《英語課程與教學(xué)論》課件

EnglishCurriculum&TeachingMethodologyEnglishCurriculum&

CourseDescriptionUnitILanguageandLanguageTeachersUnitIILanguageLearningTheoriesandLearnersUnitIIIEnglishCurriculumandCoursebooksUnitIVTeachingtheLanguageSystemandSkillsUnitVLessonPlanningandClassroomManagementUnitVIAssessmentandReflectiononClassroomTeachingUnitVIIModernEducationalTechnologyandTeachingResources

CourseDescriptionUnitILReferences1魏立明.《英語課程與教學(xué)論》，東北師范大學(xué)出版社，2005年2王薔.《英語教學(xué)法課程》，高等教育出版社，2006年3Harmer,J.2003.ThePracticeofEnglishLanguageTeaching.PearsonEducationPress4Ur,P.1996.ACourseinLanguageTeaching:PracticeandTheory.CambridgeUniversityPressReferences1魏立明.《英語課程與教學(xué)論》，東北師

FinalScorePresentation10%Homework&Test20%FinalExam70%AResearchPaperResearchActivityFinalScorePresentation10%UnitILanguageandLanguageTeachers

UnitIAimsoftheunit

1.

Howdowelearnlanguages?2.

Whatarethecommonviewsonlanguage?3.

Whatarethecommonviewsonlanguagelearning?4.

Whatarethequalitiesofagoodlanguageteacher?5.Howcanonebecomeagoodlanguageteacher?

Aimsoftheunit1.

HowdoweIHowdowelearnlanguages?

Thewaylanguageteachersteachintheclassroomistosomeextentinfluencedbythewaytheylearnedlanguages.IHowdowelearnlanguages?Task1Questionnaire1.

Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguage(s)?3.

Howdoyoufeelaboutlearningaforeignlanguage?4.

Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdidyoufindmoredifficulttolearn?

Task1Questionnaire1.

HowmanTask1QuestionnaireHaveyoufocusedonknowledgeorskills?Why?Whydoyoulearntheforeignlanguage(s)?Doyouconsideryourselfasuccessfullearner?Why?

Whatareyourmostcommonlearningactivities?Doyoulikethewayyoulearnedtheforeignlanguage(s)?

Task1QuestionnaireHaveyoufIIViewsonlanguage

Whatislanguage?Theanswertothisquestionisthebasisfor

syllabusdesign,teachingmethods,teachingandassessmentproceduresintheclassroom.

Differentviewsonlanguagegeneratedifferentteachingmethodologies.

IIViewsonlanguageWhatislStructuralview

Itviewslanguageasasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,whicharegenerallydefinedintermsofphonologicalunits(e.g.,phonemes),StructuralviewItviewslanguStructuralview

grammaticalunits(e.g.,clauses,phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),andlexicalitems(e.g.,functionwordsandstructurewords).StructuralviewgrammaticalunFunctionalview

Itviewslanguageasavehiclefortheexpressionoffunctionalmeaning,ameansofdoingthings/combininggrammaticalrulesandvocabularytoexpressidea.FunctionalviewItviewslanguInteractionalview

Itviewslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.InteractionalviewItviewslaIII

Whatisagoodlanguageteacher?

Workingroups.Reflectonyourownlearningexperiencesfromearlyschoolyearstotheuniversity.HaveyouhadanexcellentEnglishteacher?TrytoidentifyasmanyqualitiesaspossibleofyourbestEnglishteacher(s).NotedownallthequalitiesthatyouthinkareimportantforagoodEnglishteacher.

IIIWhatisagoodlanguageteThequalitiesofagoodlanguageteacher

Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theyare:ethicdevotionprofessionalqualitiespersonalstyles.ThequalitiesofagoodlanguaIVHowcanonebecomeagoodlanguageteacher?

