(完整版)《英語(yǔ)教學(xué)法》unit-1-language-and-learning

1、(完整版)英語(yǔ)教學(xué)法unit_1_language_and_learning(完整版)英語(yǔ)教學(xué)法unit_1_language_anA common question asked by middle school students:Is there any shortcut in English learning? A common question asked by midThe answer: No. The answer: No. A question that you may ask:Is there any shortcut in English teaching?A questio

2、n that you may ask:IsOne possible answer:Yes. The best way of teaching English is to teach according to how English is learnt successfully.One possible answer:Yes. The bIn fact, language teachers often teach a language according to what they think about language and language learning.In fact, langua

3、ge teachers oftFor example,If they think English is a set of letters, words, sentences and grammar rules, they will teach their students to read and write these items in order to master the language.If they think English is a communication tool, then they will try to teach the functional sentences,

4、such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.For example,If they think EnglUnit 1 Language and learningHow do we learn language ?1 ) How do we learn our own language ?2 ) How do we learn foreign language ?(1) People learn language for different

5、reasons.(2) People learn language in different ways.(3) People have different understanding about language learning.(4) People have different capabilities in language learning.Unit 1 Language and learn1) What is language ?Language is a system of arbitrary verbal symbols used for human communication.

6、 ( Wardhaugh , 1972 : 3)2) Different views on language : the structural view the functional viewthe interactional viewII. View on language.1) What is language ?Language Structural View : It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical,

7、 etc. to sentence . Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language .Structural View : It sees la Functional View : It sees language as a linguistic system but also as a means fo

8、r doing things. Most of our day-to- day language use involves functional activities : offering , suggesting , advising, apologizing, etc. Therefore , learners learn a language in order to do things with it . To perform functions , learners need to know how to combine the grammatical rules and the vo

9、cabulary to express notions that perform the functions. Functional View : ItInteractional View : It consider language as a communicative tool , whose main use is to build up and maintain social relations between people. Therefore , learners not only need to know the grammar and vocabulary of the lan

10、guage , but also need to know the rules for using them in a whole range of communicative context. Interactional View : It consIII. Views on language learning1) What are the psycholinguistic and cognitive process involved in language learning ?2) What are the conditions that need to be met in order f

11、or these learning process to be activated ?III. Views on language learninThe research into the answers fall into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making

12、inference, hypothesis testing and generalization.The research into the answers Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.

13、Condition-oriented theoriFour theories of language learning:Behaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryFour theories of language learBehaviourist theory : Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can

14、 be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by con

15、stant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praisedBehaviourist theory : PropoCognitive theory : The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.

16、 It is Noam Chomsky theory. The key point of Chomskys theory is reflected in his most famous questionCognitive theory : The termIf all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?If all language is a learned b According to Chomskys th

17、eory, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced .

18、One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules. According to Chomskys theoIV. What makes a good language teacher?There are a variety of elements that contributes to the qualities of a good language te

19、acher. They are:Ethic devotion Professional qualities(3) Personal stylesIV. What makes a good languageE.D: kind, well-prepared, caring, enthusiastic, warm-hearted, hard-workingP.Q: creative, resourceful,accurate, disciplined, authoritative, well-informed, professionally-trained, fair, reflectiveP.S:

20、 dynamic, patient, attentive, flexible, intuitive, humourousE.D: More adjectives to describe a good language teacher: E.D Group: co-operative, responsible, devotional, diligent,faithful,honest,frankP.S Group: Communicative，sociable, imaginative, tidy and neat, active , good-tempered, friendly, grace

21、ful （handsome, beautiful,smiling？).P.Q Group: knowledgeable, stimulating, inspiring, observant, skillful, equal, experiencedMore adjectives to describe a 韓師學(xué)生評(píng)課表Group the different items in 韓師學(xué)生評(píng)課表 into the three quality groups韓師學(xué)生評(píng)課表Group the different iteV. How can one become a good language teach

22、er?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability. According to Paul D

23、avis (2002: 2), a successful teacher has the following qualities:(1) Have a practical command of English, not just knowledge of grammar rules.(2) Use English most of the time in every class,including beginners class.V. How can one become a good l(3) Think mostly in term of learner practice, not teac

24、her explanation.(4) Find time for really communicative activities, not just practice of language forms.(5) Focus their teaching on learners needs, not just on finish the syllabus or course books.For the development of professional competence, we can use the “reflective model” by Wallace. From the mo

25、del, we can know that the development involves stage I, stage II and the goal.(3) Think mostly in term of leStage I: language training. All English teachers are supposed to have a good command of English. Stage II: The second stage is more complicated, for it can be divided into three sub-stages: le

26、arning; practice and reflection.The learning stage involves:(a) learn from others experience (empirical knowledge(b) learn received knowledge ( such as language theories, psycholinguistics; sociolinguistics; educational psycho- logy, etc.Stage I: language training. Al(c) learn from ones own experien

27、ceThe term “ practice” can be used in two senses:(1) it is a short period of time assigned for students to do teaching practice as part of their education, under the supervision of their instructors.(2) The other sense of practice is the real work that the teachers would undertake when they finish t

28、heir education. (c) learn from ones own exper. Stanley ( 1999) pointed out that teachers benefit from practice if they keep on reflecting on what they have been doing. The teachers reflect on their work not only after they finish a certain period of practice, but while they are doing the practice. And the most difficult thing to do is to keep on reflecting on their work when teachers are doing practice in the real work sense. After some period of practice and reflection, a teacher matures and ap