2022年《英語教學(xué)法教程》知識點(diǎn)總結(jié)

1、FLTM : foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages. Major approaches in FLT: Grammar-translation method (deductive 演繹法 ) Direct method (inductive 歸納法 ) Audio-li

2、ngual method Humanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvementin learning and in the way human learning takes palace The silent way Suggestoped

3、ia Community language learning (CLL) Total physical response method (TPR) The natural approach(NA) The communicative approach (CA ) An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject m

4、atter to b taught. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods. A technique is implem

5、entationthat which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well. Views on language: Structural view : the structural vie

6、w of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax). Functional view : the functional view no

7、t only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefo

8、re, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induct

9、ion, making inference, hypothesis testing and generalization. Condition-oriented theories : emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere. Behaviorist theory , the

10、 idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large pa

11、rt of language acquisition is the learning of this system. Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Socio-constructivist theory, similar to constructivist theory, socio-construct

12、ivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “ Zone of Proximal Development ”ZPD) and scaffolding. Ethic devotion, professional qualities and personal styles CLT: communicative language teaching TBLT: task-based language teac

13、hing The goal of CLT is to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16 Hedge discusses five main components of communicative competence: linguistic compe

14、tence, pragmatic competence, discourse competence, strategic competence, and fluency. Howatt proposes a weak and a strong version of CLT. Weak version: learners first acquire language as a structural system and then learn how to use it in communication. the weak version regards overt teaching of lan

15、guage forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.regards experiences of using th

16、e language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24 Tasks are activities where the target language is used by the leaner for a communicative purpose (goal)

17、 in order to achieve an outcome. Four components of a task: a purpose, a context, a process, and a product Tasksfocus on the complete act of communication. (Purposeful&contextualized communication). Exercisesfocus the students attention on the individual aspects of language, such as vocabulary, gram

18、mar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item. PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structu

19、res), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks) The importance of lesson planning: 1. an unprepared teache

20、r begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different. Lesson Planning : is a framework of a lesson in which teachers make advance decisions about what they hope

21、to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson. Principles for good lesson planning: aim, v

22、ariety, flexibility, learnability, and linkage. Variety: planning a number ofdifferent 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: preparing some e

23、xtra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability: within capability of the students, not be too

24、 easy or beyond or below the studentscoping ability. Linkage : easy task followed by a comparatively difficultone, or do a series of language-focused activities to get the students prepared linguistically . Components of a lesson planning: background information, teaching aims, language content and

25、skills, stages and procedures, teaching aids, assignments, and teachers after-lesson reflection. For skill-oriented lesson, focusing on developing skills, the model is applicable-pre-(reading), while-, post-. (Pre-step, while-step, post-step) Classroom management isthe way teachers organize what goe

26、s on in the classroom. The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推 動者 (give appropriate prompts and give hints), participant, resource-provider, teacher

27、 s new roles. There are rules to follow for making instructions effective. The first is to use simple instructions and make them suit the comprehensive level of the students. The second rule is to use the mother-tongue only when it is necessary. Give students time to get used to listening to English

28、 instructions and help the make an effort to understand them. Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class groupsame activity at the same rhythm and pace, lockstep, pair work, group work, individual study Discipline: refers to

29、 a code of conduct which binds a teacher and a group of students together so that learning can be more effective. Questioning in the classroom: Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order q

30、uestions 4.taxonomy Closed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine quest

31、ions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analys

32、is, and evaluation. Simple question and difficult question A mistake refers to a performance error that is either a random guess or an“a slip of tongue ” , it s a failure performance to a known system. An error has direct relation with the learners language competence. Results from Lack of knowledge

33、 in the target language. Language error cannot be self-corrected no matter how much attention is paid Dealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities. When to correct: fluency worknot to inter

34、rupt, after the student s performance; accuracy workneed to intervene more How to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction. Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and natural Inte

35、lligibility : the pronunciation should be understandable to the listeners Communicative efficiency : the pronunciation should help convey the meaning that is intended by the speaker. Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and

36、sentence stress), intonation and rhythm (variation). Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion. Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters. Grammar presen

37、tation: The deductive method, theinductivemethod, the guided discovery method Grammar practice: mechanical practice and meaningful/ communicative practice. Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Subst

38、itution drill and transformation drills. Meaningful practice: focus on the production, comprehension orexchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture p

39、rompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations. What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, anton

40、ymsand hyponyms; receptiveand productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things asregards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word. Aconnotative meaning of a word refers to the a

41、ttitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader s interpretation of the word. Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch. Hyponyms

42、 refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to reco

43、gnize but also able to use in speech and writing are considered as one s productive/active vocabulary. Ways of presenting vocabulary: inductive and deductive. Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word associati

44、on; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas. Developing vocabularylearning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use. Principles and models f

45、or teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for sele

46、cting and using listening activities. Two approaches are frequently used to describe different processes of listening. Bottom-up model and Top-down model. Bottom-up model: 從細(xì)節(jié)入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expe

47、ct the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. recognizing sounds of words, phrases

48、or structures. Top-down model: 著重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic.Such knowledge is also termed as prior knowledg

49、e or schematic knowledgemental frameworks for various things and experience we hold in our long-term memory. referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listeningwarming up; while-listeninglistening comprehension; post-listeningchecking answers.

50、 Teaching speaking Less complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint. Types of speaking: pre-communicative activitiesmechanical activities; communicative activitiesmean

51、ingful activities. Controlled activities, semi-controlled activities, communicative activities: Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabble Organizing speaking tasks: use small group work Teaching readi

52、ng The construction of meaning from a printed or written message. Two broad levels in the act reading. 1). A recognition task of perceivingvisual signals from the printed page through the eyes. 2). Acognitive task of interpreting the visual information revealing the received information with the rea

53、ders own general knowledge, and reconstructing the meaning that the writer had meant to convey. For teaching: intensive/extensive reading In terms of methods: skimming/scanning/predicting For reading practice: reading aloud/silent reading The role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary. Principles and models for teaching reading : bottom-up model; top-down model; interactive model Pre-reading activities: predicting (predicting based on the tile