王薔英語教法

中學(xué)英語教學(xué)法

第一次導(dǎo)學(xué)課主講：陳道明

（華南師范高校外文學(xué)院）

chendm@gdou第一次導(dǎo)學(xué)課導(dǎo)學(xué)內(nèi)容IntroductiontothecourseUnit1Unit2Introduction本課程的學(xué)習(xí)途徑本課程的學(xué)習(xí)內(nèi)容本課程的評估方法學(xué)習(xí)建議1、本課程的學(xué)習(xí)途徑教材網(wǎng)絡(luò)課件導(dǎo)學(xué)課BBS（“溝通園地”或“課程溝通”）（1）教材

《英語教學(xué)法教程》，王薔主編.高等教化出版社2000.第一版；2006.其次版（2）網(wǎng)絡(luò)課件登錄網(wǎng)院主頁（://gdou）的[網(wǎng)絡(luò)教室]:://gdou/student/netclassroom 在線學(xué)習(xí)，或者：通過當(dāng)?shù)貙W(xué)習(xí)中心下載，并刻錄成學(xué)習(xí)光盤，然后用光盤在單機上學(xué)習(xí)。網(wǎng)絡(luò)課件中的內(nèi)容課件中的主要內(nèi)容：精講課：視頻錄像+PPT期末考試模擬試題（附答案）兩套課外閱讀材料（參考資料）。關(guān)于網(wǎng)絡(luò)課件中“課外閱讀”的材料網(wǎng)絡(luò)課件中“課外閱讀”的材料內(nèi)容不會作為考試題目的學(xué)問點，但：建議同學(xué)們，尤其是已經(jīng)在當(dāng)英語老師的同學(xué)們，要在適當(dāng)?shù)臅r候閱讀，這對英語教學(xué)實踐和教研將有裨益。（3）導(dǎo)學(xué)課共四次導(dǎo)學(xué)課語音教學(xué)系統(tǒng)地址：://94/main/index.jhtml可以通過網(wǎng)院主頁 ://gdou/index.html 左下方的“華師在線語音教學(xué)系統(tǒng)”進入。（4）BBS

（“溝通園地”或“課程溝通”）BBS中“教學(xué)資源區(qū)”上的主要資源：“導(dǎo)學(xué)課”的PPT（與網(wǎng)絡(luò)課件的PPT有所不同）；自測題（網(wǎng)頁文件，需解壓）：2、本課程的學(xué)習(xí)內(nèi)容《英語教學(xué)法教程》其次版和第一版的內(nèi)容比較第二版第一版內(nèi)容Unit1Unit1Languageand(language)Learning要考

Unit2Unit2CommunicativePrinciplesandActivities（andTask-BasedLanguageTeaching）要考Unit3

TheNationalEnglishCurriculum本學(xué)期不考

Unit4Unit3LessonPlanning自學(xué)，要考

Unit5Unit4ClassroomManagement自學(xué)，要考

Unit6Unit5TeachingPronunciation要考Unit7Unit6TeachingGrammar要考Unit8Unit7TeachingVocabulary要考第二版第一版內(nèi)容Unit9Unit8TeachingListening要考

Unit10Unit9TeachingSpeaking要考Unit11

Unit10TeachingSpeaking要考Unit12Unit11TeachingWriting要考Unit13Unit12IntegratedSkills要考Unit14MoralLearning本學(xué)期不考Unit15Unit13AssessmentinLanguageTeaching自學(xué)，要考Unit16LearnerDifferencesandLearnerTraining本學(xué)期不考Unit17UsingandCreatingResources本學(xué)期不考Unit18Unit14EvaluatingandAdaptingTextbooks自學(xué)，要考3、本課程的評估方法登錄BBS（本課程的“溝通園地”）占5%；學(xué)習(xí)中心打分占5%；網(wǎng)上作業(yè)（不計時、但有遞交期限）占20%;期末考試占70%。假如總評不及格，需重修。4、學(xué)習(xí)建議確定要利用網(wǎng)絡(luò)課件學(xué)習(xí)；要在線聽“導(dǎo)學(xué)課”（共四次），或通過學(xué)習(xí)中心下載導(dǎo)學(xué)課的“錄像”(也可以在我給你們開的公共郵箱gdchendm@yahoo下載)，重看錄像；在BBS上下載“導(dǎo)學(xué)課”的PPT，復(fù)習(xí)PPT上的內(nèi)容；學(xué)習(xí)《英語教學(xué)法教程》的相關(guān)章節(jié)；在BBS上下載“自測題”，解壓，做題。理解題目的意思；常常訪問BBS，提出問題，參與探討；按時完成網(wǎng)上作業(yè)。Unit1

