现代外语教学笔记

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现代西班牙语第十一课课堂笔记

第十一课一、陈述式过去完成时（一）变位（二）用法过去完成时是一个相对的时态，表示在另一个过去的动作之前或过去的某一时间之前已经完成的动作。

Me dijo que su padre había salido.Cuando llegué José se había marchado.Encontré el libro que había dejado en la biblioteca.Ayer ya habían cenado a las seis.过去完成时的动作和另一个过去时的关系，类似现在完成时和现在时的关系。

Me pregunta si se han marchado los alumnos.M e preguntó si se habían marchado los alumnos.（三）直接引语和间接引语直接引语变间接引语的时态变化1．主句动词如果是陈述式简单过去时或过去未完成时，直接引语中的动词是陈述式现在完成时或简单过去时，变成间接引语时，要用陈述式过去完成时。

Me dijo (decía): “ Ana ha salido.”Me dijo (decía) que Ana había salido.Me dijo (decía): “ Ana llegó ayer.”Me d ijo (decía) que Ana había llegado el día anterior.2．主句动词如果是陈述式现在时、现在完成时或将来未完成时，直接引语中的动词是陈述式现在完成时或简单过去时，变成间接引语时，时态不变。

Te digo (he dicho, diré): “ No ha venido (vino) nadie.”Te digo (he dicho, diré) que no ha venido (vino) nadie.练习：把原形动词变位成适当的人称和时态。

读《现代外语教学：理论、实践与方法》札记

读《现代外语教学：理论、实践与方法》札记近期重温了《现代外语教学：理论、实践与方法》，有了新的感悟，也获得了更多的教育教学实践的经验和体会，受益匪浅。

该书在吸取当代西方外语教学理论研究成果的基础上，结合我国的外语教学实际，对影响外语教学的各种重要因素进行了较为详细的分析和讨论。

同时，对外语教学所涉及的实践和方法等方面的问题也进行了深入而广泛的介绍和探讨。

下面是笔者在阅读这本书的过程中所做的阅读笔记以及各个章节给我的一些感悟和启示。

绪论——呼唤具有中国特色的外语教学理论的指导书籍的封面简介概述了本书的主要思路：在吸取当代西方外语教学理论研究成果的基础上，结合我国的外语教学实际，对影响外语教与学的各种重要因素进行了较为详细的分析和讨论。

同时，对外语教学所涉及的实践和方法等方面的问题也进行了深入而广泛的介绍和探讨。

参加工作以来,也积累了较为丰富的教学经验，但是读过这本书后发现自己在外语教学理论研究方面还是不够，视野不够开阔，教学实践水平的发挥和教学质量的提高受到了很大影响。

绪论中提出中国的外语教学实践更需要自己的教学理论的指导。

外国的东西再好，毕竟不是从我们的实际出发，不适合我们的国情，因此不能直接应用。

不同语言背景和文化背景中的外语教学必须要有自己的外语教学理论。

教学中，我发现由于中西文化背景的不同带来的困惑和错误比比皆是，如在表示问候、告别以及表达个人愿望、拒绝、接受、感谢、谦虚等时的规则都有差异，这就要求我们把国外相关理论结合教学实践，灵活运用。

