中学英语教学法-Unit-1-Language-and-Learning课件

中学英语教学法

Unit1

LanguageandLearning中学英语教学法

Unit1

LanguageandUnit1LanguageandLearningViewsonlanguageViewsonlanguagelearningWhatisagoodlanguageteacher,andhowcanonebecomesuch?

Unit1LanguageandLearningVi1.1Howdowelearnlanguage?

Task1onpp.1-2Howmanyforeignlanguagescanyouspeak?

Didyoufindlearningaforeignlanguageeasy?

Whatdifficultiesdidyouexperience?Why?

Whichskilldidyoufindmoredifficulttolearn?

Didyoufocusonknowledgeorskills?Why?

Whydidyoulearntheforeignlanguage(s)?

Didyoufinditinterestingtolearntheforeignlanguage(s)?

Whatwereyourmostcommonlearningactivities?

Didyoulikethewayyoulearnedtheforeignlanguage(s)?

1.1Howdowelearnlanguage?Conclusionsofthetask

Peoplelearnaforeignlanguagefordifferentreasons;Peoplelearnlanguagesindifferentways;Peoplehavedifferentunderstandingsaboutlanguagelearning;andPeoplehavedifferentcapabilitiesinlanguagelearning.

ConclusionsofthetaskPeople1.2Viewsonlanguage

Theanswertothequestion‘Whatislanguage?’isthebasisfor:syllabusdesign,teachingmethods,teachingprocedures,andteachingtechniques

1.2ViewsonlanguageTheanswTask2(p.2)

Whatislanguage?

Sampledefinitionsof“language”(p.177)Language:isasystem/setofsymbols;is(primarily)vocal;isarbitraryandconventional;consistsofasetofrules(andisrule-governed);isrelatedtoculture;isusedforhumancommunicationorinteraction.Task2(p.2)

WhatislanguageThreedifferentviews

oflanguage

Thestructuralview,Thefunctionalview,Theinteractionalview

Threedifferentviews

oflanguThestructuralview

Thestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage= thesystemofsounds+ thesystemofwords+ thesystemofgrammar

ThestructuralviewThestructThestructuralview

System

of

Language3sub-systemsSoundsWordsGrammarThestructuralview

System

oThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSentencesThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThestructuralviewSyntacticsThefunctionalview

(Thefunctional-notionalview)

Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.

Thefunctionalview

(ThefuncFunctionsoflanguagee.g.offering,suggestion,advising,apologizing,etc.

Functionsoflanguagee.g.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.

Toperformfunctions,rulesanNotions

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

Notionse.g.TheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

TheinteractionalviewTheinteTwothingsareneededforcommunication:Rulesoflanguageform (grammar&vocabulary)Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

TwothingsareneededforcommViewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.

Viewsonthenatureoflanguag1.3Viewsonlanguagelearning

Viewsonlanguagelearninginvolvetwoquestions:Whatarethepsycholinguisticandcognitive

processesoflanguagelearning?Whataretheconditionsforthelearningprocessestobeactivated?

1.3ViewsonlanguagelearningTheProcess-orientedtheoriesandTheCondition-orientedtheoriesTheProcess-orientedtheoriesTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.e.g.habitformation,induction,makinginference,hypothesistesting,generalizationTheProcess-orientedtheoriesTTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.numberofstudents,whatkindofinputlearnersreceive,learningatmosphereTheCondition-orientedtheoriesTheCondition-orientedtheorieTheBehaviouristtheory

and

TheCognitivetheory

TheBehaviouristtheory

and

TTheBehaviouristtheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryWatsonTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.

TheBehaviouristtheoryAccordiTheBehaviouristtheory“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”

(Harmer.1983:30)

TheBehaviouristtheory“YoucaTheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheoryStimuluTheBehaviouristtheorySkinner:Languageisalsoaformofbehaviour.

USA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).Mistakeswereimmediatelycorrected.

TheBehaviouristtheorySkinnerTheCognitivetheoryChomsky’squestion:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

e.g.五岁女孩：“中国队加油！外国队漏油！”(2005.05.05晚上9:30)TheCognitivetheoryChomsky’sChomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)Chomsky:TheimpactofChomsky’stheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.TheimpactofChomsky’stheory1.4Whatis

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)1.4Whatis

agoodlanguaget1.5Howcanonebecomeagoodlanguageteacher?

Teaching:isitacraft,orisitanappliedscience?

Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.

1.5HowcanonebecomeagoodAcompromisebetweenthetwoviewsbyWallace(1991)

AcompromisebetweenthetwovStage1:LanguagetrainingStage2:3sub-stages:1)learning;2)practice;3)reflectionStage3:Goal(professionalcompetence)

Stage1:LanguagetrainingWhatdoesthedoublearrowbetweenStage1andStage2mean?Inwhichstagedoesthiscoursetakeplace?WhyarePracticeandReflectionconnectedbyacircle?WhatdoesthedoublearrowbetSummaryofUnit1ViewsonlanguageThestructuralview,thefunctionalview,andtheinteractionalviewViewsonlanguagelearningTheProcess-orientedtheoriesandtheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryQualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacherSummaryofUnit1ViewsonlanEndofUnit1Thankyou!EndofUnit1Thankyou!中学英语教学法

Unit1

LanguageandLearning中学英语教学法

Unit1

LanguageandUnit1LanguageandLearningViewsonlanguageViewsonlanguagelearningWhatisagoodlanguageteacher,andhowcanonebecomesuch?

Unit1LanguageandLearningVi1.1Howdowelearnlanguage?

Task1onpp.1-2Howmanyforeignlanguagescanyouspeak?

Didyoufindlearningaforeignlanguageeasy?

Whatdifficultiesdidyouexperience?Why?

Whichskilldidyoufindmoredifficulttolearn?

Didyoufocusonknowledgeorskills?Why?

Whydidyoulearntheforeignlanguage(s)?

Didyoufinditinterestingtolearntheforeignlanguage(s)?

Whatwereyourmostcommonlearningactivities?

Didyoulikethewayyoulearnedtheforeignlanguage(s)?

1.1Howdowelearnlanguage?Conclusionsofthetask

Peoplelearnaforeignlanguagefordifferentreasons;Peoplelearnlanguagesindifferentways;Peoplehavedifferentunderstandingsaboutlanguagelearning;andPeoplehavedifferentcapabilitiesinlanguagelearning.

ConclusionsofthetaskPeople1.2Viewsonlanguage

Theanswertothequestion‘Whatislanguage?’isthebasisfor:syllabusdesign,teachingmethods,teachingprocedures,andteachingtechniques

1.2ViewsonlanguageTheanswTask2(p.2)

Whatislanguage?

Sampledefinitionsof“language”(p.177)Language:isasystem/setofsymbols;is(primarily)vocal;isarbitraryandconventional;consistsofasetofrules(andisrule-governed);isrelatedtoculture;isusedforhumancommunicationorinteraction.Task2(p.2)

WhatislanguageThreedifferentviews

oflanguage

Thestructuralview,Thefunctionalview,Theinteractionalview

Threedifferentviews

oflanguThestructuralview

Thestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage= thesystemofsounds+ thesystemofwords+ thesystemofgrammar

ThestructuralviewThestructThestructuralview

System

of

Language3sub-systemsSoundsWordsGrammarThestructuralview

System

oThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSentencesThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThestructuralviewSyntacticsThefunctionalview

(Thefunctional-notionalview)

Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.

Thefunctionalview

(ThefuncFunctionsoflanguagee.g.offering,suggestion,advising,apologizing,etc.

Functionsoflanguagee.g.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.

Toperformfunctions,rulesanNotions

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

Notionse.g.TheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

TheinteractionalviewTheinteTwothingsareneededforcommunication:Rulesoflanguageform (grammar&vocabulary)Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

TwothingsareneededforcommViewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.

Viewsonthenatureoflanguag1.3Viewsonlanguagelearning

Viewsonlanguagelearninginvolvetwoquestions:Whatarethepsycholinguisticandcognitive

processesoflanguagelearning?Whataretheconditionsforthelearningprocessestobeactivated?

1.3ViewsonlanguagelearningTheProcess-orientedtheoriesandTheCondition-orientedtheoriesTheProcess-orientedtheoriesTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.e.g.habitformation,induction,makinginference,hypothesistesting,generalizationTheProcess-orientedtheoriesTTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.numberofstudents,whatkindofinputlearnersreceive,learningatmosphereTheCondition-orientedtheoriesTheCondition-orientedtheorieTheBehaviouristtheory

and

TheCognitivetheory

TheBehaviouristtheory

and

TTheBehaviouristtheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryWatsonTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.

TheBehaviouristtheoryAccordiTheBehaviouristtheory“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”

(Harmer.1983:30)

TheBehaviouristtheory“YoucaTheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheoryStimuluTheBehaviouristtheorySkinner:Languageisalsoaformofbehaviour.

USA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).Mistakeswereimmediatelycorrected.

TheBehaviouristtheorySkinnerTheCognitivetheoryChomsky’squestion:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

e.g.五岁女孩：“中国队加油！外国队漏油！”(2005.05.05晚上9:30)TheCognitivetheoryChomsky’sChomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)Chomsky:TheimpactofChomsky’stheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.TheimpactofChomsky’stheory1.4Whatis

agoodlanguageteacher?kind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourcef