英语教学法设计理论.ppt

Methodanalysis:Design,ByChuRong,Design,Designisthelevelofmethodanalysisinwhichweconsider:(a)objectives(b)thesyllabus(c)typesoflearningandteachingactivities(d)learnerroles(e)teacherroles(f)theroleofinstructionalmaterials,Objectives,1.DefinitionObjectivesrefertowhatamethodsetsouttoachieve.2.Classification1)product-orientedobjectives:thefocusisontheknowledgeandskillswhichlearnersshouldgainasaresultofinstruction.(e.g.theGrammar-TranslationMethod)2)process-orientedobjectives:Thefocusisonthelearningexperiencesthemselves.(e.g.CommunicativeApproach),Thedegreetowhichamethodhasproduct-orientedorprocess-orientedobjectivesmayberevealedinhowmuchemphasisisplacedonvocabularyacquisitionandgrammaticalproficiencyandinhowgrammaticalorpronunciationerrorsaretreatedinthemethod.e.g.Grammar-TranslationMethodbilingualwordlists,organizedandsystematicgrammartranslationexercises,highstandardinaccuracy.CommunicativeApproachmasteryofvocabularyandgrammarthroughcommunicationandcooperation,fluencyandacceptablelanguageispursued,learningthroughtrialanderror.,Syllabus,1.DefinitionSyllabusreferstothecontentsofacourseofinstructionandtheorderinwhichtheyaretobetaught.2.Classification1)Priorisyllabus（外显型大纲）:thesyllabusthatisusuallydeterminedinadvanceofteaching.(e.g.SituationalLanguageTeaching,AudiolingualMethod)2)Posteriorisyllabus（隐含型大纲）:thesyllabusthatwouldbedeterminedfromexamininglessonprotocols.(e.g.TheSilentWay,TotalPhysicalResponse),Brown(1995:7)listssevenbasicsyllabustypes:1)StructuralAudiolingualMethod2)SituationalSituationalLanguageTeaching3)TopicalCommunityLanguageLearning4)Functional5)Notional6)Skills-basedMultipleIntelligences7)Task-basedTask-basedLanguageTeaching,CommunicativeApproach,Typesoflearningandteachingactivities,Theactivitytypesthatamethodadvocatesthethirdcomponentinthelevelofdesigninmethodanalysisoftenservetodistinguishmethods.e.g.AudiolingualMethoddialogues,pattern-practiceexercises,drillsTheSilentWayproblem-solvingactivities(specialchartsandcoloredrods)CommunicativeApproachinformationgap,role-play,Learnerroles,JohnsonandPaulston(1976)spelloutlearnerrolesinanindividualizedapproachtolanguagelearninginthefollowingterms:(a)Learnersplantheirownlearningprogramandthusultimatelyassumeresponsibilityforwhattheydointheclassroom;(b)Learnersmonitorandevaluatetheirownprogress;(c)Learnersaremembersofagroupandlearnbyinteractingwithothers;,(d)Learnerstutorotherlearners;(e)Learnerslearnfromtheteacher,fromotherstudents,andfromotherteachingsources.,Teacherroles,Teacherrolesinmethodsarerelatedtothefollowingissues:Thetypesoffunctionsteachersareexpectedtofulfill;Thedegreeofcontroltheteacherhasoverhowlearningtakesplace;Thedegreetowhichtheteacherisresponsiblefordeterminingthecontentofwhatistaught;Theinteractionalpatternsthatdevelopbetweenteachersandlearners,Theroleofinstructionalmaterials,Theinstructionalmaterialsintheirturnfurtherspecifysubject-mattercontent,definetheday-to-daylearningobjectives,andsuggesttheintensityofcoverageforsyllabusitems,allocatingtheamountoftime,attention,anddetailparticularsyllabusitemsortasksrequire.,Theroleofinstructionalmaterialswithinamethodwillreflectdecisionsconcerning:Theprimarygoalofmaterials(e.g.topresentcontent,tofacilitatecommunication)Theformofmaterials(e.g.textbook,audiov