另外，我们学生学习外语的目的性过强，即考试，也就意味着除考试之外的日常应用，学生的积极性和兴趣都很低，口语表达能力弱。

因此，这也就要求教师课堂教学的目的不局限于为了培养学生的应试技巧，而要注重培养他们自主学习的能力、良好学习习惯及最基本的交际能力。

第一章当代外语教学理论研究中的几个重要发展趋势书的第一章探讨的是当代外语教学理论研究中的几个重要发展趋势，分为五节，给我感悟颇多。

外语教学法复习笔记

外语教学法复习笔记第一章总论The Nature of FLTM外语教学法的性质FLTM is a science which studies the processes and pattern of foreign language teaching ,aiming at revealing the nature and laws of foreign language teaching .that is to say ,it examines the practices and procedures in foreign language teaching; studies approaches ,methods and techniques; and also studies principles and belief that underlie them. In short ,FLTM is an inter-disciplinary science and it makes uses of theories of different subiects.学科性质It includes a lot of disciplines such as linguistics, psychology, psycholinguistics and sociolinguistics. Therefore, we say that FLTM is an inter- disciplinary science and it makes use of many subjects.语言研究的历史we are quite certain that ,according to the records available ,language study is at least more than 2500 years old.The goal of foreign language teaching—is to help the learner master the target language in the shortest possible time. What do we mean by mastering the target language? —We mean that the learner is able to have successful communications with others in the target language.Theories of Linguistics语言学理论⑴Traditional linguistics: 传统语言学the traditional linguistics we mean the traditional study of language in ancient Greece. it has a tradition of more than 2000years. In the fifth century B.C. the ancient Greeks began to make a serious study of language in the realm of philosophy.古希腊的两个著名论战：one was between the naturalists and the conventionalists on the relations between form and meaning.The naturalists argued that the forms of words reflected directly the nature of objects while the conventionalists thought that language was conventional and there was no logic connection between form and meaning of words.The other was between the analogists and anomalists on the regularizes of language.—the analogists thought that language in general was regular and there were rules for people to follow while the anomalists thought that language was basically irregular and that was why there were so many exception and irregularities in the Greek language.Natural of traditional linguistics传统语言学的特征：Trditional linguistics was practical in nature. People made a study of language in order to understand the classic words of ancient times and to teach students. They gave priority to the written form and used words as their starting point. They often took a prescriptive approach when they discussed rules of language.⑵American structuralism 美国结构主义It started at the beginning of the 20th century in America. It became popular and influential in the 1930s and 40s through the world. The two forerunners of structuralism— Franz Boas and Edward Sapir. Franz Boas found that the traditional grammatical model could not be used to analyse the structures of those languages. Sapir found that although Indians’ languages had no writte n forms, they were very systematic and were very efficient in communications within their communities. The father of American structuralism —Leonard Bloomfield. He accepted the theories and principles of behaviourism. He characterized language and language acquisition in terms of behaviourist terminology. He thought language was a habit of verbal behaviour which consisted of a series of stimuli and responses. He argued that to acquire a language was to form a habit of verbal behaviour and learning a second language was learning a new habit. He thought that speech was primary and writing was secondary.⑶Transformational generative linguistics 转换生成论The transformational generative linguistics was first put forward by Noam Chomsky in 1957. He wrote a book Syntactic Structures to spread his theory. His main points---Chomsky assumes that children are born with a language acquisition device(LAD). This LAD is made up of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. The child will use and test the principles again and again until his hypothesis agree with the actual grammar of the language. Chomsky has also made the distinction between the linguistic competence and linguistic performance. ⑷linguistic competence refers to the internalized knowledge that at native speaker of that language processes. Linguistic performance refers to the actual utterance produced by the native speakers. Chomsky believes that linguistics should study the linguistic competence, not the performance, of the native speaker so as to set up a system of rules that will generate an infinite number of grammatical sentences. In order to gain the goal, Chomsky argues that we should use a deductive, hypothesis-testing approach should be used.⑷Functional Linguistics 功能语言学It develops from the London School of linguistics and the precursor of it was Bronislaw Malinowski. Malinowski’s conclusion is that “the meaning of any single word is to a very hign degree dependent on its context.” And an utterances has no meaning at all if it is out of the context of situation. It was Malinowski who created the phrase “context of situation”. J.R.Firth, a linguist, approached the context of situation from a different point of view. He accepted Malinowski’s view and he thought the meaning of linguistic items depends on the context of situation. Firth’s main approach to the notion of function in context was by means of concept system. He believes any linguistic item has got two sets of context: the context of the other possible choices in a system and the context where the system itself occurs. People refer to his theory as system-structure theory. Halliday developed Firth’s theory of systemic linguistics and made progress in the study of context. He thought linguistic events should be accounted for at three primary levels: substance, form and context. The substance is the material of language which can be phonic or grahic. The form is the organization of the substance into meaningful events. The context is the relation of the form to non-linguistic features of the situations in which the language operates, and the relation of form to linguistic features otherthan those of the item under attention. He also said that language has formal meaning and contextual meaning.theformalmeaning of a linguistic item is its operation in the network of formal relations. The contextual meaning of an item refers to its relation to extra features, i.e. the context. Halliday thought a particular situation type consists of three dimensions: the ongoing social activity, the role relationship involved, and the sysbolic or rhetorical channel. He called these t hree dimensions “field”, “tenor”,and “mode”. He believes that there is a systematic relationship between the context and the text.Theories of Psychology心理学理论The first laboratory of experimental psychology was set up at the University of Leipzig, Germany, in 1879. It announced the official birth of psychology. It was opened by Willhelm Wundt.