LanguageandLearningViewsonlanguageViewsonlanguagelearningWhatisagoodlanguageteacher,andhowcanonebecomesuch?相關(guān)學(xué)科理論（語言學(xué)、心理學(xué)、心理語言學(xué)、社會語言學(xué)、教化學(xué)等）教學(xué)探討環(huán)境M1M2M3教學(xué)實踐教學(xué)目標(biāo)、教學(xué)大綱與課程設(shè)置、課程大綱、教材教學(xué)原則（教學(xué)道路或稱指導(dǎo)思想）相關(guān)理論探討者的活動領(lǐng)域應(yīng)用語言學(xué)工作者的活動領(lǐng)域應(yīng)用語言學(xué)工作者與外語老師共有或合作的領(lǐng)域外語老師的活動領(lǐng)域ViewsonlanguageThreedifferentviews

oflanguageThestructuralview,Thefunctionalview,TheinteractionalviewThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage= thesystemofsounds+

thesystemofwords+

thesystemofgrammar

Thestructuralview

System

of

Language3sub-systemsSoundsWordsGrammarThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThefunctionalview

(Thefunctional-notionalview)Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.Functionsoflanguagee.g.offering,suggestion,advising,apologizing,etc.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notions

e.g.presenttime,pasttime,andfuturetime;certaintyandpossibility;agentandinstrument;relationshipbetweenpeopleandobjectsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:Rulesoflanguageform (grammar&vocabulary)Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.ViewsonlanguagelearningTheProcess-orientedtheories，and theCondition-orientedtheoriesTheBehaviouristtheory, and theCognitivetheoryTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.

e.g.habitformation,induction,makinginference,hypothesistesting,generalizationTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.numberofstudents,whatkindofinputlearnersreceive,learningatmosphereTheCondition-orientedtheoriesTheBehaviouristtheory

and

theCognitivetheory

TheBehaviouristtheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.TheBehaviouristtheory“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)

TheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheorySkinner:Languageisalsoaformofbehaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“l(fā)isten-and-repeat”drillingactivities).InALM,mistakeswereimmediatelycorrected.Chomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheCognitivetheoryTheimpactofChomsky’stheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.Whatmakes

agoodlanguageteacher?kind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourceful(havingtheabilitytofindawayroundthedifficulty),attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humourous,caring,disciplined,professionally-trained(Parrot.1993)EthicdevotionProfessionalqualityPersonalstyleHowcanonebecomeagoodlanguageteacher?Teaching:isitacraft,orisitanappliedscience?Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.AcompromisebetweenthetwoviewsbyWallace(1991)Stage1:LanguagetrainingStage2:3sub-stages:1)learning;2)practice;3)reflectionStage3:Goal(professionalcompetence)

SummaryofUnit1ViewsonlanguageThestructuralview,thefunctionalview,andtheinteractionalviewViewsonlanguagelearningTheProcess-orientedtheoriesandtheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryQualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacherUnit2

CommunicativePrinciples

and

Task-BasedLanguageLearningTopicstofocusonLanguageuseinreallifev.s.traditionalpedagogy;Communicativecompetence;CommunicativeLanguageTeaching;Task-basedLanguageTeaching

Languageuseinreallife

vs.

traditionalpedagogyTheultimategoalofforeignlanguageteachingis: toenablethelearnerstousetheforeignlanguageinworkorlifeTherefore,weshouldteach: thatpartofthelanguagethatwillbeused; inthewaythatisusedintherealworld.Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy:(pp.14-15)Inreallife:?Thetraditionalpedagogy:?Theconsequence:?Inreallife:Languageisusedtoperformcertaincommunicativefunctions.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetraditionalpedagogy

tendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.Inreallife:Languageisalwaysusedinacertaincontext.Thetraditionalpedagogy

tendstoisolatelanguagefromitscontext.e.g.thepassiveTheconsequence:Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.CommunicativecompetenceThegoalofCLTistodevelopstudents’communicativecompetence.CommunicativeCompetenceAccordingtoHedge(2000:46-55),5maincomponentsofCC:Linguisticcompetence:knowledgeaboutlanguageformandmeaningPragmaticcompetence:appropriateuseofthelanguage(Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discoursecompetence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategiccompetence:strategiesemployedwhenthereiscommunicationbreakdownFluencyCommunicativecompetenceImplicationstoforlanguageteachingLinguisticcompetenceTeachersneedtohelplearners-achieveaccuracyinthegrammaticalformsofthelanguage-PragmaticcompetenceTeachersneedtohelplearners-learntherelationshipbetweengrammaticalformsandfunctions-

DiscoursecompetenceTeachersneedtohelplearners-taketurnsinspeaking,usediscoursemarkersandlearnhowtoopenandcloseconversations-

StrategiccompetenceTeachersneedtohelplearners-totakerisksinusingthelanguageFluencyTeachersneedtohelplearners-CommunicativeLanguageTeaching(CLT)RichardsandRodgers’(1986:72)threeprinciplesofCLT:

Communicativeprinciple;Taskprinciple;MeaningfulnessprincipleCLTandtheteachingoflanguageskillsStudentsshouldhaveopportunitiestolistentoandproducewhatismeaningful,authentic,unpredictableandcreativeifpossible;InCLTreadingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess;Studentsshouldhavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperien