王蔷英语教法教程(1)

1、中学英语教学法中学英语教学法第一次导学课第一次导学课导学内容 Introduction to the course Unit 1 Unit 2Introduction1. 本课程的学习途径2. 本课程的学习内容3. 本课程的评估方法4. 学习建议1、本课程的学习途径 教材 网络课件 导学课 BBS （ “交流园地”或“课程交流” ）（1）教材）教材 英语教学法教程，王蔷主编. 高等教育出版社2000. 第一版；2006. 第二版（2）网络课件 登录网院主页（登录网院主页（http:/）的的网络教室网络教室 :http:/ 通过当地学习中心下载，并刻录成学习通过当地学习中心下载，并刻录成学习光盘

2、，然后用光盘在单机上学习。光盘，然后用光盘在单机上学习。网络课件中的内容 课件中的主要内容： 精讲课：视频录像 + PPT 期末考试模拟试题（附答案）两套 课外阅读材料（参考资料）。关于网络课件中“课外阅读”的材料 网络课件中“课外阅读”的材料内容不会作为考试题目的知识点，但： 建议同学们，尤其是已经在当英语教师的同学们，要在适当的时候阅读，这对英语教学实践和教研将有裨益。（3）导学课 共四次导学课 语音教学系统地址：94/main/index.jhtml 可以通过网院主页http:/ BBS （ “交流园地”或“课程交流” ）BBS中“教学资源区” 上的主

3、要资源： “导学课”的PPT（与网络课件的PPT有所不同）； 自测题（网页文件，需解压）：2、本课程的学习内容英语教学法教程第二版和第一版的内容比较 第二版第一版内容Unit 1Unit 1Language and (language) Learning要考 Unit 2Unit 2Communicative Principles and Activities（and Task-Based Language Teaching）要考Unit 3 The National English Curriculum本学期不考 Unit 4Unit 3Lesson Planning 自学，要考 Unit

4、5Unit 4Classroom Management自学，要考 Unit 6Unit 5Teaching Pronunciation要考Unit 7Unit 6Teaching Grammar要考Unit 8Unit 7 Teaching Vocabulary要考第二版第一版内容Unit 9Unit 8Teaching Listening要考 Unit 10Unit 9Teaching Speaking要考Unit 11 Unit 10Teaching Speaking要考Unit 12Unit 11Teaching Writing要考Unit 13Unit 12Integrated Ski

5、lls要考Unit 14Moral Learning本学期不考Unit 15Unit 13Assessment in Language Teaching自学，要考Unit 16Learner Differences and Learner Training本学期不考Unit 17Using and Creating Resources本学期不考Unit 18Unit 14Evaluating and Adapting Textbooks自学，要考3、本课程的评估方法本课程的评估方法 登录BBS（本课程的“交流园地”）占5%； 学习中心打分占5%； 网上作业（不计时、但有递交期限）占20%; 期

6、末考试占70%。 如果总评不及格，需重修。4、学习建议1.一定要利用网络课件学习；2.要在线听“导学课”（共四次），或通过学习中心下载导学课的“录像” (也可以在我给你们开的公共邮箱下载) ，重看录像；3.在BBS上下载 “导学课”的 PPT ，复习PPT上的内容；4.学习英语教学法教程的相关章节；5.在BBS上下载“自测题”，解压，做题。理解题目的意思；6.经常访问BBS，提出问题，参与讨论；7.按时完成网上作业。Unit 1 Language and LearningViews on languageViews on language learningWhat is a good lang

7、uage teacher, and how can one become such? 相关学科理论相关学科理论（语言学、心理（语言学、心理学、心理语言学学、心理语言学、社会语言学、社会语言学、教育学等）教育学等）教学研究环境M1M2M3教 学实 践教学目标、教学大纲与课程设置、课程大纲、教材教学原则（教学道路或称指导思想）相关理论研究者的活动领域应用语言学工作者的活动领域应用语言学工作者与外语教师共有或合作的领域外语教师的活动领域Views on languageThree different viewsof language The structural view, The function

8、al view, The interactional view The structural view The structural view sees language as a linguistic system.The system of language =the system of sounds + the system of words + the system of grammar The structural view SystemofLanguage3 sub-systemsSoundsWordsGrammarThe structural viewSentencesphras

9、esWordsMorphemes(the smallest meaningful unit)Phonemes(the smallest unit)The structural viewSyntactic system (phrases & sentences)Morphological/Lexical system(morphemes & words)Phonological system(Phonemes )TopBottomThe functional view (The functional-notional view) The functional view sees language

10、 as a linguistic system and as a means for doing things. Functions of languagee.g. offering, suggestion, advising, apologizing, etc. To perform functions, rules and vocabulary are needed to express notions. Notions e.g. present time, past time, and future time; certainty and possibility; agent and i

11、nstrument; relationship between people and objects The interactional viewThe interactional view sees language as a communicative tool (to build up and maintain relations between people). Two things are needed for communication: Rules of language form (grammar & vocabulary) Rules of language use in a