第一个心理实验室建立⑴Gestalt psychology 格式塔心理学It was founded by a group of German psychologists in the 1920s. Their research was focused on the area of perception, aiming at the study of the relationship between parts and whole in people’s perception experience. They found that people perceived objects and scenes as organized wholes before they noticed their component pars. They used the word Gestalt, which means “ organizedshape ” or “whole form” in English, to name their school of psychology They argued that an object was not the sum of the individual parts. For example, an article is not the sum of individual words that make up the article. So people’s mind should be under stood in terms of a whole.⑵Psychoanalysis心里分析It is theory of the mind put forward by Sigmund Freud. Freud found that many of his patients’ mental problems were caused by some disturbing events in their childhood. But the patients could not remember these disturbing events. The part of the mind which is out of the reach of consciousness was called by Freud the subconscious mind, Which was the most important concept in psychoanalysis. Freud divided the mind into conscious and unconscious mind and he was the first to study unconscious mind. Freud believed the contents of the unconscious mind consist of buried memories and instinctive wishes and will influence the activities of the conscious mind. The basic approach of Freud was to analyse the irrational behaviour of the patients, including their dreams and slips of the tongue.⑶Behaviourism 行为主义In 1913, the American psychologist John B. Watson published an article “ Psychology as the Behaviourist Views it ”. The article was regarded as a formal introduc tion to behaviourism. Watson did a lot of experiments with nonhuman animals and animal’s behaviours without any consideration of the animal’s mind. The goal of psychology set out in his articles was to understand the environmental conditions that would cause an animal to behave in a particular way. According to Watson, there was no fundamental difference between human behaviour and that of other animals. Watson’s ideas were accepted by many psychologists. The dominant position of behaviourism was maintained until the mid-1960s.The leader of behaviourism was Skinner.He developed a new kind of apparatus for studying learning in animals and a new way of describing the learning process. Watson’s theory is called classic behaviourism while Skinner’s theory is called neo-behaviourism. The early behaviourists focused the attention on the topic of learning and they tried to characterize learning in terms of stimuli and response. Stimuli are observable events in the world that affect behaviour and responses are observable behavioural acts. Skinner argued that learning process could be divided into two kinds: classical conditioning and operant conditioning. In classical conditioning a stimulus that did not elicit a response comes to elicit a response. By operant conditioning the occurrence of a response will bedetermined by the consequences of the response. For example, we look up a word in a dictionary because we can find out the meaning of the word in it.⑷Cognitive psychology认知理论The term cognition means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. The most important factor that has made cognitive psychology the dominant approach is the development of the computer technology. The brain works in a similar way to process information. The brain receives information through senses, processes it and sends it out as behaviour actions.The American linguist Noam Chomsky greatly influenced cognitive psychology. In his book Syntax Structure (1957) Chomsky argued that language should be viewed as a system of mental rules which are wired into the brain as a result of evolution. Cognitive psychologists maintain that all the relationship among stimuli, responses and consequences are learned and are integrated into the animal’s knowledge.There are two principal types of cognitive structures—schemas and concepts. Schemas refer to sets of rules that define particular categories of behaviour. Concepts are rules that describe properties of events and their relation with one another. Children acquire schemas and concepts by interacting with their environment with the help of two process —assimilation and accommodation. Assimilation refers to the process by which new item are added to a concept or schema. Accommodation refers to the process by which the existing concept or schema is changed on the basis of new information.Theories of Second Language Acquisition二语获得论⑴The habit formation theory It comes from the behaviourist psychology and was very popular in the 1950s and 60s. According to behaviourists, learning a second language means the formation of a set of linguistics habits. Imitation and practice play an important role in the process of habit-formation. According to the habit-formation theory, the old habit—mother tongue of the learner will either facilitate or get in the way of the second language learning. Negative transfer means the learner transfers the ways of expression in the mother tongue to the target language. They will cause errors.⑵The hypothesis of linguistic universals 语言共性说It believed that there exist certain linguistic properties which are true to all the natural languages in the world. The hypothesis of linguistic universals is born of the study of linguistic universals. Core grammar and peripheral grammar: Chomsky divides the grammar of a natural language into core grammar and peripheral grammar. According to him, human beings are born with a language acquisition device which consists of a set of general principles. The core grammar of a natural language agrees with the inborn set of general principles while the peripheral grammar can not be governed by the language acquisition device. The core grammar agrees with the inborn general principles and is much easier to learn.⑶The acculturation theory 文化认同说The meaning of the theory: By acculturation they mean that individuals of one culture have to go through the process of modification in attitudes, knowledge, and behaviour in order to function well in another culture. It involves social and psychological adaptations. The relation between acculturation and second language acquisition: The degree of acculturation will control the degree of second language acquisition. Factors which determine the degree of acculturation success: The social and psychological distance play a decisive role in acculturation success. Negative psychological factors that will increase the psychological distance: language shock, culture shock, low motivation and high boundaries.⑷The discourse theory 话语交际说It was put forward by Hatch in the late 1970s. It was developed from Halliday’s theory of first language acquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition — only through communication discourses.