正本清源顛覆創(chuàng)新

正本清源·顛覆創(chuàng)新

《新概念英語》的分析與解讀劉鷹《新概念英語》三大悖論在國內(nèi)廣泛流行，真正了解其特點者甚少注譯者的理念與NewConcept背道而弛知名的教學(xué)機構(gòu)泡制迷思（myth）曲解經(jīng)典十大NAQs(NeverAskedQuestions)

1.為什么NewConceptEnglish譯為《新概念英語》是一個錯誤？2.《新概念英語》的原作者提倡是一種什么樣的NEWCONCEPT?3.NewConcept與傳統(tǒng)的英語教學(xué)理念的區(qū)別在哪里？《新概念英語》教程共有幾冊書？4.什么是《新概念英語》的教程設(shè)計的語言循環(huán)結(jié)構(gòu)？5.作者設(shè)計教材時使用結(jié)構(gòu)循環(huán)方式目的是什么？在教學(xué)中應(yīng)當(dāng)如何有效運用？6為什么《新概念英語》教材中沒有專門講解語法的內(nèi)容？7.為什么《新概念英語》的原版本不附單詞表？8.《新概念英語》中的練習(xí)設(shè)計原則是什么？9.如何在教學(xué)中最好地應(yīng)用課本中的練習(xí)？10.《新概念英語》適用于什么樣的學(xué)生，用來做什么樣的語言能力訓(xùn)練？四大誤區(qū)

誤譯、誤導(dǎo)、誤教、誤學(xué)誤譯總標題及分冊的誤譯誤導(dǎo)注譯者的誤導(dǎo)知名教學(xué)機構(gòu)的誤導(dǎo)誤教教師的誤教：精讀或泛讀誤學(xué)學(xué)生的誤學(xué)：背誦NewConceptEnglish解讀之一

一個族系的說明(gene)文化研究中的族系方法英語教學(xué)的族系語法翻譯法直接法聽說法結(jié)構(gòu)情景法交際功能法任務(wù)型教學(xué)L.G.Alexander的三大教材NCE：介于結(jié)構(gòu)與情景法與交際功能法之間FollowMe交際功能法MainlineEnglish交際功能法NewConceptEnglish解讀之二

英語教學(xué)的理念與原則(一)Whyrestatethebasicprinciplestheimportantdifferencebetweenunderstandinghowalanguageworksandlearninghowtouseit.noonewouldseriouslyquestionthebasicprinciplesconsiderabledisagreementabouthowtheseprinciplescanbestbeimplemented.Despitethegreatprogress,teachersinmanypartoftheworldstillclingtoold-fashionedmethodsandtosomeextentperpetuatethesystemsbywhichtheythemselveslearntaforeignlanguage.NewConceptEnglish解讀之二

英語教學(xué)的理念與原則(二)UseandperformanceLearningalanguageisnotamatterofacquiringasetofrulesandbuildingupalargevocabulary.Theteacher’seffortsshouldnotbedirectedatinforminghisstudentsaboutalanguage,butatenablingthemtouseit.Astudent’smasteryofalanguageisultimatelymeasuredbyhowwellhecanuseit,notbyhowmuchheknowsaboutit.NewConceptEnglish解讀之二

英語教學(xué)的理念與原則(三)LanguageunitsandlearningofwordsInordertobecomeaskilledperformer,thestudentmustbecomeproficientatusingtheunitsofalanguage.Theunitofalanguageisnot,aswasoncecommonlysuppose,theword,butthesentence.Learningwordsirrespectiveoftheirfunctioncanbeawasteoftime,fornotallwordsareequal.Wemustdrawadistinctionbetweenstructuralwordsandlexicalitems.WordslikeI,you,he,etc.arestructural.Theirusecanbecloselydefined;theyarepartofagrammaticalsystem.Wordsliketree,plant,flower,etc.arepurelylexicalitemsandinnowaypartofagrammaticalsystem.Fromthelearner’spointofview,skillinhandlingstructuralwordsisthekeytomasteringalanguage,forthemeaningthatisconveyedinsentence-patternsdependslargelyonthefunctionofthestructuralwordsthatholdthemtogether.NewConceptEnglish解讀之二

英語教學(xué)的理念與原則(四)Languageceilingandstudents’stateofreadiness

everystudentofaforeignlanguagehaswhatmightbecalleda“l(fā)anguageceiling”,apointbeyondwhichhecannotimproveverymuch.Ifweacceptthissupposition,ouraimmustbetoenableeverystudenttolearnasmuchasheiscapableoflearninginthemostefficientway.

Theold-fashionedtranslationandgrammar0rulemethodsareextremelywastefulandinefficient,forthestudentisactuallyencouragedtomakemistakes:heisaskedtoperformskillsbeforeheisadequatelyprepared.Teacherswhousesuchmethodsunwittinglycreatetheveryproblemstheyseektoavoid.Atsomepointinthecoursetheirstudentsinevitablybecomeincapableofgoingon,theyhavetogoback.Theyhavebecomeremedialstudentsandtheteacherisfacedwiththeproblemofremedyingwhathasbeenincorrectlylearnt.Thestudentshouldbetrainedtolearnbymakingasfewmistakesaspossible.Heshouldneverberequiredtodoanythingwhichisbeyondhiscapacity.Awell-designedcourseisonewhichtakesintoaccountwhatmightbecalledthestudent’s“stateofreadiness”:thepointwherehecanproceedfromeasytodifficult.Ifthestudentistomakethemosthecanproceedfromeasytodifficult.Ifthestudentistomakethemostofthisabilities,hemustbetrainedtoadoptcorrectlearninghabits.NewConceptEnglish解讀之二

英語教學(xué)的理念與原則(五)WhathastobelearntThestudentmustbetrainedadequatelyinallfourbasiclanguageskills:understanding,speaking,readingandwriting.Inmanyclassroomcoursestheemphasisiswhollyonthewrittenlanguage.Thestudentistrainedtousehiseyesinsteadofhisearsandhisinabilitytoachieveanythinglikecorrectpronunciation,stressandintonationmustbeattributedlargelytothetyrannyoftheprintedword.Nothingshouldbespokenbeforeithasbeenheard.Nothingshouldbereadbeforeithasbeenspoken.Nothingshouldbewrittenbeforeithasbeenread.Speakingandwritingarethemostimportantoftheseskills,sincetosomeextenttheypresupposetheothertwo.NewConceptEnglish解讀之三

教程設(shè)計思路與方案（一）核心教程第一冊二、三冊第四冊輔助教程聽說閱讀寫作NewConceptEnglish解讀之三

教程設(shè)計思路與方案（二）核心教程的多功能課文ThemultipurposetextInordertodoalltheexercisesoutlinedabove,thestudentmustworkfromspecially-writtentexts.Eachtextmustbeusedtotrainthestudentinthefollowingskills:Listeningcomprehension.Oralpractice(progressiveandstaticpatterns.Readingaloud.Oralcomposition.Dictation.Controlledcomprehension,summarywritingandcompositionpractice(simple,compoundandcomplexsentences).Writtengrammarexercisesinrecall.NewConceptEnglish解讀之三

教程設(shè)計思路與方案（三）Ifthesetextsaretobesuitableforsomanypurposes,theymustbespeciallydevised.Thenewpatternthataretobetaughtmustbecontextualized,thatis,theymustbebuiltintoeachtext.Thesereiteratedpatternsshouldbeunobtrusive:theiruseshouldstrikethelistenerasbeinginevitableratherthanartificiallysuperimposed.Thereisalsoanotherveryimportantrequirement:thetextsmustbeinterestingoramusingsothattheywillentertainthestudent,holdhisattention,andminimizetheinevitabledrudgeryinvolvedindrillwork.Ifthetextsareaccompaniedbyillustrations,theywillbeevenmoreappealing.Atthebeginner’slevel,illustrationsaremorefunctionalthandecorative.Atthislevel,thereverseistrue:thepre-intermediatestagemarksatransitionfromaudio-visualtechniquestoaudio-lingualones.NewConceptEnglish解讀之三

教程設(shè)計思路與方案（四）SpeedandintensityTraditionalcoursesareoftendividedinto“l(fā)essons”,butthese“l(fā)essons”donottakeintoaccountwhatcanbedoneinanaverageteachingperiodofforty-fiveminutesoranhour.Theysimplyconsistof“anamountofinformation”andmayrunonforagreatmanypages.Intheclassroom,oneofthese“l(fā)essons”mightdragonforweeksbecausesomuchhastobedone.Alessonmustbepreciselywhatthe