to know the rules forusing them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.This theory of language learning is referred to as behaviouralism, which was adopted forsome time by the language teaching profession, particularly in America.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 constantrepetition and the reinforcement of the teacher. Mistakes were immediately corrected, andcorrect utterances were immediately praised. This method is still used in many parts of theworld today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never beensaid by others before.One influential idea is that students should be allowed to create their own sentencesbased on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner activelytries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learnersin learning activities.It is believed that education is used to develop the mind, not just to rotate or recallwhat is learned.Teachers need to design activities to interact with learners to foster inventive, creative,critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher andthe learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation andthe ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to。