英语教法发展及分类课件

EnglishLanguageTeachingMethodology

12/14/20221EnglishLanguageTeachingMetThemethodconceptinlanguageteaching:thenotionofasystematicsetofteachingpracticesbasedonaparticulartheoryoflanguageandlanguagelearning

12/14/20222ThemethodconceptinlanguageELTMethodology:Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofELT.12/14/20223ELTMethodology:12/13/20223Methodologyisthatwhichlinkstheoryandpractice．

12/14/20224MethodologyisthatwhichlinkTheorystatementswouldincludetheoriesofwhatlanguageisandhowlanguageislearnedor，morespecifically，theoriesofforeignlanguage/secondlanguageacquisition（SLA）．Suchtheoriesarelinkedtovariousdesignfeaturesoflanguageinstruction．

12/14/20225TheorystatementswouldincludThesedesignfeaturesmightincludestatedobjectives，syllabusspecifications，typesofactivities，rolesofteachers，learners，materials，andsoforth．Designfeaturesinturnarelinkedtoactualteachingandlearningpracticesasobservedintheenvironmentswherelanguageteachingandlearningtakeplace．

12/14/20226ThesedesignfeaturesmightinPracticeandTheory1.ELTPractice2.ELTMethodology3.ELTPractice4.ELTMethodology12/14/20227PracticeandTheory1.ELTPracUnit1LanguageandLearning12/14/20228Unit1LanguageandLearningHowdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning12/14/20229Howdowelearnlanguages?1)Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.12/14/202210Languageacquisition:theprocLanguagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

12/14/202211Languagelearning:theprocessItemsofcomparison

Learning

acquisition

Process

ConsciousExplicit(显性的）unconscious/subconscious

implicit（隐性的）Focus

Forms

meaning

Input

Selected

natural

Emphasis

Accuracy

fluency

Setting

formal/controlled

informal/natural

12/14/202212ItemsofcomparisonLearninga2)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.12/14/2022132)Howdowelearnforeignla1)Whatislanguage?II.Viewsonlanguage.Languageisasystemofstructures:structurallearning,formalinstructionofgrammaticalstructures.Languageisameansofcommunication:instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing.Languageisthereflectionofcultures:instructiononculturesandfocusonappropriatenessofspeech.12/14/2022141)Whatislanguage?II.ViewsViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetoolnotonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.12/14/202215ViewsLanguageLanguagelearningStructuralView:Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.12/14/202216StructuralView:Itseesla

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.12/14/202217FunctionalView:ItInteractionalView:Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.12/14/202218InteractionalView:ItconsIII.Viewsonlanguagelearning

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?12/14/202219III.ViewsonlanguagelearninProcess-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.12/14/202220Process-orientedtheoriesareCondition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.12/14/202221Condition-orientedtheorieseBehaviouristtheory(行为主义学习理论）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.12/14/202222Behaviouristtheory(行为主义学习理论）Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation12/14/202223LanguageisalsoaformofbehThekeypointof

thetheoryofconditioning“Youcantrainaanimaltodoanything(withinreason)Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.

12/14/202224ThekeypointofthetheoryofOneinfluentialresultistheaudio-lingualmethod（听说,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised12/14/202225OneinfluentialresultistheCognitivetheory(认知主义学习理论）Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.12/14/202226Cognitivetheory(认知主义学习理论）Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?12/14/202227IfalllanguageisalearnedbAccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

12/14/202228AccordingtoChomsky’stheory,Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.12/14/202229OneinfluentialideaofthistAccordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.12/14/202230AccordingtothecognitivetheConstructivisttheory（建构主义学习理论）LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.12/14/202231Constructivisttheory（建构主义学习理论ReceivinginformationProcessinginformationConstructingnewmeaningsInput(listening,reading)Decoding(解码）Relatingwhatlearnersalreadyknowwiththereceivedinformation(Listening/reading)comprehensionoutput12/14/202232ReceivingProcessingConstructImplicationsforclassroomteachingTeachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Teachersneedtodesignactivitiestoarouselearners’interestsandcuriosityforlearning12/14/202233ImplicationsforclassroomteaToprovidethebackgroundinformationtoactivatelearners’schema(激活图式）;Tomotivatestudentsbymakingthetopicrelevantandinterestingtothem.12/14/202234ToprovidethebackgroundinfoSocio-constructivisttheorySocioculturaltheory(社会文化理论）RepresentedbyVygotsky(维果茨基)Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD,最近发展区)andscaffolding(support).12/14/202235Socio-constructivisttheoryRepInotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.12/14/202236Inotherwords,learningisbeItisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近发展区)12/14/202237Itisthedistancebetweenthe“最近发展区”理论：

前苏联心理教育学家维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的距离就是“最近发展区”。把握好最近发展区，能加速学生的发展。

12/14/202238“最近发展区”理论：

前苏联心理教育学家维果茨基的长期研究最近发展区(ZPD)AB

独立解决问题的水平在教师指导下解决问题的水平theactualdevelopmentallevelasdeterminedbyindependentproblemsolvingthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance12/14/202239最近发展区(ZPD)独立解决在教师指导下解决问Implicationsforclassroomteaching“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。12/14/202240ImplicationsforclassroomteaLearnability(可学性）:thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.12/14/202241Learnability(可学性）:12/13/2022Acquisitionisdependentonthelearners’obtainingcomprehensiveinput.Forlearningtotakeplace,theremustbeexposuretothetargetlanguage,followingtheprincipleofi+1.Krashen’ssecondlanguageacquisitiontheory(第二语言习得理论）12/14/202242AcquisitionisdependentonthTheconceptofscaffoldingoriginateswiththeworkofWoodetal．（1976）anditservesasametaphorforthenovice-masterinteractioninaproblem-solvingtask．Scaffolding(支架理论）12/14/202243TheconceptofscaffoldingoriAccordingtoWoodetal．，“scaffoldinginvolvestheexperttakingcontrolofthoseportionsofataskthatarebeyondthelearnerscurrentlevelofcompetence，thusallowingtheleanertofocusontheelementswithinhisorherrangeofability”12/14/202244AccordingtoWoodetal．，“scafIV.Whatmakesagoodlanguageteacher?Areyoureadyforyourfutureteaching?thewould-beteachers12/14/202245IV.WhatmakesagoodlanguageWhatpreparationshaveyoumadeforyourcareer?Whatqualificationshaveyouobtainednow?Whatwillyoudoifyouhaven'tgottherequiredqualifications?12/14/202246WhatpreparationshaveyoumadAgoodEnglishteachershould…….WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?12/14/202247AgoodEnglishteachershouldPreparationsinknowledgeContentknowledge（专业知识）Pedagogiccontentknowledge（专业教育知识）Supportknowledge（支持知识）Pedagogicknowledge（教育知识）12/14/202248PreparationsinknowledgeConteProfessionalqualitiesResourceful,well-informed,professionallytrained,creative12/14/202249ProfessionalqualitiesResourcEthicdevotionwarm-hearted,hardworking,responsibleenthusiastic,caring,kind,well-prepared12/14/202250Ethicdevotionwarm-hearted,flexible,patient,humourous,attentive,dynamic(positive)Personalstyle:12/14/202251flexible,patient,humouCraftModel(技艺模式）Appliedsciencemodel（应用科学模式）Theapprentice-expertmodellearn-thetheory-and-then-apply-itmodelV.Howcanonebecomeagoodlanguageteacher?12/14/202252CraftModel(技艺模式）AppliedscienReflectivemodel（反思性模式）12/14/202253Reflectivemodel（反思性模式）12/13/2StageI:languagedevelopmentAllEnglishteachersaresupposedtohaveagoodcommandofEnglish.WhyareStage1andStage2interrelatedbyadoublearrowline?12/14/202254StageI:languagedevelopmentWTeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.LiveandLearn.Lifelonglearning(终身学习）12/14/202255TeachersshouldalwaysmakeaLanguagetrainingPre-servicetraining(职前培训）In-servicetraining（在职培训）12/14/202256LanguagetrainingPre-servicet12/14/20225712/13/202257StageII:professionaldevelopmentthreesub-stages:learningpracticereflection12/14/202258StageII:professionaldeveloThelearningstageinvolves:(a)learnfromother’sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learnfromone’sownexperience12/14/202259Thelearningstageinvolves:(aTheterm“practice”canbeusedintwosenses:PseudoPractice:itisashortperiodoftimeassignedforstudentstodoteachingpracticeaspartoftheirpre-serviceeducation,underthesupervisionoftheirinstructors.(2)

Therealclassroomteaching:therealworkthattheteacherswouldundertakewhentheyfinishtheireducation.

12/14/202260Theterm“practice”canbeusReflectionTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.12/14/202261Reflection12/13/202261Somemiddleschoolteachers’opinionsaboutreflectionActionResearch(行动研究）12/14/202262Somemiddleschoolteachers’oWhyarepracticeandreflectionconnectedbyacircle?12/14/202263WhyarepracticeandreflectioTheteachersreflectontheirworknotonlyaftertheyfinishacertainperiodofpractice,butwhiletheyaredoingthepractice.Andthemostdifficultthingtodoistokeeponreflectingontheirworkwhenteachersaredoingpracticeintherealworksense.12/14/202264TheteachersreflectontheirAftersomeperiodofpracticeandreflection,ateachermaturesandapproachesthegoal.Butthisgoalis“amovingtargetorhorizon,towardwhichprofessionalstravelalltheirprofessionallifebutwhichisneverfinallyattained.Stage3:Goal---professionalcompetence12/14/202265AftersomeperiodofpracticeEnglishLanguageTeachingMethodology

12/14/202266EnglishLanguageTeachingMetThemethodconceptinlanguageteaching:thenotionofasystematicsetofteachingpracticesbasedonaparticulartheoryoflanguageandlanguagelearning

12/14/202267ThemethodconceptinlanguageELTMethodology:Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofELT.12/14/202268ELTMethodology:12/13/20223Methodologyisthatwhichlinkstheoryandpractice．

12/14/202269MethodologyisthatwhichlinkTheorystatementswouldincludetheoriesofwhatlanguageisandhowlanguageislearnedor，morespecifically，theoriesofforeignlanguage/secondlanguageacquisition（SLA）．Suchtheoriesarelinkedtovariousdesignfeaturesoflanguageinstruction．

12/14/202270TheorystatementswouldincludThesedesignfeaturesmightincludestatedobjectives，syllabusspecifications，typesofactivities，rolesofteachers，learners，materials，andsoforth．Designfeaturesinturnarelinkedtoactualteachingandlearningpracticesasobservedintheenvironmentswherelanguageteachingandlearningtakeplace．

12/14/202271ThesedesignfeaturesmightinPracticeandTheory1.ELTPractice2.ELTMethodology3.ELTPractice4.ELTMethodology12/14/202272PracticeandTheory1.ELTPracUnit1LanguageandLearning12/14/202273Unit1LanguageandLearningHowdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning12/14/202274Howdowelearnlanguages?1)Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.12/14/202275Languageacquisition:theprocLanguagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

12/14/202276Languagelearning:theprocessItemsofcomparison

Learning

acquisition

Process

ConsciousExplicit(显性的）unconscious/subconscious

implicit（隐性的）Focus

Forms

meaning

Input

Selected

natural

Emphasis

Accuracy

fluency

Setting

formal/controlled

informal/natural

12/14/202277ItemsofcomparisonLearninga2)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.12/14/2022782)Howdowelearnforeignla1)Whatislanguage?II.Viewsonlanguage.Languageisasystemofstructures:structurallearning,formalinstructionofgrammaticalstructures.Languageisameansofcommunication:instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing.Languageisthereflectionofcultures:instructiononculturesandfocusonappropriatenessofspeech.12/14/2022791)Whatislanguage?II.ViewsViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetoolnotonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.12/14/202280ViewsLanguageLanguagelearningStructuralView:Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.12/14/202281StructuralView:Itseesla

