英語(yǔ)教師語(yǔ)言敏感意識(shí)提升與課堂教學(xué)基于觀課的反思課件

1、1英語(yǔ)教師語(yǔ)言敏感意識(shí)提升與課堂教學(xué):基于觀課的反思徐曼菲 華南師范大學(xué) 外國(guó)語(yǔ)言文化學(xué)院 2014.11.14國(guó)培計(jì)劃（2014）示范性項(xiàng)目英語(yǔ)學(xué)科培訓(xùn)技能提升華南師大研修班同課異構(gòu)：微課1 vs. 微課2觀課評(píng)課微課1. 2013年國(guó)培班學(xué)員（資深骨干教師）（12分鐘）微課2. 2012年廣東省英語(yǔ)師范生技能比賽（10分鐘）2觀課評(píng)課點(diǎn)資深骨干教師職前教師 1. Organization & management 2. Teaching Style3. Instructional Techniques4. Pedagogical objectives5. Learning outcomes

2、6. Student Engagement3職前、新手英語(yǔ)教師存在的困難缺乏敏銳把握教學(xué)目標(biāo)并將其具體化的能力，呈現(xiàn)講解清晰度不足，缺乏教材的整體意識(shí)，欠缺把握、加工教材的能力，學(xué)科知識(shí)欠缺，缺乏語(yǔ)境、情景中教授語(yǔ)法的意識(shí)和能力， 對(duì)學(xué)生的語(yǔ)言誤用問題認(rèn)識(shí)不系統(tǒng)課堂組織與管理能力較弱 資深英語(yǔ)骨干教師存在的困難 如何提煉實(shí)踐性知識(shí)、進(jìn)行理性思考與總結(jié)，轉(zhuǎn)化 如何充分體現(xiàn)課標(biāo)的新要求，比方說(shuō)學(xué)生批判性思維能力培養(yǎng)如何與學(xué)科教學(xué)/教育目標(biāo)相結(jié)合,平時(shí)觀課評(píng)課的感受We are from China to Canada.? from to4微課2. 分析的另一角度: Teacher Language

3、 Awareness5Teachers language use From to I am from here to the toilet. (550) He is from home to school everyday. 他每天從家里到學(xué)校去。 . (9 50) We are from China to Canada today. 我們今天從中國(guó)到加拿大。 ? from to6789模糊 vs. 清晰？Which picture do you like better？語(yǔ)言敏感意識(shí)10語(yǔ)言敏感意識(shí)：有序的 vs. 混亂?11 教師的角色系統(tǒng)分析準(zhǔn)確呈現(xiàn)有效引導(dǎo)反饋鼓勵(lì) 語(yǔ)言敏感意識(shí)對(duì)課標(biāo)的解

4、讀通過(guò)知識(shí)（語(yǔ)言、非語(yǔ)言）的橫向積累，在能力上縱深發(fā)展：從簡(jiǎn)單到復(fù)雜，從接受到產(chǎn)出、互動(dòng)語(yǔ)音、語(yǔ)調(diào)、聽、說(shuō)、讀、寫：語(yǔ)言形式服務(wù)于交際意圖交際意圖、態(tài)度情感、理解與表達(dá)緊密聯(lián)系培養(yǎng)良好的語(yǔ)言敏感意識(shí)14Defining Teacher Language Awareness (TLA) 定義explicit knowledge about language, and conscious perception and sensitivity in language use, language learning, and language teaching (Association for Lang

5、uage Awareness, 1996)教師對(duì)語(yǔ)言的使用、學(xué)習(xí)與教授所具有的一種顯性知識(shí)和敏感意識(shí)sensitivity to grammatical, lexical or phonological features, and the effect on meaning brought about by the use of different forms (Hales, 1997) 對(duì)語(yǔ)法、詞匯、語(yǔ)音等特征，對(duì)形式背后的意義敏感the L2 teachers ability to talk about the language itself, to analyze it, to unde

6、rstand how it works, to make judgments about acceptability in doubtful cases (Edge, 1988) 教師解釋、分析、理解語(yǔ)言使用的能力、判斷語(yǔ)言可接受性的能力15外語(yǔ)教師語(yǔ)言敏感意識(shí)的重要性: a very clear picturean essential attribute of any competent L2 teacher The language-aware L2 teacher is more likely to be effective in promoting student learning t

7、han the teacher who is less language-aware (Andrew, 2007) 能增強(qiáng)教師的教學(xué)有效性是教師對(duì)語(yǔ)言系統(tǒng)所具有的一種潛意識(shí)中的知識(shí)，這種知識(shí)能增強(qiáng)教師的教學(xué)有效性（鄭新民，2012） 。16傳統(tǒng)的語(yǔ)言觀(Chomsky) 人們的語(yǔ)言使用是根據(jù)規(guī)則生成的例: SVO (主-謂-賓)（分別填入各種詞性的詞）The elephant is dancing on the table. 新的語(yǔ)言觀（Sinclair等）Language as chunks and formulaic sequences 語(yǔ)言是組塊的，語(yǔ)言的使用是序列的;語(yǔ)言的使用不是孤立

8、的，而是相互受語(yǔ)義吸引, 高頻互選的。語(yǔ)言的意義更多是源自真實(shí)的、高頻的語(yǔ)言使用。 Authentic language use 教師自身的教學(xué)語(yǔ)言（例子） 某位教師設(shè)計(jì)的課前練習(xí) If you want to persuade someone to do something, you should cause them to do it by giving them good reasons for doing it. cause them to do it? make them to do it? you may give them good reasons for doing it? y

9、ou need to give them good reasons for doing it? 詞匯教學(xué)建議1.對(duì)詞匯在真實(shí)語(yǔ)境中的搭配敏感：cause (v.)192.對(duì)近義詞的使用敏感: anxiety vs. eagerness A student replying to an invitation to dinner finished his letter: “I shall be delighted to come and I am looking forward to the day with anxiety.” I am looking forward to the day wi

10、th eagerness.”2021223. 對(duì)詞組使用敏感: make a living 利用語(yǔ)料庫(kù)出例子：真實(shí)的語(yǔ)言使用 Collocates (搭配詞）fruit vendor, sticky soil, cashier, planting the vegetable, planting rice, selling news papers, migrant workers, struggles, strive, low-income, meager Semantic preference (語(yǔ)義傾向)work of low skills and hard labour Use (用法)

11、expressing difficulty or dissatisfaction234. 對(duì)詞匯及語(yǔ)法項(xiàng)目的意義內(nèi)涵及其使用 的講解與呈現(xiàn)要清晰到位He is going to buy some books. Is he going to buy any/some books?“Good rules should make a compromise between accuracy and accessiblity and is a combination of cyclically presented well-chosen examples and verbal descriptions.

12、” -Michael Lewis, Jimmie Hill, Pratical Techniques for Language Teaching,Chapter 7 例1：疑問句中的 any vs. someHow about Would you like some more milk?Some and any are both used for indefinite quantities.Some is used if the quantity is restricted in someway.Any is used if the quantity is not restricted.Som

13、e always refers to part; any refers to all or none.25疑問句中的ANY vs. SOME形式any/some功能:詢問信息?詢問意愿/同意?意義:數(shù)量強(qiáng)?弱?語(yǔ)言敏感意識(shí)的進(jìn)一步提升262728Can ability I can dance. I can play the piano. possibility I can come tomorrow to your party. permission Can I bring music players to school? Somebody can do something. Can some

14、body do something?Can I dance? Can we dance? Can you dance? 例2. 情態(tài)動(dòng)詞: Can ability? possibility? permission?Can (ability)Can (possibility)Can (permission) Can you swim?Can I swim?Can you play the guitar?Can you play the guitar?Can I play the guitar?Can you and Tom play chess?Can you and Tom play ches

15、s in the afternoon?Can I play chess with Tom?What can you do?What can I do?Can we eat in the classroom?29Can you play the guitar? If yes, you may join the club.Can you play the guitar for my birthday party?Can I play the guitar in class?30高二人教版模塊五例3 語(yǔ)法教學(xué)層面例子：過(guò)去分詞作定語(yǔ)和表語(yǔ)【功能解讀】書面語(yǔ)常用，簡(jiǎn)潔有力，富于美感學(xué)生大量操練：Please throw away the broken vase. The building built last year is used as能否換種設(shè)計(jì)，創(chuàng)設(shè)句子語(yǔ)境： He left for home, heart broken. He left home, heart broken. 31語(yǔ)言敏感意識(shí)與英語(yǔ)教與學(xué) Target language vs. our use1）Identify the Gap Target language vs. students use Target langua