外语教学法教案范文

外语教学法教案范文 外语教学法教案第一章总论（General Introduction）Part IThe Natureof FLTM（Foreign LanguagesTeaching Method）外语教学法的性质（P3,L1）FLTM is a sciencewhich studiesthe processes and patternof foreign language teaching,aiming atrevealing the nature andlaws of foreign language teaching.That is to say,it examinesthe practices and proceduresin foreign language teaching;studies approaches,methods andtechniques;and alsostudies principles and beliefthat underliethem.（P4,Para3,L1）In short,FLTM is an inter-disciplinary(跨学科的)science and it makes uses of theories ofdifferent subjects.?学科性质（P3,Para1,L6）It includesa lotof disciplinessuch aslinguistics,psychology,psycholinguistics（心理语言学）and sociolinguistics.Therefore,we saythat FLTMis aninter-disciplinary scienceanditmakesuseof manysubjects.?语言研究的历史（P4,Para4,倒数L2）We arequite certainthat,aording to the recordsavailable,language studyis atleast morethan2500years old.?The goalofforeignlanguage teaching（P1,L1）is to help the learner masterthe target language（你要学习的语言，比如英语）in theshortest possibletime.?What dowe meanby masteringthe target language?We mean that thelearner is able to have suessfulmunications withothers in the target language.Theories ofLinguistics语言学理论(P4)?Traditional linguistics:传统语言学The traditional linguistics wemean the traditional study of language in ancientGreece.It has a traditionof morethan2000years.In thefifth centuryB.C.the ancientGreeks began to makea seriousstudy of language in the realm（领域）of philosophy.古希腊的两个著名论战（controversy）(Para4,L5)One was between the naturalists(自然发生派)and theconventionalists（约定俗成派）on the relations between form（形成）and meaning（语义）.The naturalistsargued that the formsof wordsreflected directlythenature of objectswhile theconventionalists thought that language was conventional and there was no logic connection betweenform and meaning of words.The otherwas between the analogists（类推派）and anomalists（变异派）on theregularizes of language.the analogiststhought that languageingeneral was regular and there were rules for people to follow whilethe anomaliststhought that language wasbasically irregularand thatwas whythere wereso manyexception andirregularities in the Greeklanguage.Natural oftraditional linguistics传统语言学的特征（P6,Para2,L1）Traditional linguisticswas practicalin nature.People madea study of languagein order to understand the classicwords of ancient timesand toteach students.They gavepriority to the writtenform andused wordsas theirstarting point.They oftentook aprescriptive approachwhen theydiscussed rulesof language.?American structuralism美国结构主义语言学（P6）It started at the beginning of the20th centuryin America.It becamepopular andinfluential in the1930sand40s through the world.The twoforerunners of structuralism:Franz Boas and Edward Sapir.Franz Boas（鲍阿斯）found that the traditionalgrammatical modelcould not be usedto analyzethe structuresof those languages.Sapir（萨丕尔）found that although Indianslanguages hadno writtenforms,they werevery systematicand werevery efficientin municationswithin theirmunities.The fatherof American structuralism:Leonard Bloomfield（布鲁姆菲尔德P7）,who aepted the theories and principles of behaviorism.He characterizedlanguage and language acquisitionin terms of behavioristterminology（术语学）.He thoughtlanguage was a habitof verbalbehavior whichconsisted of a seriesof stimuli and responses.He argued that to acquire alanguage wasto forma habitof verbalbehavior andlearning asecond language was learning a newhabit.He thoughtthat speechwas primaryand writingwas secondary.P.S.1933.Language-Bible of linguistic science.?Transformational generative linguistics转换生成语言学The transformational generative linguisticswas firstput forward by NoamChomsky(乔姆斯基)in1957.He wrotea bookSyntactic Structures句法结构to spreadhis theory.His mainpoints-Chomsky assumesthat childrenare bornwith alanguage acquisition device(LAD).This LADis madeup of general principles called universal grammar（通用语法）.Once thechild isborn,the particularlanguage environmentwill trigger（触发）the LAD.The childwill useand testthe principlesagain andagain untilhis hypothesisagree with the actualgrammar of the language.Chomsky hasalso madethe distinction between the linguistic petence（语言能力）and linguistic performance（语言表达）.?Linguistic petencerefers to the internalizedknowledge thatat native speaker of that language possesses（内在的母语知识）.It includesthe abilityto understandand producean infinitenumber ofsentences,to detectambiguity（含糊不清，歧义）contained insentences,to tellwhether asentence isgrammatical ornot,to understand the internalstructure ofsentences,and todetect paraphrases.?Linguistic performancerefers to the actualutterance producedby thenative speakers（母语实用者说出的具体话）.The native speaker maymake mistakesor errorsin hisperformance,but thisdoes notmeanthathe hasnot gotthe abilityto producegrammatical sentences.