英語(yǔ)學(xué)科發(fā)展前沿課程及思考題解析

1、advances in english studies 供;語(yǔ)學(xué)科發(fā)展前沿）dr. wu benhu （吳本虎）session 2 the role of foreign language learningreadingberdan, s. n. et al. 2012, january 30. english is global, so why learn arabic? newyork times, retrieved january 31,2012question 6:what can you find out from the debaters general information?

2、wu benhu:i have discovered the following points:1. all the debaters have their international perspectives.2. they overwhelmingly promote foreign language learning in the united states even though english is global.3. they stress the importance of foreign language learning from different perspectives

3、.question 7:what does stacie nevadomski berdanmean by saying the world haschanged ? or what has hppened to the world?wu benhu:the claim the world has changed has a profound implication:1. whenever you work abroad, you must compete with globally competent graduates with multilanguage competency.2. th

4、e world knows early language legiworks best, and aids cognitive development beyond language arts just as opening a window to the world?3. the world discovers that ( language also matters for appreciating cultures, connecting and building relationships around the world.4. the world faces the situatio

5、n in which as business globalizes, our colleagues,customers, owners and investors are increasingly overseas.course work for session 2: answer the following questions:1. what are your updated purposes of learning english?2. how do you improve your english learning for your new purposes?session 5 conn

6、ecting theory with practice in english teachingforeword as study guidewhen you are engaging in reading, keep the following questions and considerations in mind:1) what do you read?2) how do you read?3) why do you read?with these questions in mind, you will read with the following approaches:1) read

7、selectively!選擇性閱讀):invest your time to the most rewarding parts of the most insightful works while keeping an eye on the rest.2) read interactively (互動(dòng)性閱讀):value your response to the reading with equal importance of what is in the reading.3) read professionally(專業(yè)性閱讀)：aim at your professional develo

8、pment with multi-disciplinary approaches and with a focus on the latest development of the disciplines involved.readingsfleming, michael p., mike fleming and david stevens. 2010. english teaching in the secondary school: linking theory and practice. 3rd ed. oxon: routledge.中華人民共和國(guó)教育部，2011,義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)

9、。北京：北京師范大 學(xué)出版社。1. what are the five models of english teaching?(fleming, fleming and stevens 2010: 15-16)1 the english teacher and the national curriculum2 .2 models of english teachingin the version of the national curriculum for english based on the report of the cox committee (des 1989), it was s

10、uggested that there were essentially five models of english teaching, and that most english teachers combined in their teaching several if not all of these. the types of english teaching posited by cox were as follows:1. a personal growth view, which tends to emphasise the pupil as a creative and im

11、aginative individual developing, in terms of the teaching and learning of english, primarily through an intensive engagement with literature and personal creative writing;2. a cross-curricular approach, stressing the distinctive nature of english as thelanguage of learning for virtually all curricul

12、um areas and implying a definition of service to these areas and to education in a generic sense;3. an adult needs emphasis, as essentially a preparation for the demands of life beyond school in terms of effective understanding of and communication through the english language in its many forms, inc

13、luding those vocationally based;4. a cultural heritage model, with the teaching based heavily on great works ofliterature, generally drawn from the past;5. a cultural analysis view, leading pupils to a critical understanding of the social cultural context of english, particularly the value systems w

14、hich are inevitably embedded in the ways language is used.wu benhu s summary:table 5.1 the five model of english teaching highlightedno.modelgoal1a personal growth viewfor students to act as creative and imaginative individuals2a cross-curricular approachfor students to learn english for all the oth

15、er subject3an adult needs emphasisfor students to be prepared for their future life and profession4a cultural heritage modelfor students to pay special attention to the study of literature and history as the cultural heritage5a cultural analysis viewfor students to achieve a critical understanding o

