英語(yǔ)教學(xué)法教程期末考試串講稿.doc

.Unit 1 Language and language learning 1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 結(jié)構(gòu)觀把語(yǔ)言看做是結(jié)構(gòu)上相關(guān)聯(lián)的元素的系統(tǒng)，包括語(yǔ)音單位，語(yǔ)法單位，語(yǔ)法操作，詞項(xiàng)。語(yǔ)言學(xué)習(xí)目標(biāo)是掌握這些元素。 In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交際/功能觀，語(yǔ)言是表達(dá)功能性意義的載體。雖然語(yǔ)法特點(diǎn)依然包括在內(nèi)，但更強(qiáng)調(diào)語(yǔ)言的語(yǔ)義和交際層面。因此語(yǔ)言學(xué)習(xí)目標(biāo)是學(xué)習(xí)表達(dá)通訊功能和意義類別。 The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is initiate and maintain conversations with others. 交際觀，語(yǔ)言是建立和維持人與人關(guān)系，執(zhí)行社交的方法。語(yǔ)言學(xué)習(xí)目標(biāo)，發(fā)起并維持對(duì)話 1.3 views on language learning and learning in general 課本定義 1.4 elements contribute to qualities of a good language teacher 1.5 how can one become a good language teacher? Unit 2 Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is: to enable the learners to use the foreign language in work or life. 2.2 communicative competence 定義誰(shuí)給出? (Hymes) Hedge的解釋 Linguistic competence. 語(yǔ)言能力是指理解語(yǔ)言本身，語(yǔ)言形式及其意義的能力。語(yǔ)言能力包含了拼寫、發(fā)音、詞匯、構(gòu)詞、語(yǔ)法、句型和語(yǔ)義等方面的能力。語(yǔ)言能力是交際能力的基石，一個(gè)不可缺少的組成部份。 pragmatic competence語(yǔ)用能力是指學(xué)習(xí)者在特定的語(yǔ)境中針對(duì)特定的對(duì)象知道如何合適清晰地表達(dá)自己的意圖的能力。用 Hymes 的話說(shuō)就是知道 “何時(shí)說(shuō)，何時(shí)不說(shuō)，和誰(shuí)，什么時(shí)間，什么地點(diǎn)，以什么方式說(shuō)些什么” 。 discourse competence 篇章能力是指在口語(yǔ)或書面語(yǔ)中理解或創(chuàng)造連貫的上下文內(nèi)容的能力，或稱話語(yǔ)能力。例如：在口語(yǔ)或書面語(yǔ)中，使用首先，其次，然后，最后等保持上下文的連貫。 strategic competence策略能力是指如何在一個(gè)真實(shí)的交際情景下保持交際渠道通暢的能力。它包括以下三個(gè)方面：1) 在口語(yǔ)和書面語(yǔ)冒險(xiǎn)一試的能力；2)使用具體交際策略的能力；3)習(xí)得具體交際策略中的常用語(yǔ)言形式。 fluency 語(yǔ)言流暢 語(yǔ)言流暢是指自如地把言語(yǔ)單元有效連結(jié)起來(lái)的能力。流暢涉及語(yǔ)言的輸出，多指口語(yǔ)的輸出。流暢包括三個(gè)方面：1）語(yǔ)義流暢，2）詞匯，句法流暢，3）發(fā)音流暢。 2.4 principles of communicative language teaching Three principles for CLT These are the three principles suggested by Richards and Rodgers: Communication principle: Activities that involve real communication promote learning. 交際原則：涉及交際的活動(dòng)可以提高學(xué)習(xí)的效果。例如：?jiǎn)柭?Task principle: Activities in which language is used for carrying out meaningful task promote learning. 任務(wù)原則：用語(yǔ)言完成有意義任務(wù)的活動(dòng)可以提高學(xué)習(xí)的效果 例如：通過(guò)目標(biāo)語(yǔ)言設(shè)置課堂活動(dòng)的規(guī)則 Meaningfulness principle: Language that is meaningful to learner supports the learning process. 意義原則： 對(duì)學(xué)習(xí)者有意義的活動(dòng)有利于學(xué)習(xí)過(guò)程 Howatt（ 1984）指出，交際教學(xué)法流派中可分出“溫和派”和“激進(jìn)派”兩種： “激進(jìn)派”聲稱語(yǔ)言是通過(guò)交際習(xí)得的，因此這并不是一個(gè)激活已有的知識(shí)的問(wèn)題，而是一個(gè)促進(jìn)掌握語(yǔ)言系統(tǒng)本身的問(wèn)題。可稱作“用英語(yǔ)學(xué)英語(yǔ)”（using English to learn it）。 “溫和派”強(qiáng)調(diào)向?qū)W習(xí)者提供使用英語(yǔ)進(jìn)行交際的機(jī)會(huì)的重要性，將這類交際活動(dòng)置于更大范圍的語(yǔ)言教學(xué)中?？梢苑Q作“學(xué)用英語(yǔ)”（Learning to use English） 2.6 main features of communicative activities 素材的真實(shí)性 Communicative activities的分類 Criteria for evaluating how communicative classroom activities p24 Communicative purpose; (information gap) 活動(dòng)要涉及日常交際，為學(xué)習(xí)創(chuàng)造出一個(gè)信息溝 Communicative desire; (real need) 要為學(xué)生創(chuàng)造交際的需求 (Focus on ) Content, not form; (message) 活動(dòng)的設(shè)置的要點(diǎn)是內(nèi)容，不是形式。是和說(shuō)什么有關(guān)，不是和如何說(shuō)有關(guān) Variety of language; (not just one language form, free to improvise/create) 語(yǔ)言形式的多樣化 No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on communicative purpose rather than on the language.) 教師不要干預(yù)活動(dòng)的進(jìn)行，不要糾錯(cuò)，評(píng)估 No material control. 活動(dòng)不應(yīng)對(duì)學(xué)生使用的語(yǔ)言有要求，由學(xué)生自己選擇哪種語(yǔ)言的使用 2.7 task-based language teaching A purpose- a clear purpose 目的要明確 A context- a real world relationship 要與現(xiàn)實(shí)生活的語(yǔ)言活動(dòng)相似 A process- comprehending, using the language and communicating 任務(wù)執(zhí)行的過(guò)程是理解的過(guò)程，使用語(yǔ)言的過(guò)程，是交際的過(guò)程 A product- nonlinguistic outcome 任務(wù)應(yīng)該有一個(gè)非語(yǔ)言成果 ex, ex-tasks, tasks的區(qū)別2.8 PPP and Task-based language teaching 兩個(gè)圖表 Unit 3 The national English curriculum 3.3 task 3 The new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities. 新課標(biāo)的設(shè)計(jì)是為了促進(jìn)學(xué)生的綜合語(yǔ)言能力，包含五個(gè)互相關(guān)聯(lián)的部分，文化意識(shí)，情感態(tài)度，學(xué)習(xí)策略，語(yǔ)言技能和語(yǔ)言知識(shí)，每個(gè)部分進(jìn)一步分為不同的小類別。語(yǔ)言的教學(xué)不再僅僅注重發(fā)展語(yǔ)言技能和知識(shí)，它已經(jīng)擴(kuò)展到發(fā)展學(xué)習(xí)者的態(tài)度，動(dòng)機(jī)，信息，以及學(xué)習(xí)策略，跨文化的知識(shí)（例子），意識(shí)和能力。 Unit 4 Lesson planning Proper lesson planning is essential for both novice and experienced teachers. Although preparation does not guarantee successful lessons, walking into a classroom unprepared is more often than not the beginning of a disastrous diz:strs lesson. 備好課對(duì)新教師（比如像我這樣的）和經(jīng)驗(yàn)豐富的教師來(lái)說(shuō)至關(guān)重要。雖然備好課并不能保證成功的課堂教學(xué)，但沒(méi)有準(zhǔn)備就走進(jìn)課堂，就不僅僅是一堂失敗的課的開(kāi)始。 4.3 Macro planning vs Micro planning Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course. 宏觀性的備課是對(duì)一個(gè)很長(zhǎng)時(shí)期的課，例如整個(gè)課程、或一個(gè)學(xué)期的課程進(jìn)行準(zhǔn)備。 In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. 從這個(gè)意義上來(lái)說(shuō)，宏觀性的備課就不是針對(duì)特定的哪節(jié)，或哪幾節(jié)課進(jìn)行教案的書寫。