（P9）Chomsky believes that linguisticsshould studythe linguistiompetence,not theperformance,of thenative speakerso asto setup a system of rules thatwill generatean infinitenumber ofgrammatical sentences.In orderto gain the goal,Chomsky arguesthat weshould usea deductive,hypothesis-testing approach.?Functional Linguistics功能语言学It developsfrom theLondon Schoolof linguistics and theprecursor（先驱）of itwas BronislawMalinowski（人类学家马力诺夫斯基）.Malinowskis conclusionis thatthe meaning of anysingle wordis toa veryhigh degree dependent on its context（上下文，语境）.And anutterances hasno meaningat allif itis outof the context of situation.It wasMalinowski whocreated the phrasecontext ofsituation.J.R.Firth（福尔斯）,a linguist（语言学家，与马不同）,approached the context ofsituation froma differentpoint of view.He aeptedMalinowskis viewand hethought the meaning of linguistic itemsdepends on the context ofsituation.Firths main approach to the notion of function in contextwas bymeans ofconcept system.He believesany linguisticitem hasgot twosets ofcontext:thecontextof theother possiblechoices ina systemand thecontext wherethe systemitself ours.People refer to his theory assystem-structure theory.Halliday（韩礼德）developed Firths theory of systemiclinguisticsandmade progressin the studyofcontext.He thoughtlinguistic eventsshould beaounted forat threeprimary levels:substance（实体）,form（形式）and context（语境）.The substanceis thematerial of language whichcan bephonic orgraphic.The formis theorganization of the substanceinto meaningfulevents.The contextis therelation of the form to non-linguistic features of thesituations in which the language operates,and therelation offormtolinguistic featuresother thanthose of the itemunder attention.He alsosaid thatlanguage hasformal meaning（形式意义）and contextualmeaning（语境意义）.The formalmeaning of a linguisticitem isits operationin thework offormal relations.The contextualmeaning of an itemrefers toits relationto extrafeatures,i.e.thecontext.（P12）Halliday thoughta particularsituation typeconsists ofthree dimensions:the ongoingsocial activity（正在发生的社会活动）,the rolerelationship involved（涉及到的角色关系）,and thesymbolic orrhetorical channel（象征性或修辞手法）.He calledthese threedimensionsfield（话语范围）,tenor（大概意识）,andmode（方式）.He believesthat thereisasystematic relationship between thecontext and the text（语篇，文章）.Part IITheories ofPsychology心理学理论The firstlaboratory ofexperimental psychologywas setup at the Universityof Leipzig,Germany,since1879.It announcedthe officialbirth of psychology.It wasopened byWillhelm Wundt（冯特）.第一个心理实验室建立?Gestalt psychology格式塔心理学It wasfounded bya group of Germanpsychologists in the1920s.Their researchwas focusedon thearea ofperception感知,aiming atthe studyof therelationship betweenparts andwhole inpeoples perceptionexperience.They found that peopleperceived objectsand scenesas organizedwholes beforethey noticedtheir ponentpars.They usedthe wordGestalt,which meansorganized shape?orwhol eformin English;to nametheir schoolof psychology they arguedthat anobject wasnot the sum of the individualparts.For example,an articleis not thesumof individualwords thatmake up the article.So peoples mindshould beunderstood in terms of a whole.P14?Psychoanalysis心理分析It is theory of the mindput forwardby SigmundFreud弗洛伊德.Freud foundthat manyof hispatientsmental problemswere causedby somedisturbing eventsin theirchildhood.But the patients could not rememberthese disturbingevents.The part of the mind whichis outof thereach ofconsciousness wascalled by Freud thesubconscious mind,which was the mostimportant conceptin psychoanalysis.Freud divided themind into conscious and unconscious mind andhe wasthe firstto studyunconscious mind.Freud believedthe contentsof theunconscious mindconsist ofburied memoriesand instinctivewishes andwill influencethe activitiesof theconscious mind.The basicapproach ofFreud wasto analyzethe irrational（异常）behavior of thepatients,including theirdreams andslips of the tongue（口误）.?Behaviorism行为主义In1913,the Americanpsychologist JohnB.Watson（华生）published an articlePsychology asthe BehavioristViews it行为主义者眼中的心理学.The articlewas regarded asaformal introductionto behaviorism.Watson dida lotof experimentswith nonhuman animals andanimals behaviorswithout anyconsideration of the animals mind.The goalofpsychologyset outin hisarticles wasto understand the environmentalconditions thatwould causeananimalto behaveina particular way.Aording toWatson,there wasno fundamentaldifference betweenhuman behaviorand thatof otheranimals.Watsons ideaswere aeptedby manypsychologists.The dominantposition of behaviorism wasmaintained untilthe mid-1960s.The leaderof behaviorismwas Skinner（斯金纳）.He developeda newkind of apparatus仪器for studyinglearning inanimals anda newway ofdescribing thelearning process.Watsonstheoryis called classic behaviorism（古典行为主义）while Skinnerstheoryis calledneo-behaviorism（新行为主义）.The earlybehaviorists focusedthe attentionon thetopic oflearning and they triedto characterizelearning intermsofstimuli andresponse.Stimuli are observable eventsin theworld thataffect behaviorand responsesareobservablebehavioral acts.Skinner arguedthat learning process could be dividedinto twokinds:classical conditioning and operant conditioning.In classicalconditioningastimulus thatdid notelicit a response esto elicit a response.By operant conditioning P17the ourrence of a response will be determined by the consequences of the response.For example,we lookup aword ina dictionarybecause wecan findout themeaningof the wordin it.?Cognitive psychology认知理论P17The termcognition means knowledge andcognitive psychologycan bedefined asthe studyof peoples abilityto acquire,organize,remember anduse knowledgeto guidetheir behavior.The mostimportant factorthat hasmade cognitive psychologythedominant approachis the development of the putertechnology.The brainworks ina similarway toprocess information.The brainreceives informationthrough senses,processes itand sendsit outas behavioractions.Jean Piaget（皮亚杰），Swiss psychologist，made greatcontribution to the developmentof cognitive psychology.He focusedon the reasoning abilities of childrenand describedthe developmentof childrens reasoningabilities ateach stageintermsof hypotheticalmental constructs(假设心理结构图)which hecalled schemes（(先验)图示）.（P18the lastPara.）Aording toPiaget,there aretwo principaltypes ofcognitive structureswhich hecalled schemesand concepts.Schemes referto sets of rules that defineparticular categoriesofbehavior.Concepts are rules that describe properties of events and their relations with one another.How toacquire Schemesand Concepts?By interacting with their environment with the help of two processes,which are assimilation(同化)and aommodation（调节）.?Assimilation refers to the process bywhich newitems areadded toa conceptor schema.?Aommodation refers tothe process bywhich theexisting conceptor schemais changedon thebasis ofnew information.(P18)The Americanlinguist NoamChomsky greatlyinfluenced cognitive psychology.In hisbook SyntaxStructure (1957)Chomsky arguedthatlanguageshould beviewed asasystem of mentalrules which are wiredinto thebrain asa resultof evolution（进化，发展）.Cognitive psychologistsmaintain thatall therelationship amongstimuli,responses and consequences arelearned andare integratedinto the animalsknowledge.Theories ofSecond LanguageAcquisition（SLA）二语习得理论P19?The habitformation theory习惯-形成说（Skinner斯金纳）It esfrom thebehaviorist psychologyand wasvery popularin the1950sand60s.Aording tobehaviorists,learning asecond languagemeans the formation ofa set of linguisticshabits.Imitation andpractice playan importantrole in the process of habit-formation.Aording tothe habit-formation theory,the oldhabitmother tongueof thelearner willeither facilitateor getin theway of the second language learning.(P20)Negative transfermeans thelearner transfersthe ways of expressionin themother tonguetothe target language.They willcause errors.?The hypothesis of linguisticuniversals语言共性说P20(Chomsky乔姆斯基&Greenberg格林伯格)It believed that thereexist certainlinguistic propertieswhich aretrue toall the natural languagesin theworld.The hypothesisof linguisticuniversals isborn of the studyoflinguisticuniversals.