⑸The monitor theory 监控理论It was put forward by Krashen in the late 1970s. The theory consists of the following five hypotheses:①The acquisition-learning hypothesis The theory claims that adult learners of a second language have to ways of developing their competence — acquisition and learning. The basic distinction between language acquisition and language learning is whether the learner pays a conscious attention to the rules of the target language. Acquisition refers to the subconscious process in which learners develop their language proficiency. Learning refers to the conscious process in which learners acquire the knowledge of rules of the target language. ②The monitor hypothesis Different functions—According to Krashen, acquisition is responsible for thefluency of the utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages. Three conditions —In order to perform this monitor function, language learners have to satisfy at least three conditions: sufficient time to monitor his production, to have his focus on form, and to have clear knowledge of the rules of the target language. ③The natural order hypothesis Same order — The hypothesis claims that foreign language learners acquire the rules of the target language in the same order no matter where, when and how they are learning the language. Speed —In Krashen’s point of view, language teaching cannot change the natural order of language acquisition. It can only facilitate the speed of acquisition. ④The input hypothesis Language input and language acquisition— According to Krashen, the only way for people to acquire a language is by understanding messages or receiving comprehensive input. They move from their current level to the next level by understanding input. ⑤The affective filter hypothesis Purpose —It attempts to explain the variation in speed of language acquisition among individuals of the same group. The three affective factors which determines the speed of success —motivation, self-confidence, and anxiety. Influence of the three factors —learners with high motivation, self-confidence, and low anxiety will do much better than those that are unmotivated, lacking in self-confidence and concerned too much with failure. That is to say, learners with a low affective filter will get more input than learners with a high affective filter.⑹The cognitive hypothesis 认知假说①Cognitive psychologists regard learning as a cognitive process because they think it involves internal presentations which offer regulation and guidance for performance. ②Notions —In the cognitive theory, automaticity and restructuring are the most important notions because learners have to select appropriate vocabulary, grammatical rules and conventions governing language use. ③Modes —Cognitive psychologists think the process of language communication is a kind of information processing. When processing information, people use two ways which are called automatic and controlled modes. Teaching and practice will help the learner to acquire the automatic processing capacity. ④Different stages —The cognitive theory holds that language learning at the beginning stage involves more of the process of automaticity while at the advanced stage it involves more of the process of restructuring.A Brief History of Foreign Language Teaching(外语教学的简要历史)⑴The Reform Movement(1882-1906)Grammar-Translation Method —It was the first method used at the end of the 18th century. The principal aim was to help learners to acquire a readingknowledge of the target language. This method did not pay attention to the importance of speech. The primary of speech — In 1882, Victor published a pamphlet entitled Language Teaching Must Start A Fresh Which started the reform movement. The principles of the movement were the primacy of speech and the absolute priority of an oral method in the classroom.⑵Modern language teaching and research (1906-1940) During this period, the teaching of English as a second /foreign language because a profession. There appeared a number of world-famous scholars and books. Harold Palmer tried out the Oral Method in his teaching.⑶Structural language teaching (1940-1970) In this period, structural language teaching was used as the main method and its theoretical basis was American structuralism and behaviourism. During the Second World War, American structuralists created a new method, called Audiolingugual Method, In the 1950s, a new method called Transformational Generative Linguistics was born. It criticized the Audilingual Method.⑷Communicative language teaching (1970- ) At the end of 1950s, Chomsky’s transformational generative linguistics started a revolution. And then the end of 1960s, cognitive psychology came into being. They caused the appearance of a new teaching method. ①Communicative language teaching This is probably the main trend dominating the language teaching profession today. ②New theories of second language acquisition Influenced by Chomsky’s hypothesis of language acquisition device(LAD) and the cognitive psychology, many new theories of second language acquisition were introduced in the 1970s. ③New methods of language teaching Communicative language teaching is the main trend in this period. But there are some other methods which are also tried. ④New approach to language syllabus While some applied linguists were trying to find the best way to teach languages, some other applied linguists began to design the notional syllabus. ⑤Exploration of the human relations People have realized that relations between teachers and students, and relations among the students themselves are very important in language teaching. They try to find the better relations among them.1-What are the function and result of the two controversies in ancient Greece? 古希腊两个著名论争的功能和结果？One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The othercontroversy was between the analogiata and the anomalists on the regularities of language. The analogists claimed language was regular and there were rules for people to follow. The anomalists maintained there were no rules . Their debate roused people’s interest in language and led them to the detailed study of Greek. The direct result was the appearance of a book of Greek grammar.2 What are the main features of traditional linguistics?传统语言学的主要特征Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to spoken form. They tried to set up principles and standards for people to use language correctly.3-What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism? 这些人对美国结构主义发展的贡献Franz Boas and Edward Sapir were forerunners of American structuralism. Boas studied the American Indians’ languages and found that the traditional grammatical model could not be used to analyse the structure of those languages. He had to describe those language as they were used. This started American structuralism. Leonard Bloomfield accepted the theories and principles of Franz Boas. He argued that linguists should describe instead of prescribing what people say and should take an inductive approach in analyzing data. In 1933, he published the book Language.It soon became the bible of American structuralism.4-What is the influence of behaviourism over American structuralism? 行为主义对美国结构主义的影响In 1933, the American psychologist John Watson published an article entitled Psychology as Behaviourist Views It . This was the formal introduction behaviourism. Watson believed we had no direct way to observe the animal’s mind. We could only observe the animal’s behaviour and the external environmental conditions. Behaviourists studied the relation between stimuli and responses. They divided learning process into two kinds. One kind is now called classic conditioning. The other is called operant conditioning. Behaviourism helped the development of structuralism.5-- What is Chomsky’s explanation of the first language acquisition process? 