IVHowcanonebecomeagoodl《英語課程與教學(xué)論》課件Unit2Languagelearningtheoriesandlearners

Unit2LanguagelearningtheorUnit2Languagelearningtheoriesandlearners

Aimsoftheunit:

1.Whatarethetheoriesinlanguagelearning?2.Whataretheteachingapproachesinlanguageteaching?3.Whichismoreimportant,fluencyoraccuracy?4.What’stheenlightenmentoflearningandacquisition?

Unit2LanguagelearningtheorIViewsonlanguagelearning

Behavioristtheory

B.F.Skinner

(1904—1990)

Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Stimulus-Response-Reinforcement

IViewsonlanguagelearningBIViewsonlanguagelearning

Cognitivetheory

Chomsky(1928--）

suggestslanguageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Chomsky’sTransformationalGenerativeGrammarIViewsonlanguagelearningCIViewsonlanguagelearning

Studentsareaskedtothinkrathersimplyrepeat.Studentsshouldbeallowedtocreatetheirownsentencebasedontheirunderstandingofcertainrules.IViewsonlanguagelearningSIViewsonlanguagelearning

Constructivisttheory:Itbelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknown.JohnDewey(1859-1952)providedafoundationforconstructivism.IViewsonlanguagelearningCIViewsonlanguagelearning

JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.IViewsonlanguagelearningJIViewsonlanguagelearning

Socio-constructivisttheoryVygotsky(1896-1934)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

IViewsonlanguagelearningSIIInterlanguageAmericanlinguist,LarrySelinkerL2learnersconstructalinguisticsystemthatdraws,inpart,onthelearner’sL1butisalsodifferentfromitandalsofromthetargetlanguage.Alearner’sinterlanguageisauniquelinguisticsystem.IIInterlanguageAmericanlingErrorsources

PsycholinguisticSociolinguisticEpistemicDiscoursestructure

ErrorsourcesPsycholinguisticPsycholinguisticsourcesoferrors

Competence(‘error’)Performance(‘mistake’)PsycholinguisticsourcesoferPsycholinguisticsourcesoferrors

Competence(‘error’)transferintralingualuniquePerformance(‘mistake’)processingproblemscommunicationstrategiesPsycholinguisticsourcesoferIntralingualerrorsOvergeneralizationIgnoranceofrulerestrictionsIncompleteapplicationofrulesFalseconceptshypothesizedIntralingualerrorsOvergeneraIIIKrashen’sfivehypothesestheacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesisIIIKrashen’sfivehypothesesttheacquisition/learninghypothesisTwoindependentsystemsofsecondlanguageperformance:theacquiredsystemthelearnedsystemThe‘a(chǎn)cquiredsystem'or'acquisition'istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.

theacquisition/learninghypottheacquisition/learninghypothesisThe'learnedsystem'or'learning'istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen'learning'islessimportantthan'acquisition'.

theacquisition/learninghypotthemonitorhypothesisItexplainstherelationshipbetweenacquisitionandlearninganddefinestheinfluenceofthelatterontheformer.

Themonitoringfunctionisthepracticalresultofthelearnedgrammar.Theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe'monitor'orthe'editor'.

themonitorhypothesisItexplathemonitorhypothesisThe'monitor'actsinaplanning,editingandcorrectingfunctionwhenthreespecificconditionsaremet:thatis,thesecondlanguagelearnerhassufficienttimeathis/herdisposal,he/shefocusesonformorthinksaboutcorrectness,andhe/sheknowstherule.themonitorhypothesisThe'monthenaturalorderhypothesisTheacquisitionofgrammaticalstructuresfollowsa'naturalorder'whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners'age,L1background,conditionsofexposure.thenaturalorderhypothesisThthenaturalorderhypothesisKrashenhoweverpointsoutthattheimplicationofthenaturalorderhypothesisisnotthatalanguageprogramsyllabusshouldbebasedontheorderfoundinthestudies.thenaturalorderhypothesisKrtheinputhypothesisInputhypothesisisonlyconcernedwith'acquisition',not'learning'.Thelearnerimprovesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.theinputhypothesisInputhypotheinputhypothesisKrashensuggeststhatnaturalcommunicativeinputisthekeytodesigningasyllabus,ensuringinthiswaythateachlearnerwillreceivesome'i+1'inputthatisappropriateforhis/hercurrentstageoflinguisticcompetence.theinputhypothesisKrashensutheaffectivefilterhypothesisAnumberof'affectivevariables'playafacilitative,butnon-causal,roleinsecondlanguageacquisition.Thesevariablesinclude:motivation,self-confidenceandanxiety.Learnerswithhighmotivation,self-confidence,agoodself-image,andalowlevelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.