它更重要的作用是為教師提供一個(gè)關(guān)于這門課的總的規(guī)劃，并幫助教師理解、熟悉對(duì)語(yǔ)言教學(xué)所發(fā)生的環(huán)境進(jìn)行。 Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. 那么微觀性的備課就是具體到每一節(jié)課，或每一個(gè)單元的備課活動(dòng)。它可以分為一到兩周一次，每次設(shè)計(jì)的教學(xué)時(shí)間是40-50分鐘。Unit 5 Classroom management 5.1 the role of the teacher The teacher plays the role of controller when he is completely in charge of the class (Harmer: 1988). By control we refer to what students do, when they speak and what language they use. 當(dāng)課堂完全被教師控制的時(shí)候，教師所扮演的角色是控制者。我們這里所說(shuō)的控制，包括控制學(xué)生做什么，什么時(shí)候做，使用什么語(yǔ)言形式去做等。 A prompter to encourage students to participate or male suggestions about how to proceed in an activity An organiser organizing the activities A participant (co-communicator) in an organized activity such as debate or role play. A resource- provider provide a source of language and knowledge. 5.3 student grouping 對(duì)應(yīng)的活動(dòng) Whole class work is where all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. 全班活動(dòng)，所有學(xué)生都在教師的控制下進(jìn)行學(xué)習(xí)，以同樣的節(jié)奏和進(jìn)度執(zhí)行同一項(xiàng)活動(dòng)。 Pair work is where the students work in pairs. 學(xué)生兩兩配對(duì)學(xué)習(xí)。 Group work is where the students work in small groups. 小組學(xué)習(xí)。學(xué)生根據(jù)課堂活動(dòng)，以3、4、或5人分為一組。分組活動(dòng)和配對(duì)活動(dòng)比較相似，只是小組活動(dòng)的人數(shù)多于配對(duì)練習(xí)的人數(shù)。當(dāng)課堂活動(dòng)需要多于兩個(gè)學(xué)生進(jìn)行的時(shí)候，小組活動(dòng)的優(yōu)越性就體現(xiàn)出來(lái)了，教師可以加入任一小組，但通常以參與者身份出現(xiàn)，而不是以組織者或評(píng)審者的身份出現(xiàn)。 Individual study is the stage during the class where the students are left to work on their own and at their own speed. 獨(dú)自學(xué)習(xí)。 5.4 maintaining discipline 79 Discipline does not mean a series of punishment meted out to badly behaved students. 紀(jì)律不是針對(duì)頑劣學(xué)生的懲罰措施。課堂管理早期的定義，就是狹義地用來(lái)指維持紀(jì)律(discipline)的技巧。 Discipline here refers to a code of conduct, which binds a teacher and a group of students together so that learning can be more effective. 紀(jì)律在這里是指一個(gè)行為的代碼，它對(duì)一個(gè)教師和他的學(xué)生們起一種約束的作用，以促使學(xué)習(xí)更有效的進(jìn)行。 When students are more likely to be engaged in learning? P79 對(duì)學(xué)習(xí)的目的很明確；學(xué)習(xí)的新知識(shí)建立在以往學(xué)過(guò)的知識(shí)之上，但又具有挑戰(zhàn)性；學(xué)習(xí)者被學(xué)習(xí)的任務(wù)充分的激發(fā)了積極性；學(xué)習(xí)，包括學(xué)習(xí)中的任務(wù)的呈現(xiàn)，結(jié)構(gòu)等有趣，能激發(fā)學(xué)習(xí)者的好奇心；學(xué)習(xí)者有機(jī)會(huì)問(wèn)問(wèn)題，并尋求答案；學(xué)習(xí)者能看見(jiàn)自己的進(jìn)步；學(xué)習(xí)者對(duì)學(xué)習(xí)有滿足感。 5.5 classification of question types Classification of question types Closed or open questions封閉式問(wèn)題和開(kāi)放式問(wèn)題 Display or genuine dnjun questions 展示性問(wèn)題和真實(shí)性問(wèn)題 Lower-order or higher-order questions低思維層次問(wèn)題和高思維層次問(wèn)題 Blooms classification Closed questions refer to those with only one single correct answer; open questions may invite many different answers; lower-order questions refer to those that simply require recalling of information or memorization of facts; higher order questions require more reasoning, analysis, and evaluation. 封閉式問(wèn)題：指只有一個(gè)正確答案的問(wèn)題；開(kāi)放式問(wèn)題指有多種不同解答辦法的問(wèn)題。低思維層次問(wèn)題，學(xué)生只須回憶一個(gè)簡(jiǎn)單的事實(shí)；而高思維層次問(wèn)題，提問(wèn)使學(xué)生回憶一些必須要學(xué)生理解有關(guān)難題問(wèn)題的情況或解決方案，回答高思維層次問(wèn)題，需要學(xué)生了解所知的事實(shí)、咨詢與更高思維層次例如分析、綜合與評(píng)鑒的能力。 5.6 dealing with errors: accuracy or fluency. 87 Errors vs. mistakes犯錯(cuò)誤，出差錯(cuò) 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 行為上的差錯(cuò)。學(xué)習(xí)者能通過(guò)檢查而自我糾正 Error: do not result from carelessness nor hesitation, but lack of knowledge in the target language. 由于知識(shí)的缺乏造成的錯(cuò)誤而不是由于粗心和猶豫造成。 Unit 6 Teaching pronunciation 6.2 realistic goal of teaching pronunciation Our realistic goals of teaching pronunciation are (p. 93) l Consistency: the pronunciation should be smooth and natural. (連貫性)（fluency） l Intelligibility in,telidbiliti: the pronunciation be understandable to the listeners.(可辨認(rèn)性，可理解性) l Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.（交際的有效性） 6.5 practising stress and intonation Stress and intonation are important for beginning learners. Intonation定義 Unit 7 Teaching grammar7.2 deductive and inductive method penningtons synthesis approach The inductive method 歸納法 In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. 歸納教學(xué)比較注重語(yǔ)言的運(yùn)用而不是語(yǔ)言的形式。但這種教學(xué)方式對(duì)教師的要求比較高，學(xué)生對(duì)語(yǔ)言的理解未必準(zhǔn)確，需要教師更多的幫助。 The guided discovery method 指導(dǎo)發(fā)現(xiàn)法 The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning (Ellis, 2002a ) p105指導(dǎo)發(fā)現(xiàn)法與歸納法一樣，教師引導(dǎo)學(xué)生去自我發(fā)現(xiàn)語(yǔ)法規(guī)則，不同的是，發(fā)現(xiàn)的過(guò)程是由老師來(lái)引導(dǎo)和幫助的，得出規(guī)則后由教師明確地教給學(xué)生。 以往知識(shí)的作用，以及學(xué)生探索的能力- 認(rèn)知理論&構(gòu)建理論 Synthesis approach snss 綜合方法 Pennington(2002) (p.107) proposes a synthesis approach to grammar pedagogy . Grammar teaching should be “collocational, constructive, contextual and contrastive”, which can serve as useful guidelines for teaching grammar. (PP.107-108) 搭配，構(gòu)建，背景，對(duì)比 Unit 8 Teaching vocabulary 8.2 Denotative meaning and connotative meaning Denotative meaning外延意義- refers to those words that we use to label things as regards real objects such as a name or sign, etc. in physical world. 詞的外延意義即所指意義（referential meaning）或認(rèn)知意義（cognitive meaning），它是以客觀世界的特定所指以及約定俗成的意義為基礎(chǔ)的，也就是詞典中所給出的定義。 Connotative meaning內(nèi)涵意義- refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or readers interpretation of the word (Hedge 2000) 所謂內(nèi)涵意義(connotative meaning)，是隱含于或附加在概念意義上的意義。社會(huì)、群體或個(gè)人都可以使一個(gè)詞具有內(nèi)涵意義，有時(shí)還是很不相同的內(nèi)涵意義。這種差異既可以存在于兩種語(yǔ)言、兩種文化之間，也可以存在于一種語(yǔ)言和一種文化的亞文化之間。如英語(yǔ)里，狗的內(nèi)涵涵義包括友情，忠誠(chéng)，但漢語(yǔ)里卻是相反的意思，如狼心狗肺等。 receptive and productive vocabulary When teaching vocabulary, both teacher and students should aware of the distinction between productive (also called active) vocabulary and receptive (also called passive) vocabulary. Within these opposing categories, there is oftentimes no clear distinction. 接受性詞匯（消極詞匯）產(chǎn)出性詞匯（積極詞匯） Words that are generally understood when heard or read or seen constitute a persons receptive vocabulary. 通過(guò)聽(tīng)到、讀到或看到而理解的單詞構(gòu)成接受性詞匯。Productive vocabulary, therefore, generally refers to words which can be produced within an appropriate context and match the intended meaning of the speaker. 產(chǎn)出性（積極）詞匯，即指在適合環(huán)境下，按照說(shuō)話者或文字作者的意圖所產(chǎn)出的單詞。接受性的詞匯多數(shù)是一些學(xué)習(xí)者在某些詞匯手冊(cè)上背到，未進(jìn)行深入學(xué)習(xí)，在聽(tīng)力中聽(tīng)到，不能馬上想到含義，在寫作時(shí)想用，又不知用得是否正確，只有在閱讀中見(jiàn)到，想一想才有印象的詞。接受性詞匯量的大小和你的英語(yǔ)水平基本無(wú)關(guān)，而只有那些聽(tīng)到馬上想到含義，想說(shuō)時(shí)馬上跑到嘴邊，寫作時(shí)自然流露筆端的產(chǎn)出性詞匯，才真正算是你的詞匯，通常人們認(rèn)為只有產(chǎn)出性詞匯才能用來(lái)衡量一個(gè)人的英語(yǔ)應(yīng)用水平。學(xué)界公認(rèn)，英語(yǔ)產(chǎn)出性詞匯達(dá)到850個(gè)，即能滿足一般交流層面的需要。國(guó)內(nèi)統(tǒng)計(jì)調(diào)查表明，大學(xué)四年級(jí)學(xué)生的平均產(chǎn)出性詞匯量?jī)H有500個(gè)。 In most cases, a persons receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the childs receptive vocabulary is likely tens, if not hundreds of words but his or her active vocabulary is zero. When that child learns to speak or write, however, the childs active vocabulary begins to increase. 通常情況下，一個(gè)人的接受性詞匯量是大于產(chǎn)出性詞匯的。如，嬰幼兒不會(huì)說(shuō)話，寫字的時(shí)候，他們是可以通過(guò)一些簡(jiǎn)單的指令理解一定程度的，所接受過(guò)的語(yǔ)言知識(shí)。這種情況下，孩子的接受性詞匯可能很少，10個(gè)，100個(gè)，但積極詞匯，也就是產(chǎn)出性詞匯為零。當(dāng)孩子開(kāi)始說(shuō)話和寫字的時(shí)候，產(chǎn)出性詞匯才會(huì)開(kāi)始增加。 It is possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. 產(chǎn)出性詞匯也有可能比接受性詞匯多。如第二外語(yǔ)的學(xué)習(xí)者，通過(guò)學(xué)習(xí)的手段，而不是自然的獲得手段學(xué)習(xí)語(yǔ)言，有可能產(chǎn)出單詞，但無(wú)法在對(duì)話中辨別。能看，能寫，不能聽(tīng)，不能說(shuō)。 As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabular