小学英语教学与研究(59)

1、Primary School English Teaching and ResearchChildren as Language LearnersChildren as Language Learners How do we learn our first language?by imitations. by repetitions. by singing songs and saying rhymes. by reciting poems. by being corrected by parents. by listening to stories. by learning language

2、 rules. by talking to oneself. by acting and performing. by talking about pictures. by watching television cartoonsSocializing processInteraction and experimentingStimulating ,involvesPositive and engourageingDifferences and similarities Differences and similarities between L1 and L2between L1 and L

3、2 Exposure to language Length of time Learning context Types of input Strategies for learning Motivation for learning Value of error correction Support and guidance Opportunities for experimenting with the language Feedback form1.Rich context and input, 1.Rich context and input, opportuntiesopportun

4、ties for using the language ,interaction for using the language ,interaction with others, with others, etc.areetc.are Important in Important in learning any language.learning any language.2.Teachers should create a nice 2.Teachers should create a nice environment and interesting activities environme

5、nt and interesting activities for pupils to use the language to do for pupils to use the language to do things.things.Better help children learn a foreign languageCreate a better envionment for L2learning a supportive situation -be tolerant to errors Provide more opportunities for children to hear t

6、he language , give them more chances to experiment with the languageDesign activities which are interesting and motivating and encourage children to use the language in context as much as possibleChildren as Language LearnersChildren as Language LearnersPrinciple 1: Children learn best when feeling

7、happy and secure.Principle 2: Children are naturally imaginative, active and creative.Principle 3: Learning is often a mutual accomplishment. Learning is collaborative, not adult driven. Children participate at their own level of understanding with the mothers help.Principle 4: Children often learn

8、through guided participation and they profit from the support and encouragement of more competent people.Principle 5: Children learn best when they are involved both physically and mentally.Principle 6: Children need plenty of opportunities to use similar language again and again.Principle 7: It is

9、not interaction itself but the quality of interaction that contributes to better learning.Principle 8: Language is the means through which self-regulation of learning behavior develops.Principle 9: Learning depends upon the negotiation of meaning.Principle10: Children learn in a similar way as they

10、acquire their mother tongue. They learn the whole language rather than through analyzing language rules.1. Its difficult for children to understand verbal instructions to begin with.2. Childrens attention span is very limited.3. Children do not often have a clear purpose for learning. They learn sim

11、ply because happy and enjoy the activity.4. Children like to do things with their hands, bodies and minds5. Children like to do things with achievable targets because they want to feel sure that it is not something beyond their ability.6. Children are imaginative, creative, and like new things and l

12、ike participate in activities.7. Children are not good at analyzing language rules.Ways to nature childrens motivation(Phillips)Provide a clear meaningfuul purposeThe activities should be simple enoughThe task should be within their abilitiesThe activities should be largely orally basedWritten activ

13、ities should be used much leass with young childrenGames and songs with actionsTPR activitiesTasks that involving colouring,cutting and stickingSimple repetitive stories Simple speaking activitiesCommunicative value Enjoyable-Learner difference is an important topic for language learning and teachin

14、g. The following are some of the factors that may influence learner difference in learning a language. -Altman(1980): age, sex, previous experience with language learning, proficiency in the native learning, personality, language aptitude, attitudes and motivation, general intelligence, sense modali

15、ty preference, sociological preference, cognitive styles, learner strategiesChildren have some advantages over adults 1. in acquiring good pronunciation and intonation; 2. good at imitation; 3. not shy in trying things out; 4. curious and motivated to learn new things 5. Interested in learning and p

16、laying with their native language, reciting nursery rhymes, singing songs, listening to stories, recognizing and saying words and phrases for fun.Childrens individual differenceChildrens individual difference 1.Can tell if someone is singing off-key.2.Can calculate numbers easily in his/her head.3.L

17、ikes to read books with many pictures.4.Likes to dance.5.Like doing puzzles and mazes6.Regularly spends time meditating.7.Can list three things that help him/her learn.8.Can draw a picture of his/her own favorite food.9.Has a good joke to tell.10.Likes to keep a diary.11.People are born to be differ

18、ent. One cannot be good at everything, but everybody can be good at something.The theory of multiple intelligenceAmerican psychologist Howard Gardner(1993)Linguistic Intelligence (word smart)言语智力story telling-Logical-Mathematical Intelligence (number/reasoning smart)数理智力-ordering-Spatial Intelligenc

19、e (picture smart)空间智力listening and drawing-Body-kinesthetic Intelligence (body smart)形体智力-acting-Musical/Rhythmic Intelligence (music smart)音乐智力changing lyrics-Interpersonal Intelligence (people smart)人体交往智力making a dialogue with a partner-Intra-personal Intelligence (self-smart)内省智力-Writing diary-N

20、aturalistic-Physical Intelligence (nature smart)自然界智力nature diaryMultiple intelligence Howard Gardenrs theory on multiple intelligence helps teachers realize the different intelligence pupils have so that they would try different types of activities or teaching methods that cater for the different n

21、eeds .If a teacher can think of multiple intelligence when planning a lesson ,his pupils will definitely benefit a lot from it .Only when teachers realize the differences between their pupils are they able to teach according to the needs of the pupils and the language styles of the pupils.Learner di

22、fferenceTeachers need to be aware of the differences and try to develop each students potentials and learn how to make good use of the theory of multiple intelligences to motivate students to learn.Teachers should try different types of activities or teaching methods to meet different needs. Teacher

23、s should take multi-intelligence theory into account when planning lessons.When designing output task teachers should try to design tasks of different type, giving everyone chance to demonstrate and use their potential to the fullest.Understand humanistic education Humanistic education require teach

24、ers to treat children as human beings who have their own shoughts and needs.Teachers should never try to force their ideas into childrens minds and should always try to think the same level as children1.Humanistic education teaches a wide variety of skills which are needed to function in todays worl

25、d .2.huamanistic education is a huamne approach3.humanistic education deals with basic human concerns.Qualities of a good primary English teacher1.A very important quality of a primary school English teacher is obviously competence in English: having good pronunciation and intonation, being able to

26、communicate with the language in oral and written forms and understand some basic English grammar 2. Good at using different teaching techniques with children.3. Need to be versatile: able to act, sing, dance, draw and tell stories; able to organize games and activities (It doesnt mean you need to b

27、e an actor or dancer to be able to teach in the primary school).4. Need to understand how children think and learn. Need to help children to develop in an all-round way: linguistically, intellectually, culturally, and morally. To be a good primary English teacherdevelop competence at least in 3 area

28、s: the English language:knowing the language and knowing how to communicate with the language are essential to an English teacher the understanding of children:understanding how children think and learn is the key to undertake primary education., and the methods and techniques for teaching children.

29、are necessary skills for a primary school English teacher and they can be trained and developed.Views on language learning Behaviourist theory-Skinnertheory of conditoningthree stages(stimulus,response,and reinforcement)audio-lingual method which involve endless “listen and repeat” drilling activiti

30、es. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected,and correcte utterance were immediately praised. Cognitive theory: language is not a form of behavior ,it is an intricate rule-based system and a l

31、arge part of language acquisition is the learning of this system .Chomskeys famous question :if all language is a learned behavior ,how can a child produce a sentence that has never been said by others before? One influential idea is that students should be allowed to create their own sentences base

32、d on their understanding of certain rules.Views on language learning Constructivist theory :learning is a process in which the learner construct meaning based on his own experiences and what he already knows.John Dewey provided a foundation for constructivism. He believed that teaching should be bui

33、lt based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive ,creative, critical learner. Therefore ,teachers must balance an understanding of the habits ,characteristics as well as personalitie

34、s of individual learners with an understanding of the means of arousing learners interests and curiosity for learning . Socio-constructivist theorySocio-constructivist theory Vygotsky emphasises interaction and engagement with the target language in social context based on the concept of “Zone of Pr

35、oximal Development”and scaffolding .learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.With the teachers scaffoldingthrough questions and explanations, or with a more capable peers support, the learner can move up to a higher level of u

36、nderstanding and extend his skills and knowledge to the fullest potential.Communicative Language Teaching Communicative competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）, morphology（构词）, phonology（音位） and the like, as well as social knowledge ab

37、out how and when to use utterances appropriately. CLT:Communicative Language Teaching The goal of CLT is to develop students communicative competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.What is

38、 communicative competence One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. E.g.Why dont you leave the door open? The speakers not only have to know functional meaning of the language but also the so

39、cial context where the message is given.E.g.Flight CA937 is now landing. The train is leaving in ten miniutes She is always complaining whenever you talk to her. He is making progress slowly.Component of Communicative competenceHedges discusstion Liguistic competence(语言能力）语言能力）: is concerned with kn

40、owledge of the language itself, its form and meaning Pragmatic competence（语用能力）（语用能力）: appropriate use:when to speak, when not, what to talk about with whom,when, where and in what manner Discourse competence(话语能力话语能力): the ability to express or to understand a topic logically and coherently Strateg

41、ic competence( 策略能力）：策略能力）：the ability to compensate for communication breakdown by searching for other means of expression Fluency （流畅性能力）（流畅性能力）: the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitationImplication for teaching and l