theaffectivefilterhypothesitheaffectivefilterhypothesisLowmotivation,lowself-esteem,anddebilitatinganxietycancombineto'raise'theaffectivefilterandforma'mentalblock'thatpreventscomprehensibleinputfrombeingusedforacquisitiontheaffectivefilterhypothesiFluencyandaccuracySchmidt(1992)summarizesFillmore’sideasandpointsoutfouritemsforustoidentifydifferentlevelsoffluency.time-fillingqualityofspeechappropriacyofspeechaestheticcapabilityFluencyandaccuracySchmidt(1FluencyandaccuracyIntermsofsecondorforeignlanguageenvironment,fluencymeansalevelofproficiencyincommunication(Richards,1992).Fourkindsofabilities:theabilitytoproducespokenlanguagewithease;FluencyandaccuracyIntermsFluencyandaccuracy2.theabilitytospeakwithagoodbutnotnecessarilyperfectcommandofintonation,vocabulary,andgrammar;3.theabilitytocommunicateideaseffectively;4.theabilitytoproducecontinuousspeechwithcausingcomprehensibledifficultiesorabreakdownincommunication.

Fluencyandaccuracy2.theabiFluencyandaccuracyAccuracyreferstotheabilitytoproducegrammaticallycorrectsentencesbutmaynotincludetheabilitytospeakorwritefluently.

FluencyandaccuracyAccuracyrTheroleofinteractionintheclassroom

Interactionpusheslearnerstoproducemoreaccurateandappropriatelanguage,whichitselfprovidesinputforotherstudents.Hedge,2002Theroleofinteractioninthe

TheroleofcomprehensibleoutputOutputcanserveaconsciousness-raisingfunctionbyhelpinglearnerstonoticegapsintheirinterlangauges.Outputhelpslearnerstotesthypotheses.Learnerssometimestalkabouttheirownoutput,identifyingproblemswithitanddiscussingwaysinwhichtheycanbeputright.TheroleofcomprehensibleouEnlightenmentTeachersshouldencouragestudentstotesthypothesesandtonoticegapsininteractiveprocesses.StudentsaresupposedtolearnEnglishbyusingEnglishandinteractingwithothers.

EnlightenmentTeachersshouldLearningandcommunicationstrategieslearningstrategiesmetacognitivestrategiescognitivestrategiessocialmediationstrategiescommunicationstrategiescompensatorystrategiesavoidance

LearningandcommunicationstrMetacognitiveStrategies

advanceorganizerdirectedattentionselectiveattentionself-managementadvancepreparationself-monitoringdelayedproductionself-evaluationself-reinforcement

MetacognitiveStrategiesadvanCognitiveStrategies

repetitiongroupingnote-takingdeductionauditorykeywordcontextualisationelaborationtransferinferencingCognitiveStrategiesrepetitioSocialMediationStrategies

cooperationquestionforclarificationSocialMediationStrategiescoNaturalContextUsingEnglishinrealsituationsInformallearningDirectparticipationandobservationNoarticulationofrulesLearningknowledgeofthelanguageSubconsciouslearning

NaturalContextUsingEnglishEducationalContextClassroomlearningsituationformallearningDecontextualizedArticulationofrulesLearningknowledgeaboutthelanguageConsciouslearningEducationalContextClassroomLearningandacquisitionAcquisition

naturalpickuplearningunconsciousinformalnon-schoollikenofocusonlinguisticformLearningandacquisitionAcquiLearningandacquisitionLearningunnaturaldeliberateorsystematiclearningconsciousformalschoollikefocusonlinguisticformLearningandacquisitionLearnWhydolearnersuse“avoidance”?Theyfeelinadequateanddonotwanttotouchwhattheydonotfeelsureoffortheirsecureidentity.Theydonotwanttolosemarksastryingcanproducemistakes.Avoidanceisnothelpfultolanguagelearning.Withouttrying,studentshavenochancetotesthypothesesandtocometoahigherlevel.

Whydolearnersuse“avoidanceKnowledgesourcesforcomprehension(1)KnowledgeneededSchematicknowledgebackgroundknowledge-

factual-

socioculturalproceduralknowledge-

howknowledgeisusedindiscourseKnowledgesourcesforcompreheKnowledgesourcesforcomprehensionContextualknowledgeknowledgeofsituation-

physicalsetting,participants,etc.knowledgeofco-text-

whathasbeen,willbesaidSystemicknowledge-

syntactic-

semantic-

morphologicalKnowledgesourcesforcompreheKnowledgesourcesforcomprehension(2)Rolesoftheknowledgeallowingforeffectiveguess(systemknowledge)buildingmeaningsbydrawingonawiderrangeofsources(includingsemanticandcontextualknowledge.Soundrecognitionisnotenough.)KnowledgesourcesforcompreheKnowledgesourcesforcomprehensionmakingeffectiveinference(previousknowledge)Cuttingdowntherangeofpossiblemeanings(situationalcontext)meaningunderstandingisrequiredbottom-upandtop-downprocessesKnowledgesourcesforcompreheKnowledgesourcesforcomprehensionCuttingdowntherangeofpossiblemeanings(situationalcontext)meaningunderstandingisrequiredbottom-upandtop-downprocessesKnowledgesourcesforcompreheUnit3TheEnglishcurriculumandcoursebooksUnit3Unit3TheEnglishcurriculumandcoursebooks

Aimsoftheunit:1.

Whatiscurriculum?2.

What’sthedifferencebetweencurriculumandsyllabus?3.What’sthedifferencebetweentheteachingofcoursebooksandteachingbytheuseofthecoursebooks?Unit3TheEnglishcurriculumDefiningcurriculumItreferstotheprogramofstudiesofaneducationalinstitution.Itreferstothesubstanceofwhatistaughtinagivensubject:(a)definingobjectives,(b)determiningcontent,(c)indicatingsomesortofsequenceorprogression.DefiningcurriculumItrefersDefiningsyllabusAsyllabusprovidesafocusforwhatshouldbestudied,alongwitharationalforhowthecontentshouldbeselectedandordered.CharacteristicsofaSyllabus:1.Consistsofacomprehensivelistsof-

contentitems(words,structures,topics)-

processitems(tasks,methods)2.Isordered(easier,moreessentialitemsfirst)

DefiningsyllabusAsyllabuspDefiningsyllabus3.Hasexplicitobjectives(usuallyexpressedintheintroduction)4.Isapublicdocument5.Mayindicateatimeschedule6.Mayindicateapreferredmethodologyorapproach7.MayrecommendmaterialsDefiningsyllabus3.Hasexpli綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際視野祖國意識合作精神自信意志興趣動機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識話題功能語法詞匯語音寫讀說聽課程目標(biāo)綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際Affect&AttitudeInternationalperspectivesPatriotismCooperationConfidenceMotivationAffect&AttitudeInternationaCulturalConsciousnessCulturalKnowledgeCulturalUnderstandingCross-culturalCommunicationCulturalConsciousnessCulturaLearningStrategiesCognitiveStrategiesSelf-managementStrategies(MetacognitiveStrategies)CommunicationStrategiesResourceStrategiesLearningStrategiesCognitiveLanguageskillsListening,Speaking,Reading,WritingLanguageskillsListening,SpeLanguageKnowledgePhonetics,Grammar,Vocabulary,Function,TopicLanguageKnowledgePhonetics,2400-2500單詞1500-1600單詞一門外語過關(guān)600-700單詞一級二級三級四級五級六級七級八級九級六年級結(jié)束時的要求九年級結(jié)束時的要求普通高中畢業(yè)要求課程設(shè)計思路有條件的地區(qū)或?qū)W?？梢蕴岣呦鄳?yīng)級別的要求；條件暫不具備的地區(qū)或?qū)W?？梢赃m當(dāng)降低相應(yīng)級別的要求。順序選修課程

