英語教學法復習要點

1.Structuralviewonlanguage：seeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology); thediscreteunitsofmeaningproducedbysoundcombinations(morphology), thesystemofcombiningunitsofmeaningforcommunication(syntax). Eachlanguagehasafinitenumberofsuchstructuralitems. Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Whenwascombinedwiththestimulus-responseprinciplesofbehavioristicpsychology,theaudiolingualapproachtolanguagelearningemerged.2，Interactionalviewonlanguage：tobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.learnersnotonlyneedtoknowthegrammarandvocabularybuthowtousethelanguageappropriayincommunicativesituations.3，Communicativecompetence：ThegoalofCLTistodevelopstudents'….,whichincludesboththeknowledgeaboutthelanguage&howtousethelanguage yincommunicativesituations. 5maincomponentsof…:linguisticcompetence,pragmatic…,discourse…,strategic…,TaskinEnglishlanguageteaching：TBLTisafurtherdevelopmentofCLT.Itbelieveslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.H,ithasstressedtheimptocombineform-focusedteaching&communicative-focusedteaching.Overalllanguage Languagelearning: phonetics;gra；voca； ponentsofalesson1，backgroundinformation,2，teachingaims//3，languagecontentsandskills4，stagesandprocedures 5，teachingaids, 6，endoflessonsummary,//7，optionalactivitiesandassignments,8，after-lessonreflection.Theroleoftheteacher：assessor,controller,facilitators,guides,anizer,prompter,participant,resource-provider,researchers（9）Errorsthelearnerslanguagecompetence.不因carelessnessnorhesitation,而是lackofknowledgeinthelanguage.cannotbeself-corrected（nomatterhowmuchattentionisgiven.）Mistakesthelanguagecompetence,atemporarybreakdown.（反之Thegoalofteachingpronunciation：Consistency:shouldbesmoothandInligibility:。understandabletothelisteners; efficiency:。helpconveythemeaningthatisintendedbythespeaker.順懂意Principlesforteachingspeaking：1，balancingaccuracy-based,&fluency-basedpractices;（準、順,2，contextualisingpractice,3. alisingpractice//4，confidence;,5，isingmeaningfulinteractions;/,6，helstudentsdevelopspeakingstrategies;,7，利用classroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.（7）Mechanicalpractice：involvesactivitiesaimedatformaccuracy.Byng,thestudentspayrepeatedattentiontoakeyelementinastructure.SubstitutionandtransformationdrillsaremostfrequentlyusedMeaningfulpractice：thefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents'keepaneyeon'thewaynewlylearnedstructuresareusedintoprocess. usuallycomesaftermechanicalpractice.Thedeductivemethod：reliesonreasoning,yzingandcomparing.1st,writesanexampleonth或drawsattentiontoanexampleinthetextbook.2,explainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralterms.Sometimes,comparisonsaremadebetweenthenativelanguage&thelanguagethenewlypresentedstructure&previouslylearnedstructure.3,thestudentspracticeapplyingtheruletoproducesentenceswithgivenprompts.Guideddiscoverymethodtheinductivemethod（thestudentsareinducedtodiscoverrulesbythemselves）butdifferent（因theprocessofthediscoveryiscarefullyguidedandassistedbytheteacher，therulesarethenelicitedandtaughtexplicitly.）2keytheoreticalissuesrelatedtothismethod:theroleofexplicitknowledgeinlanguagelearning&thevalueofdiscoveryasageneralmethodofKnowingaword：knowpronunciationandstress;spellingandgrammaticalproperties;///itsmeaning;howandwhentouseittoexpresstheintendedVocabularyconsolidationactivities：labelling;spotthedifference;describeanddraw;playagame;usewordseries;wordbingo;wordassociation;///findsynonymsandantonyms;categories;usingwordnet-work useadictionary, ////guessmeaningfromcontext,managestrategyuse（5）24Thewritingcreatingfreewriting,outlining,drafting,////editing,revising,proofreading,conferencingDenotativemeaningofawordofalexicalitem=thosewordsthatweusetolabelthingsasregardsrealobjectsinthephysicalworld.Thisisusuallytheprimarymeaningofawordandmayseemrelativelyeasytolearn.Connotativemeaningofaword：=theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader'sinterpretationoftheword. Thesewouldincludewordsthatmayexpressapositiveornegativeattitudeorsubtlefeelingstowardssomething.Top-downmodeloflistening：listeningfistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Bottom-upmodeloflistening：listeningcomprehensionstartswithsoundandmeaningrecognitions.(=weuseinfointhespeechtotrytocomprehendthemeaning).Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear.Thisprocessoflisteningexpectsthelistenertohaveaveryeffectiveshort-termmemory（因theyhavetomakesenseofeverysoundinordertofigureoutthemeaningofwords,phrasesandstructures.）Ifthereareunfamiliarsounds,listenerswillfinditveryhardtokeepupwiththespeaker.21，Sightvocabulary：Words（oneisabletorecogniseimmediay）areoftenreferredtoassightvocabulary.willbethosewordsthatyoucanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrain.22Thetransitiondevice：Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Sometransitiondevicesthatareoftenusedinteachingreadingare:pictures,drawings,maps,tables,treediagrams,cyclicdiagrams,piecharts,barchartsflowcharts,chronologicalsequence,subtitlesandnotes.Mostofthetransitiondeviceslistedabovemakeuseofvisualaidssothatinformationintextformisvisualized.目的：FocusattentiononthemainmeaningoftheBeabletosimplifysophisticatedinputsothat esthebasisforAllowstudentstoperformtaskswhiletheyareHighlightthemainstructuralan