42、earningCommunicative competenceImplication for language teachingLinguistic competenceTeachers need to help learners achiever accuracy in the grammatical forms of the language; pronounce the forms accurately; use stress, rhythm, and intonation to express meaning; build a range of vocabulary; Learn th

43、e script and spelling rules; achieve accuracy in syntax and word formationImplication for teaching and learningCommunicative competenceImplication for language teachingPragmatic competenceTeachers need to help learners-learn the relationship between grammatical form and functionsImplication for teac

44、hing and learningCommunicative competenceImplication for language teachingDiscourse competenceTeachers need to help learners take turns in speaking, use discourse markers and open and close conversations; appreciate and be able to produce contextualised written texts in a variety of genres; be able

45、to use cohesive devices in reading and writing texts; be able to cope with authentic texts;Implication for teaching and learningCommunicative competenceImplication for language teachingStrategic competenceTeachers need to enable learners to take risks in using the language; to use a range of communi

46、cative strategies; to learn the language needed to engage in some these;Implication for teaching and learningCommunicative competenceImplication for language teachingfluencyTeachers need to help learners deal with the information gap of real discourse; process language and respond appropriately with

47、 a degree of ease; be able to respond with reasonable speed in real timeDavid Nunans (1991) five features of CLT: An emphasis on learning to communicate through interaction in the target language. （强调用目的语进行交际）（强调用目的语进行交际） The introduction of authentic texts into the learning situation.（在学习过程中模拟真实情景）

48、（在学习过程中模拟真实情景） The provision of opportunities for learners to focus, not only on language but also on the learning mangagement process. （学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理（学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）过程） An enhancement of the learners own personal experiences as important contributing elements to cla

49、ssroom learning. 在课堂学习过程中重视学习者的个人经验在课堂学习过程中重视学习者的个人经验-An attempt to link classroom language learning with language activities outside the classroom. 课堂学习应与课外活动相结合课堂学习应与课外活动相结合Main features of communicative activities. Example activities Role play Interviews Information gap Games Language exchange Su

50、rveys Pair work Learning by teaching Communicative purposeCommunicative desireContent, not formVariety of languageNo teacher interventionNo materials controlSix criteria for evaluatingCommunicative Language teachingLanguage is used in a social context and should be appropriate to setting, topic and

51、participantsStudents should be given an opportunity to negotiate meaning e.g. to try to make them understoodStudents should be able to express their opinions and share their ideas and feelings, i.e. learn to communicate by communicatingA sample of communicative activity Work in pairsWork in pairsA:U

52、se the questionnaire below to interview your partner.Take notes on the linesB:Close your book.Listen to your partners questions and answer them according to your situation.1.How long have you been learning English?2.When did you begin?3.Where did you begin learning English?Have you taken any English

53、 examinations?5 Do you speak English outside the class?6.Are you satisfied with your English?7 What are the biggest problems in your English?8.Do you use a dictionay?9.Do you enjoy learning English?10If so,why?If not ,why not?Task-based language teaching (TBLT)Task-based language learning (TBLL), al

54、so known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.Ass

55、essment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.Stress the importance of focus on form for L2 learning by drawing students attention to linguistic elements, not as discrete items presented to the learner, but a

56、s they arise in a meaningful classroom context, only if it is done while maintaining emphasis on meaning, communication and fluencyProcedure Pre-task The task cycle Task Planning Report Post task The language focus Analysis PracticeGeneral characteristics a task involvesTasks can involve any or all

57、four skills: listening, speaking, reading and writingThe use of tasks does not preclude language-focused study at some points in a TBL lessonFocus on exchanging and understanding meanings, rather than on practice of form or pre-specified forms or patternsThere is some kind of purpose or goal set for

58、 the taskThe outcome of the completed task can shared in some way with others.ConclusionWhat is a task ( a language learning task )? an activity that has a non-linguistic purpose or goal with a clear outcome and that uses any or all of the four language skills in its accomplishment by conveying mean

59、ing in a way that reflects real-world language useuVisual teaching method 直观教学法uSituational teaching method 情境教学法uImitating practice teaching method 模仿练习法uSong and chant teaching method 儿歌说唱法uLecture method 讲授法uDemonstrative method 演示法uContest method 竞赛法uPerformance method 表演法uCommunicative approach

60、 交际教学法uSuggestive teaching method 暗示法uGames teaching approach 游戏教学法uCooperative teaching method 合作教学法uActivity method 活动教学法uTotal Physical Response 全身反应教学法uNet Multimedia Computer Assisted Instruction ( NMCAI) 多媒体辅助教学法u Imitating practice teaching method 模仿练习法模仿练习法英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为