必修課程

任意選修課程一門外語過關(guān)一級二級三級四級五級六級七級八級九級六年級結(jié)束時TeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherAnWorkingthrougheverythinginthetextbook.n

Doingeachexerciseintheorderasitiswritten.n

Usingthetextbookinthewaythatthetextbookwritertellsmeto.nCoveringthewholebookbytheendoftheterm.TeachingofcoursebooksVSTeaTeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherB

n

Crossingoutboringexercisesn

Changingtheordern

Supplementingwithmyowngoodies

nTurningtextsintoinformationgaps,games,role-playing，etc.TeachingofcoursebooksVSTeaUnit4TeachingthelanguagesystemandskillsUnit4Unit4TeachingthelanguagesystemandskillsTeachingaims:1.

Whatislanguagesystem?Howtopresentthelanguagesystem?2.

Whatistheobjectivesofteachingpronunciation?3.Howtoteachlanguageskills?Unit4TeachingthelanguagesLanguagesystemPronunciationVocabularyGrammarFunctionTopicLanguagesystemPronunciationTheimportanceofteachingthelanguagesystem1.Withoutgrammar,verylittlecanbeconveyed.Withoutvocabulary,nothingcanbeconveyed.(Wilkins)2.AKnowledgeofphonologyandphoneticsenablesteacherstoanticipatedifficultiesandtohelpstudentsovercomethem.(Cross,1992)3.Theteachingofgrammarandvocabularyhasalwaysbeenacentralaspectofforeignlanguageteaching.(Brown,1994)TheimportanceofteachingtheTheimportanceofteachingthelanguagesystem4.Noonedoubtstheprominenceofgrammarasanorganizationalframeworkwithinwhichcommunicationoperates.5.Agoodstoreofwordsiscrucialforunderstandingandcommunication.(Cross,1992)TheimportanceofteachingtheWhatisphonology？

ThesoundsystemofEnglish,thephonology,canberegardedasfallingintotwomajorparts-thephonemes(vowelsandconsonants)andthewaytheindividualsoundsinteractwiththeotherphonologicalfeaturesinconnectedspeechtoproducethecharacteristicpatternsofstress,rhythmandintonation.Whatisphonology？ThesounTheobjectiveofteachingpronunciationTheaimofpronunciationimprovementisnottoachieveaperfectimitationofanativeaccent.Itissimplytogetthelearnertopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletoother(competent)speakers.“Perfect”accentsaredifficultifnotimpossibleformostofustoachieveinaforeignlanguageanyway,andmaynotevenbedesirable.TheobjectiveofteachingpronTheobjectiveofteachingpronunciationIntelligibility:Thepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency:Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.

Consistency:Thepronunciationshouldbesmoothandnatural.TheobjectiveofteachingpronTeachingstepsofasinglesound1.

Saythesoundalone.2.Getthestudentstorepeatthesoundinchorus.3.Getindividualstudentstorepeatthesound.4.Explainhowtomakethesound.5.Saythesoundinaword.6.Contrastitwithothersounds.7.Saythesoundinmeaningfulcontext.TeachingstepsofasinglesouTypesofpronunciationexercises1.Perceptionpractice

a.

Minimalpairs:

Minimalpairsarepairsofwordswhichhaveonlyonesounddifferentfromeachother.e.g:willwelltilltellfillfelllidledshipsheepbidbedb.

Whichorder?

e.g:pitpetbetbeartearear132312TypesofpronunciationexercisTypesofpronunciationexercisesc.Sameordifferent?

e.g:metmeet(D)wellwell(S)d.Oddmanout

e.g:bitbitbitpit(No.4isdifferent.)lidledlidlid(No.2isdifferent.)e.Completione.g:__ate__ate__ate__ate__ateTypesofpronunciationexercis2.Productionpracticea.

Listenandrepeatb.

Fillintheblanks

e.g:Childrenlovetoplaygames.Blackandwhitemakegray.AfterAprilcomeMay.

c.Makeupsentences2.Productionpracticea.

Lis2.Productionpractice:d.

Usingmeaningfultext.

e.g:A:What’swrongwithyou,Mr.Bloggs?B:Ihatethishorriblejob.A:Whatjob?B:Washingsocks.A:Whatdoyouwanttodo?B:Iwantaholiday.2.Productionpractice:d.

Us2.Productionpractice:e.

Usingpicturese.g:ThisisoldJack.Hehasablackcat.ItsnameisPat.Itisveryfat.f.

Usingtonguetwisterse.g:Shesellsseashellsontheseashore.Fivewivesdrankfivebottlesoffinewine.

2.Productionpractice:e.

PracticingstressingTwokindsofstress:

word-levelstressphrase-levelorsentence-levelstressPracticingstressingTwokindsWaysofshowingthestress1.

Usegestures.2.

Usethevoice.3.Usetheblackboard.Waysofshowingthestress1.

Theimportanceofpracticingintonation1.

Intonationcangreatlyaffecttheintentionofthespeaker’smessage.2.Intonationisusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.3.Intonationis“asimportantasgrammarorlexis.”

TheimportanceofpracticingiPresentingandpracticinglanguageOneoftheteacher’smainrolesistointroduce,or“present”,andpracticenewlanguageandtoreviselanguagethatthestudentshavemetbefore.Presentationandpracticetechniquesareparticularlyusefulatlowerlevelswheremuchofthelanguagethatstudentscomeacrossisnew.

PresentingandpracticinglangPresentingandpracticinglanguageOfcoursesomeofthisnewlanguagewillbeacquirednaturallythroughexposuretonativespeakerdiscourse,butlearnersalsoneedandwantimportantareasoflanguagetobehighlightedbytheteacher:tobeexploredorillustratedintermsofmeaningandform(includingspellingandpronunciation),andthenpracticed.PresentingandpracticinglangTheroleofgrammarinlanguagelearningTeachinggrammarislessimportantforchildrenthanforadults.

Teachinggrammarislessimportantinlisteningandreadingthaninwriting.TheroleofgrammarinlanguagGrammarpresentation

ThedeductivemethodThedeductivemethodreliesonreasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.GrammarpresentationThedeGrammarpresentationTheexplanationsareoftendoneinthestudent’snativelanguageandusegrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandthetargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.Finally,thestudentspractiseapplyingtheruletoproducesentenceswithgivenprompts.

GrammarpresentationTheexplaThedemeritsofthedeductivemethodItteachesgrammarinanisolatedway.Littleattentionispaidtomeaning.Practiceisoftenmechanical.ThedemeritsofthedeductiveThemeritsofthedeductivemethodItcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelpincreasestudents’confidenceinthoseexaminationwhicharewrittenwithaccuracyasthemaincriterionofsuccess.ThemeritsofthedeductivemeTheinductivemethod

Intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.TheinductivemethodIntheinTheguideddiscoverymethodTheguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.TheguideddiscoverymethodTheTheguideddiscoverymethodIntheguideddiscoverymethod,studentsarepresentedwithcontextualizedscenariosillustratingaspecificstructure.Studentsarethenguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontextfollowedbyexplicitteachingandlearningofthetargetstructure.TheguideddiscoverymethodInGrammarpracticeFactorscontributetosuccessfulpractice1.Pre-learning2.Volumeandrepetition3.Success-orientation.

4.Heterogeneity5.Teacherassistance

6.InterestGrammarpracticeFactorscontriMechanicalpracticeandMeaningful/communicativepracticeMechanicalpractice

Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.

Bydoingmechanicalpractice,thestudentspayrepeatedattentiontoakeyelement——astructure.

Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.MechanicalpracticeandMeaninMechanicalpracticeandMeaningful/comm