乔姆斯基对母语获得的解释Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. When the child is born, the particular language environment will trigger the LAD. Children’s language acquisition processcompletes when the universal grammar is successfully transformed into the grammar of a particular language.6-What is the difference between linguistic competence and linguistic performance? 语言能力和语言应用的不同Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. Linguistic performance refers to the actural utterance produced by the native speakers.7-How does transformational generative linguistics differ in research methods?在研究方法上转换生成语言学有什么不同？Transformational generative linguistics opposes the structuralist method of taking linguistic performance as the goal. It also attacks the inductive approach. It believes that linguistics should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.8--What is the main feature of functional linguistics?功能语言学的特征Functional linguistics, founded by Malinowski and developed by Firth, believ es “the meaning of any single word is to a high degree dependent on its context” It introduced the phrase “context of situation”. The theory is based on the notion of function in context. Its point of view is that linguistic events should be accounted for at three primary levels: substance, form and context. The theory also divides a particular situation type into three dimensions.9--What is the basic theory of Gestalt psychology? 格式塔心理学的主要理论Gestalt psychology appeared in the 1920s. Its research was focused on the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptional experience. It claimed that people received objects and scenes as organized wholes before they noticed their component parts. The word Gestalt means “organized shape” or “whole form ” in English.10--What is the basic theory of psychoanalysis? 心里分析的主要理论The basic theory of psychoanalysis is put forward by Freud. The theory divided the mind into conscious and unconscious mind. The conscious mind is only a very small part of the whole mind while the rest remains unconscious. Psychoanalysis aims to analyse the irrational behavour of patients.11--What are the principles of behaviourism? 行为主义的原则The principles of behaviourism are as follow: Psychologists should study what could be observed publicly and objectively instead ofconsidering animal’s mental events because these things could not be seen. Behaviourism believes that the study should be focused on learning and the relation between stimuli and responses.12--What is the difference between classical conditioning and operant conditioning? 经典性和操作性条件反射的区别Classical conditioning means the stimulus that does not elicit a response comes to elicit a response after it is paired several times with a stimulus that already elicited a response. Operant conditioning means the occurrence of a response will be determined by the consequence of the response.13-- What are the three factors that have helped to set up the cognitive psychology? 认知心理学发展的三个前提条件The three factors are the development of computer technology, Jean Piaget’s research work on the reasoning abilities of children, and the work of the American linguist Chomsky.14--How does the cognitive psychology explain the acquisition of knowledge? 认知心理学如何解释知识获得The term cognitive means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. As for the acquisition of knowledge, cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. The schemas refer to sets of rules that define categories of behaviour and concepts are rules that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes — assimilation and accommodation.15--How does the habit-formation theory explain the second language acquisition process?习惯养成论如何解释二语获得过程Habit-formation theory was put forward by a group of behaviorists. According to their theory, learning a second language means the formation of a new set of linguistic habits. Imitation and practice play n important role in the process of habit-formation. Imitation will help learners identify the association between stimuli and responses while practice will reinforce the association and help learners to form the new linguistic habit.16--how does the hypothesis of linguistic universals explain the second language acquisition process? 语言共性说The hypothesis says there exist certain linguistic properties which are true to all natural languages into core grammar and peripheral grammar. Human beings are born with a language acquisition device (LAD). The second language learners usually acquire the core grammarof the target language and then the peripheral grammar. The core grammar of the learner’s mother tongue will help the learners to learn the target language.17--How does the acculturation theory explain the second language acquisition? 文化传递说Acculturation means individuals of one culture have to go through the process of modification in attitudes, knowledge and behavior in order to do well in another culture. It believes that second language acquisition is just one aspect of acculturation and the degree of acculturation will control the degree of second language acquisition.18--How does the discourse theory explain the second language acquisition process? 话语情境说The discourse theory argues that there is little difference between the first language acquisition process and the process of the second language acquisition –only through communication discourse can the learner acquire the second language.19---What are the five hypothesis of the monitor theory? They are the acquisition –learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.20--How does the cognitive theory explain the second language acquisition process? The cognitive theory claims that second language learning should be regarded as the acquisition of a complex cognitive skill. The process of second language acquisition is a process in which the internal representations are being restructured constantly. The acquisition involves two process- automaticity and restructuring. Language learning at the beginning stage involves none of the process of restructuring.21-What are the principles and consequences of the Reform Movement? The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the language teaching process, and the absolute priority of an oral method in the classroom. The consequences were great. Many people took part in the reform and movement. A lot of book were published. An applied linguistic approach to language teaching began to take shape.22--What’s the contribution made by Daniel Jones and Harold Palmer to the development of Daniel Jones teaching? Daniel Jones was the first one that helped to make a profession the teaching of English as a second /foreign language. And he did a lot of research on the profession of foreign language teaching. He wrote a number of books from his research. Harold Palmer tried out the Oral。

现代外语教学笔记

现代外语教学
一．教学理论和实践的关系
我们所说的理论指导实践，实际上不一定是直接的，并不是要求老师将别人的理论直接拿到课堂上去应用，而是说，教师应该有相当的理论意识，应该始终关注外语教学理论的发展，应该不断吸取相关理论的合理成分，在相关理论的启发下，或在借鉴他人理论的合理成分的基础上，结合所教的学生的特点，结合学校的教学条件，探索符合本人、本校和所教学生实际的教学方法。

二．理想的外语教师符合的要求
1.优秀的人品
2.扎实的外语基本功
3.良好的研究能力
4.广播的知识
5.较强的课堂组织能力以及沟通能力
6.敬业精神
三．对学习主体研究的内容（外语教学理论研究的重点发生转移）
1.学习者个人差异的研究：生理因素、认知因素、情感因素。

2.学习过程的研究。

对原有知识的研究；对学习策略的研究。

四．自主学习者
自主学习既是一种学习态度，又是一种独立的学习能力。

（Dickinson）态度就是一种对自己的学习做出决策的责任；能力就是对学习过程的决策和反思。

自主性包括这样两个特征：一是，学习者应该对自己的学习复杂；二是，学习者有权利决定那些传统上由老师决定的事项。

五．宏观策略框架——kumaravadivelu
使学习机会最大化
促进协商交流
使教师意图和学生理解之间的差距最小化
激活直觉启发式教学培养语言敏感度
把语言知识放在语篇中传授
综合各项语言技能
提高学习者自主性
增强文化意识
与社会问题接轨。

六．
第一层：本体论层次
第二层：实践论层次第三层：方法论层次。

现代西班牙语第七课课堂笔记

第七课陈述式简单过去时（一）变位trabajé, trabajaste, trabajó, trabajamos, trabajasteis, trabajaron comer:comí, comiste, comió, comimos, comisteis, comieronvivir:viví, viviste, vivió, vivimos, vivisteis, vivieron* 简单过去时的单数第一人称和第三人称变位的最后一个音节带重音符号。

* 部分不规则动词的简单过去时的变位需要有正字法变化的动词变位a. 以–car和–gar 结尾的动词，在元音e 的前面分别将c改为qu，g改为gu.tocar: toqué, tocaste, tocó, tocamos, tocasteis, tocaronpagar: pagué, pagaste, pagó, pagamos, pagasteis, pagaronb. 以–guar结尾的动词，在元音e的前面必须在u上加分音符号“¨”. averiguar: averigüé, averiguaste, averiguó, averiguamos, averiguasteis, averiguaronc. 以–zar 结尾的动词，z 元音e的前面时改为c.empezar: empecé, empezaste, empezó, empezamos, empezasteis, empezaron.有共同不规则变化的动词pedir: pedí, pediste, pidió, pedimos, pedisteis, pidieronelegir: elegí, elegiste, eligió, elegimos, elegisteis, eligieron seguir: seguí, seguiste, siguió, seguimos, seguisteis, siguieronreir: reí, reíste, rió, reímos, reísteis, rieronsentir: sentí, sentiste, sintió, sentimos, sentisteis, sintieronhuir: huí, huíste, huyó, huímos, huísteis, huyerondormir: dormí, dormiste, durmió, dormimos, dormisteis, durmieron有特殊不规则变化的动词decir: dije, dijiste, dijo, dijimos, dijisteis, dijeronvenir: vine, viniste, vino, vinimos, vinisteis, vinieronestar: estuve, estuviste, estuvo, estuvimos, estuvisteis, estuvieron haber: hube, hubiste, hubo, hubimos, hubisteis, hubieronhacer: hice, hiciste, hizo, hicimos, hicisteis, hicieronoir: oí, oíste, oyó, oímos, oísteis, oyeronpoder: pude, pudiste, pudo, pudimos, pudisteis, pudieronponer: puse, pusiste, puso, pusimos, pusisteis, pusieronquerer: quise, quisiste, quiso, quisimos, quisisteis, quisieron saber: supe, supiste, supo, supimos, supisteis, supierontener: tuve, tuviste, tuvo, tuvimos, tuvisteis, tuvierontraeer: traje, trajiste, trajo, trajimos, trajisteis, trajeronser / ir: fui, fuiste, fue, fuimos, fuisteis, fuerondar: di, diste, dio, dimos, disteis, dieronver: vi, viste, vio, vimos, visteis, vieron（二）简单过去时的用法* 表示过去曾经发生，并且已经结束的动作。

现代外语教学_复习笔记

现代外语教学绪论（一）我国外语教学存在的问题1、外语理论研究薄弱（最大问题也是根本原因之一）（1）缺乏专业研究队伍（2）缺乏系统的研究和对重大宏观问题的研究（3）理论研究和教学实际脱节（4）教师理论意识淡薄2、师资力量不高3、教学资源匮乏4、教学理念落后5、应试倾向明显6、权钱干扰严重（二）外语教学研究的主要内容和范围（三方面的研究）“本体论”——研究事物的本来面目，为基础研究“实践论”——研究具体实施某一计划的步骤、原则和方法“方法论”——研究达到某一目标的最佳途径中国人学外语的规律：前脑的布罗卡区位臵不同；讲中文的人语言功能区位臵要高些，更接近大脑运动功能区。

既然中文语言功能区与运动区紧密相连，那么中文要多看多写多说，靠运动来记，而学英文则注重环境，重多听多说，因为英文的语言功能区更靠近听力区。

（三）外语教学研究的若干重要课题1、本体论研究语言学理论研究、对语言学习的研究、中国人学习英语的其他影响因素2、实践论研究需求分析、课程设计、课堂教学、过程评估3、方法论研究教学方法和教学目标的关系3、教师发展研究外语教学质量的高低取决于师资力量的高低理想的外语教师——09年简答（1）优秀的人品（2）扎实的外语基本功（3）良好的研究能力（4）广博的知识（5）较强的课堂组织能力和沟通能力（6）敬业精神第一章当代外语教学理论研究中的几个重要发展趋势第一节从研究如何教到研究如何学原因：（1）越来越重视和强调“以学习者为中心”的教学理念（2）许多教学方法不能达到预期目的，必须研究学习主体（3）越来越意识到学习者之间的各种差异（4）学习者在语言学习过程中的积极主动作用得到证实对学习主体的研究包括：1、学习者个人差异的研究；2、学习过程的研究1、学习者个人差异研究的内容有：年龄、语言潜能、动机、认知风格、性格——10年填空2、学习过程的研究：CA→EA→IL研究重点（两方面）(1)原有知识（母语知识、对语言的一般知识、世界知识）的作用——正负迁移(2)学习着策略研究（重点：学习者策略的定义、学习者策略的分类、在外语过程中的作用、影响学习者使用的因素）第二节语言使用研究和学习着语言使用能力的培养现代语言学研究的一个最大特点是由注重语言形式的分析到注重语言功能的分析，或者说更加注重使用中的语言的研究，如社会语言学、语言学和话语分析。