16、f the social and cultural context of english義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（中華人民共和國(guó)教育部，2011: 8）一、總目標(biāo)義務(wù)教育階段英語(yǔ)課程的總目標(biāo)是：通過(guò)英語(yǔ)學(xué)習(xí)使學(xué)生形成初步的綜 合語(yǔ)言運(yùn)用能力，促進(jìn)心智發(fā)展，提高綜合人文素養(yǎng)。綜合語(yǔ)言運(yùn)用能力的形成 建立在語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等方面整體發(fā)展的 基礎(chǔ)之上。語(yǔ)言技能和語(yǔ)言知識(shí)是綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)； 文化意識(shí)有利于正 確地理解語(yǔ)言和得體地使用語(yǔ)言；有效的學(xué)習(xí)策略有利于提高學(xué)習(xí)效率和發(fā)展自 主學(xué)習(xí)能力；積極的情感態(tài)度有利于促進(jìn)主動(dòng)學(xué)習(xí)和持續(xù)發(fā)展。 過(guò)五個(gè)方面相輔 相成，共同促進(jìn)

17、學(xué)生綜合語(yǔ)言運(yùn)用能力的形成與發(fā)展。以語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等五個(gè)方面共 同構(gòu)成的英語(yǔ)課程總目標(biāo)，既體現(xiàn)了英語(yǔ)學(xué)習(xí)的工具性，也體現(xiàn)了其人文性；既 有利于學(xué)生發(fā)展語(yǔ)言運(yùn)用能力，又有利于學(xué)生發(fā)展思維能力，從而全面提高學(xué)生 的綜合人文素養(yǎng)。wu benhu:1) what is the difference between the british standards and the chinese standards of english teaching?2) what can we learn from the british standards of english t

18、eaching?4. what is a dynamic approach to english teaching?(fleming, fleming and stevens 2010: 23-24)1.4 practical dimensionsagain we can see how, with a little imagination, the requirements of the nationalcurriculum may be met through an organic rather than mechanistic approach. indeedthe introducti

19、on to the current orders, under the heading the importance of englissuggests that english enables pupilsto express themseores creativelyimaginatively and to communicate with others effectively (dfee/qca 1999:13).thus the national curriculum can be viewed not just as a set of individual syllabus requ

20、irements but as providing a broad conception of the way english should be realised as a subject in schools. attention has tended to focus on the morecontroversial aspects like the place of standard english (to be discussed in more detail in later chapters). however, the following selected quotations

21、 from the 1995 national curriculum, still very much embedded in the current version, indicate that it can be judged to require a dynamic and varied approach:1) pupils abilities should be developed within an integrated programme of speaking and listening, reading and writing.2) pupils should be given

22、 opportunities to talk for a range of purposes.3) pupils should be given opportunities to read a wide variety of literature .to readwidely and independently solely for enjoyment.4) the main emphasis should be on the encouragement of wider reading in order to develop independent, responsive and enthu

23、siastic readers.5) pupils should be encouraged to extend their confidence in writing for a variety of purposes and to develop their own distinctive and original styles.6) pupils should be given opportunities to write for specific readers, for a large unknown readership and for themselves.we can add

24、to this list two quotations from the earliest formulation of the english order:1) working on tasks which they have chosen and which they direct for themselves.2) working with teachers who are themselves involved in the processes, with special expertise, as talkers, listeners, readers and writers.wu

25、benhu:a dynamic approach to english teaching is expected to include the following features:1. students can develop their abilities in the integration of speaking, listening, reading and writing.2. students have opportunities to talk for a range of purposes.3. students have opportunities to read a wi

26、de variety of literature forenjoyment.4. students are encouraged to read widely in order to develop as independent, responsive and enthusiastic readers.5. students are encouraged to extend their confidence in writing for a variety of purposes and develop their distinctive and original styles.6. stud

27、ents have opportunities to write for specific readers, for general readers and for themselves.6. what are the basic requirements of english teachers?(fleming, fleming and stevens 2010: 28)chapter 2 the impact of the strategy2.1 introduction: the contextit could be argued that because the demands of

28、literacy education are so fundamental to the teaching and learning of english, ideally so integrated into the practical curriculum, it would be mistaken to devote a chapter to it as a discrete entity in a book like this. most english teachers could happily agree with davies that:the first requiremen

29、t of the english teacher has to be to ensure that students can read and write, to make them literate. beyond that point i believe that students should be actively encouraged to read for pleasure and should be provided with an adequate timetable for personal reading.(1996: 135)wu benhu:the basic requ

30、irements of english teachers are identifies as follows:1. to help students learn to read and write.2. to encourage students to read for pleasure.3. to provide students with adequate time for personal reading.questions for consideration:1. what are the five models of english teaching?2. what can we f

31、igure out from the alternative names of english as courses?3. how shall we implement the national english curriculum standard?4. what is a dynamic approach to english teaching?5. what are major characteristics of positive collaboration that can promote english teaching?6. what are the basic requirem

32、ents of english teachers?7. how do you understand the ( literacy issues presented here?8. what are the five elements of the proposed teaching sequence ?9. what should the english teacher do in developing th students writing skills?course work:1. select one question among what we have covered includi

33、ng the questions of your own.2. discuss it with approaches and dimensions as many as possible.session 7 advances in english language teachingreadingsclaypole, maurice. 2010. controversies in elt: what you always wanted to know about teaching english but were afraid to ask. bellevue, wa: linguab00ks.

34、chapter 2 goodbye to all that: the death of the communicative approach (claypole 2010: 15-24)1. what does the title of this chapter mean to you?claypole (2010: 15)goodbye to all thatthe death of the communicative approachwu benhuthis chapter title signifies a criticism of communicative language teac

35、hing.2. how was the communicative approach born?claypole (2010: 15)like so many other things in human history, the communicative approach wasborn of noble ideas and implemented initially by dedicated specialists. on the bases of its perceived success, it blossomed rapidly, spread throughout the worl

36、d, taking with it a potential for great good and was widely embraced as the benchmark for modern language teaching. then is all went pear-shaped.wu benhuthe communicative approach was born out of some devoted experts in language teaching. they thought language teaching would be more successful if th

37、e communicative approach was used.4. what is wrong with the communicative approach?claypole (2010: 15)the main argument offered in its defense by practitioners of this approach is that it works. of course it works, for the simple reason that with many types of class and many teaching situations, any

38、thing will work. you may be able to knock in a nail with a brick or by tapping it with a rubber hammer, but this does not mean that this is the best way to get the job done. and sometimes a rubber hammer is just not strong enough.wu benhuaccording to claypole, the communicative approach can be appli

39、ed to some situations but not all the situation of language teaching since it is not strong enough.7. what is the communicative approach?claypole (2010: 17)l people learn a foreign language in order to communicate.l social language functions are an important part of learning a language.l classroom a

40、ctivities should reflect the context in which the language is to be used.l the teacher s main role is to facilitate communication.l language acquisition will take place through frequent exposure.l fluency is more important to communication than accuracy.wu benhuthe 6 assumptions are the basis of the

41、 communicative approach. we can find these assumptions are still applicable to our foreign language classrooms. however, we need to consider some other aspects in foreign language teaching. so we need to consider the following.1) it is not wise to go extreme to advocate learning a foreign language o

42、nly for communication.2) we have other goals in learning a foreign language such as learning for our cognitive development, learning for creativity, learning for the improvement of our thinking, problem-solving, decision-making.8. how are the assumptions of the communicative approach adopted in clas

43、s?claypole (2010: 18)l students work in groups or in pairs in order to negotiate and transfer meaning.l information gaps are crucial to the meaningful transfer of information.l authentic materials are used whenever possible.l frequent use is made of role-play and simulation.l productive skills are e

44、mphasised.l class work is mainly oral.l games, puzzles and quizzes are key classroom techniques.wu benhuthe communicative approach is adopted by using the following techniques and activities:1) group work2) information gaps3) authentic materials4) role-play and simulation5) oral class work6) games, puzzles and quizzes.from the above