（UGUniversal Grammar）Core grammar(核心语法)and peripheral grammar（外围语法）:Chomsky dividesthe grammar ofa natural languageinto core grammar and peripheral grammar.Aording tohim,human beingsare bornwith alanguage acquisition device（LAD）which consists ofa set of general principles.The coregrammar ofanaturallanguage agreeswith theinborn setofgeneralprinciples whilethe peripheralgrammar cannotbegoverned by the language acquisitiondevice.The coregrammar agreeswiththeinborn generalprinciplesandis mucheasier tolearn.xx-12-09?The aulturation theory文化认同说P21（1970s Schumann舒曼&Anderson安德森）The meaningof thetheory:(P21L2-6)by aulturation they meanthat individuals of one culture have to go throughthe process of modification in attitudes,knowledge,and behavior in orderto functionwell in another culture.It involvessocial and psychological adaptations.The relation between aulturationand second language acquisition:(P21L8-9)The degree of aulturation will control the degree of second language acquisition.Factors whichdetermine thedegree of aulturation suess:(P21L11-13)The socialandpsychologicaldistances playa decisiverole inaulturation suess.(P22黑体字上一段)Negative psychologicalfactors thatwill increasethe psychologicaldistance:language shock(冲击),culture shock,low motivation（学习动机低下）and highboundaries（高度自我封闭）.（cf.good languageenviroment）?The discoursetheory话语交际说（Hatch哈奇P22）It was put forwardby Hatchinthelate1970s.It wasdeveloped fromHallidays(韩礼德P10Functional Linguistics)theory offirst language acquisition（FLA）.(P22倒数L5-2)The theorybelieves thereis littledifference betweenthe first language acquisition process and the process of second language acquisitiononly throughmunication discourses.书上1.2.3.4点请注意一下。 ?The monitortheory监控理论(Krashen克拉森P23)It wasput forwardby Krasheninthelate1970s.The theoryconsistsof the followingfive hypotheses:The acquisition-learning hypothesis（习得与学习假设）-(P23Last Para.L1-3)The theory claims thatadult learnersofasecond languagehave two waysofdeveloping theirpetenceacquisition andlearning.(P24L3-5)The basicdistinctionbetweenlanguage acquisitionand language learning iswhether thelearner paysa consciousattention tothe rulesof thetarget language.(L3)Acquisition referstothesubconscious process in whichlearners developtheir languageproficiency.(P24L1-3)Learning referstotheconscious processinwhichlearners acquire the knowledge ofrulesofthetarget language.The monitorhypothesis（自我监测假设）Different functionsAording toKrashen,acquisition is responsible for the fluencyoftheutterances producedby speakerswhile learningisresponsiblefortheauracy ofthe speechesor passages.Three conditionsIn orderto performthis monitorfunction,language learnershave tosatisfy atleast threeconditions:sufficient timeto monitorhis production,tohavehis focuson form(语言的准确性),and tohave clearknowledge ofthe rulesofthetarget language.The natural order hypothesis（自然次序假设）Same orderthe hypothesisclaims thatforeignlanguage learners acquirethe rulesofthetargetlanguageinthe same orderno matterwhere,when andhow theyare learningthe language.SpeedIn Krashens pointof view,language teachingcannot changethenaturalorder of language acquisition.It canonly facilitatethe speedof acquisitionand findout thetrue pictureof thisnaturalorder.The inputhypothesis（输入假设）:Language inputandlanguage acquisitionAording toKrashen,the onlyway for people toacquire alanguage isby understandingmessages orreceiving prehensiveinput.They movefrom theircurrent leveltothenext levelby understandinginput.The affective filter hypothesisPurpose（感情屏障假设）It attemptsto explain the variationin speedoflanguage acquisition amongindividuals ofthesamegroup.The threeaffective factorswhich determinesthe speedof suessmotivation,self-confidence,and anxiety.Influence ofthe threefactorslearners withhigh motivation,self-confidence,and lowanxiety willdo muchbetter thanthose thatare unmotivated,lacking inself-confidence andconcerned toomuch withfailure.That isto say,learners with a lowaffective filterwill getmore inputthan learnerswith a high affectivefilter.?The cognitive theory认知说（P26McLaughlin迈克劳林1980s）Cognitive psychologistsregard learningasacognitive processbecause theythink itinvolves internalpresentations whichoffer regulationand guidancefor performance.Notionsinthe cognitivetheory,automaticity andrestructuring arethe mostimportant notionsbecause learnershave toselect appropriatevocabulary,grammatical rulesand conventionsgoverning languageuse.ModesCognitive psychologiststhink the process oflanguage municationisakind ofinformation processing.When processinginformation,people usetwowayswhich arecalled automaticand controlledmodes.Teaching andpractice willhelp thelearner toacquiretheautomatic processingcapacity.Different stagesthe cognitivetheory holdsthatlanguagelearning atthebeginning stage involves more oftheprocessof automaticitywhile atthe advancedstage itinvolvesmoreoftheprocessofrestructuring.Part III(识记)A BriefHistory ofForeign LanguageTeaching(外语教学的简要历史)?The Reform Movement(1882-1906)（外语教学改革运动）Grammar-Transla