现代西班牙语第一册课堂笔记

《现代西班牙语第一册》讲义第一课2008年07月26日星期六00:48 A.M.西班牙语是相对于英语来说更严谨的一种语言，之所以这样说主要体现在如下几个方面：1.所有的名词均分为阴阳性,基本上以o结尾的为阳性，而以a结尾的为阴性，修饰名词的形容词要根据名词来变性。

2.动词需要根据主语的人称来进行相应变化，西班牙语中共有这样六组人称代词：我你他她它您我们你们他们她们它们您们既然代词共有六组，那么相应的动词也同样需要6种变化（西班牙语中称之为动词变位），这在以后的课程中会逐渐讲到3.西语的字母发音相对比较单一，因此，我们可以通过单词字母的组成结构，读出其发音，好了，先讲这么多，下面我们开始看课文．我们首先看题目：¿Quién es él?,看惯了英文，第一眼看上去，会觉得有些奇怪，没错，你说对了，第一个单词前面确实是一个倒过来的问号，这个是我们应该注意的第一点：1.西语的问句中有两个问号，问句前一个倒问号，问句结束后才是一个正问号。

2.不光问句如此，感叹句也是由两个感叹号组成，和问句一样，前面一个倒过来的感叹号，结束时是一个正的感叹号，如：¡Quélástima!3.让大伙看不习惯的还有单词的小尾巴´,这个是西语中的重音符号．相信大家已经背过了单词，那么下面我们来看第一部分：1.Él es Paco,Paco es cubano.这个句子是个典型的主谓结构，不难理解，但这里面有我们需要掌握的东西，那就是这里面已经体现出上面所谈的西语名词的性了。

通过词汇表我们知道cubano这个词是阳性的，那比如我们要说Maria是古巴人怎么说呢，Maria es cubano,这个句子是不对的，因为Maria是女孩名字，那么自然是阴性了，所以cubano这个词要相应的变性，把最后的o变成a，所以正确的句子应该是Maria es cubana.记住了，要变性！2.Él es Pepe,Pepe es chileno.这个句子和上面的句子构成模式完全一样，那如果现在要你说：Ana 是智利人，你会说吗？没错，当主语为Ana时，相应的名词chileno需要变性，把最后的o变成a，那么这句话应该是：Ana es chilena.3.第三句需要我们注意一下，因为它出现了se llama这个结构，词汇表解释为：它，他，她，您叫....，那根据这个我们不难翻译这句话：Ella se llama Ana.她叫安娜。

现代西班牙语第三课笔记

第三课指量数词1．基数词：0 cero 10 diez 20 veinte 30 treinta1 uno 11 once 21 veintiuno 40 cuarenta2 dos 12 doce 22 veintidós50 cincuenta3 tres 13 trece 23 veintitrés60 sesenta4 cuatro 14 catorce 24 veinticuatro 70 setenta5 cinco 15 quince 25 veinticinco 80 ochenta6 seis 16 dieciséis26 veintiséis90 noventa7 siete 17 diecisiete 27 veintisiete8 ocho 18 dieciocho 28 veintiocho9 nueve 19 diecinueve 29 veintinueve100 ciento 200 doscientos 300 trescientos400 cuatrocientos 500 quinientos 600 seiscientos700 setecientos 800 ochocientos 900 novecientos1000 mil 1.000.000 un millón* 基数词除了uno, ciento, doscientos ... novecientos, millón 外，无性数变化。

* uno的阴性形式是una，分别修饰阳性和阴性单数名词。

uno在阳性名词前时，省去词尾o。

如：un profesor 一位男老师, una profesora 一位女老师当数字的个位为“一”时，词尾要根据数词修饰的名词的性来进行相应变化，如：veintiún kilos 二十一公斤， treinta y una toneladas 三十一吨* ciento在名词前，省去词尾的to, 如：cien plumas 一百支钢笔， cien cuadernos 一百个练习本，cien mil euros 十万欧元* doscientos... novecientos有性的变化，如：cuatrocientas alumnas四百名女学生， seiscientos alumnos六百名学生，la página mil doscientas 第一千二百页如果名词之前有mil，也需要变化词尾。

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