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.12/14/202282FunctionalView:ItInteractionalView:Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.12/14/202283InteractionalView:ItconsIII.Viewsonlanguagelearning

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?12/14/202284III.ViewsonlanguagelearninProcess-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.12/14/202285Process-orientedtheoriesareCondition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.12/14/202286Condition-orientedtheorieseBehaviouristtheory(行为主义学习理论）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.12/14/202287Behaviouristtheory(行为主义学习理论）Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation12/14/202288LanguageisalsoaformofbehThekeypointof

thetheoryofconditioning“Youcantrainaanimaltodoanything(withinreason)Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.

12/14/202289ThekeypointofthetheoryofOneinfluentialresultistheaudio-lingualmethod（听说,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised12/14/202290OneinfluentialresultistheCognitivetheory(认知主义学习理论）Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.12/14/202291Cognitivetheory(认知主义学习理论）Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?12/14/202292IfalllanguageisalearnedbAccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

12/14/202293AccordingtoChomsky’stheory,Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.12/14/202294OneinfluentialideaofthistAccordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.12/14/202295AccordingtothecognitivetheConstructivisttheory（建构主义学习理论）LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.12/14/202296Constructivisttheory（建构主义学习理论ReceivinginformationProcessinginformationConstructingnewmeaningsInput(listening,reading)Decoding(解码）Relatingwhatlearnersalreadyknowwiththereceivedinformation(Listening/reading)comprehensionoutput12/14/202297ReceivingProcessingConstructImplicationsforclassroomteachingTeachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Teachersneedtodesignactivitiestoarouselearners’interestsandcuriosityforlearning12/14/202298ImplicationsforclassroomteaToprovidethebackgroundinformationtoactivatelearners’schema(激活图式）;Tomotivatestudentsbymakingthetopicrelevantandinterestingtothem.12/14/202299ToprovidethebackgroundinfoSocio-constructivisttheorySocioculturaltheory(社会文化理论）RepresentedbyVygotsky(维果茨基)Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD,最近发展区)andscaffolding(support).12/14/2022100Socio-constructivisttheoryRepInotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.12/14/2022101Inotherwords,learningisbeItisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近发展区)12/14/2022102Itisthedistancebetweenthe“最近发展区”理论：

前苏联心理教育学家维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的距离就是“最近发展区”。把握好最近发展区，能加速学生的发展。

12/14/2022103“最近发展区”理论：

前苏联心理教育学家维果茨基的长期研究最近发展区(ZPD)AB

独立解决问题的水平在教师指导下解决问题的水平theactualdevelopmentallevelasdeterminedbyindependentproblemsolvingthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance12/14/2022104最近发展区(ZPD)独立解决在教师指导下解决问Implicationsforclassroomteaching“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。12/14/2022105ImplicationsforclassroomteaLearnability(可学性）:thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.12/14/2022106Learnability(可学性）:12/13/2022Acquisitionisdependentonthelearners’obtainingcomprehensiveinput.Forlearningtotakeplace,theremustbeexposuretothetargetlanguage,followingtheprincipleofi+1.Krashen’ssecondlanguageacquisitiontheory(第二语言习得理论）12/14/2022107AcquisitionisdependentonthTheconceptofscaffoldingoriginateswiththeworkofWoodetal．（1976）anditservesasametaphorforthenovice-masterinteractioninaproblem-solvingtask．Scaffolding(支架理论）12/14/2022108TheconceptofscaffoldingoriAccordingtoWoodetal．，“scaffoldinginvolvestheexperttakingcontrolofthoseportionsofataskthatarebeyondthelearnerscurrentlevelofcompetence，thusallowingtheleanertofocusontheelementswithinhisorherrangeofability”12/14/2022109AccordingtoWoodetal．，“scafIV.Whatmakesagoodlanguageteacher?Areyoureadyforyourfutureteaching?thewould-beteachers12/14