12、 context (Is it appropriate to use this language item in this context?) Views on the nature of language have an impact on the teaching/learning method of a person. Views on language learning The Process-oriented theories，and the Condition-oriented theoriesThe Behaviourist theory,and the Cognitive th

13、eoryThe Process-oriented theoriesThe Process-oriented theories concern how the mind processes new information. e.g. habit formation, induction, making inference, hypothesis testing, generalizationThe Condition-oriented theories concern the nature of the human and physical context in which language l

14、earning takes place.e.g. number of students, what kind of input learners receive, learning atmosphereThe Condition-oriented theoriesThe Behaviourist theory andthe Cognitive theory The Behaviourist theory Watson an Raynor: a stimulus-response theory of psychologyThe Behaviourist theoryAccording to th

15、e theory:Forms of bebaviour such as motions, habits, etc. are seen as elements that can be observed and measured. The Behaviourist theory “You can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.” (H

16、armer. 1983:30) The Behaviourist theoryStimulus Organism Response BehaviorReinforcement(behavior likely to occur again and become a habit)No Reinforcement(behavior not likely to occur again )The Behaviourist theory Skinner: Language is also a form of behaviour. Language teaching in USA: The Audio-Li

17、ngual Method (the “listen-and-repeat” drilling activities). In ALM, mistakes were immediately corrected. Chomsky: nLanguage is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)nThere are a finite number of grammatical rules in the system and wi

18、th knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )The Cognitive theoryThe impact of Chomskys theory on language teachingOne influential idea is that students should be allowed to create their own sentences based on their understanding of certain r

19、ules.This idea is clearly in opposition to the Audio-Lingual Method.What makes a good language teacher?kind, dynamic, authoritative, speaking clearly, creative, patient, well-informed, hardworking, resourceful (having the ability to find a way round the difficulty), attentive, warm-hearted well-prep

20、ared, flexible, intuitive, accurate, enthusiastic, humourous, caring, disciplined, professionally-trained (Parrot. 1993)Ethic devotionProfessional qualityPersonal styleHow can one become a good language teacher? Teaching: is it a craft, or is it an applied science? If we take teaching as a craft, th

21、en we would believe that a novice teacher can learn the profession by imitating the experts techniques, just like an apprentice. If we take teaching as an applied science, then we would believe that knowledge and experimentation are necessary. A compromise between the two views by Wallace (1991) Sta

22、ge 1: Language training Stage 2: 3 sub-stages: 1) learning; 2) practice; 3) reflection Stage 3: Goal (professional competence) Summary of Unit 1 Views on language The structural view, the functional view, and the interactional view Views on language learning The Process-oriented theories and the Con

23、dition-oriented theories The Behaviourist theory and the Cognitive theory Qualities of a good language teacher Ethic devotion, professional quality, and personal style The three stages of becoming a good language teacherUnit 2 Communicative Principles and Task-Based Language LearningTopics to focus

24、onLanguage use in real life v.s. traditional pedagogy;Communicative competence;Communicative Language Teaching;Task-based Language Teaching Language use in real life vs. traditional pedagogy The ultimate goal of foreign language teaching is:to enable the learners to use the foreign language in work

25、or life Therefore, we should teach: that part of the language that will be used;in the way that is used in the real world. Gaps between the use of language in real life and the traditional foreign language teaching pedagogy: (pp. 14-15) In real life: ? The traditional pedagogy: ? The consequence: ?

26、In real life: Language is used to perform certain communicative functions. The traditional pedagogy: focuses on forms rather than on functions. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. In real

27、life: We use all skills, including the receptive skills and the productive skills. The traditional pedagogy tends to focus on one or two language skills and ignore the others. The consequence: The learners cannot use the language in an integrated way. In real life: Language is always used in a certa

28、in context. The traditional pedagogy tends to isolate language from its context. e.g. the passive The consequence:The students are puzzled about how to use the language in a particular context. Communicative competenceThe goal of CLT is to develop students communicative competence.Communicative Comp

29、etenceAccording to Hedge (2000:46-55), 5 main components of CC: Linguistic competence: knowledge about language form and meaning Pragmatic competence: appropriate use of the language (Hymes: when to speak, when not, what to talk about with whom, when, where and in what manner) Discourse competence:

30、ability to create coherent written text or conversation and the ability to understand them (Canale and Swain, 1980) Strategic competence: strategies employed when there is communication breakdown FluencyCommunicative competenceImplications to for language teachingLinguistic competenceTeachers need t

31、o help learners- achieve accuracy in the grammatical forms of the language- Pragmatic competenceTeachers need to help learners- learn the relationship between grammatical forms and functions- Discourse competenceTeachers need to help learners- take turns in speaking, use discourse markers and learn

32、how to open and close conversations - Strategic competenceTeachers need to help learners- to take risks in using the languageFluencyTeachers need to help learners-Communicative Language Teaching (CLT)Richards and Rodgers (1986:72) three principles of CLT: Communicative principle; Task principle; Mea

33、ningfulness principle CLT and the teaching of language skills Students should have opportunities to listen to and produce what is meaningful, authentic, unpredictable and creative if possible; In CLT reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process; Students should have the chance to write to express their own feelings or describe their own experience. Communicative activities Li