《王薔《英語教學(xué)法》復(fù)習(xí)》由會員分享，可在線閱讀，更多相關(guān)《王薔《英語教學(xué)法》復(fù)習(xí)（33頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、word Revision Contents: Unit 1 Language and Learning 1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc.

2、to sentence. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emp

3、hasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief th

4、at learning is a process of habit formation. Functional View:It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language i

5、n order to do things with it. To perform functions, learners need to know how to bine the grammatical rules and the vocabulary to express notions that perform the functions.municative approaches are based on this view of language. Interactional View: It considers language as a municative tool,

6、whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of municative context. Some of the language learning approaches and meth

7、ods based on this view of language are: Strategic interaction; municative approaches. 2. What are the major Views on language learning? What are their implications to language teaching? Behaviouralist theory Based on the theory of conditioning, Skinner suggested language is also a form of beh

8、aviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America. One influential result is the audio-lingual method,

9、 which involves endless “l(fā)isten and repeat〞 drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many pa

10、rts of the world today. Cognitive theory It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour

11、, 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 based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method. According to the cogn

12、itive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a plex cognitive processin which the learner constructs meaningb

13、ased on his or her own experiences and what he /she already knows. Implications for classroom teaching Teaching should be built based on what learners already know and engage learners in learning activities. It is believed that education is used to develop the mind, not just to rotate or recall w

14、hat is learned. Teachers need to design activities to interact with learners to foster inventive, creative, critical learners. Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learne

15、rs’ interestand curiosity for learning. Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between

16、the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential. Unit 2 municative

17、 Principles and Activities 1. The goal of CLT is to develop students’municative petence. 2. What is municative pentence? Try to list some of its ponents and their implication to teaching. municative pentence refers to both the knowledge about the language and the knowledge about how to use the la

18、nguage appropriately in municative situations.According to Hedge, it includes five ponents. Linguistic petence --- knowledge of the language itself, its form and meaning Pragmatic petence --- the appropriate use of language in social context Discourse petence --- one’s ability to create coherent

19、 written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or prehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversatio

20、n) Strategic petence --- strategies one employs when there is munication breakdown due to lack of resources Fluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Implications for teaching and learning: Linguis

21、tic petence Teachers need to help learners ----achieve 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 the script and spelling rules; ----achieve ac

22、curacy in syntax and word formation. Pragmatic petence Teachers need to help learners ---learn the relationship between grammatical forms and functions; ---use stress and intonation to express attitude and emotion; ---learn the scale of formality; ---understand and use emotive tone; ---use

23、 the grammatical rules of language; ---select language forms appropriate to topic, listener, or setting, etc. Discourse petence Teachers need to help learners ----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised writ

24、ten texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts; ----be able to cope with authentic texts. Strategic petence Teachers need to enable learners ----to take risks in using the language; ----to use a range of municative strategies; ----to lea

25、rn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’ Fluency Teachers need to help learners -----deal with the information gap of real discourse; -----process language and respond appropriately with a degree of ease; -----be able to

26、respond with reasonable speed in ‘real time〞. 3. What is municative language teaching? municative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly bas

27、ed on the theories of British functional linguistics, as well as American sociolinguists. The goal of municative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own

28、 ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of munication. Students usually work with authentic materials in small groups on munication activities, during which they rec

29、eive practice in negotiating meaning. This method is learner-centered and emphasizes munication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CL

30、T the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. 4. Principles in municative language teaching munication principle: Activities that involve real munication promote learning. Task principle: Activities in which language is used for carrying o

31、ut meaningful tasks promote learning. Meaningfulness principle: Language that is meaningful to the learning supports the learning process. 5. Strong version and week version A weak version:Learners first acquire language as a structural system and then learn how to use it in munication. It re

32、gards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for munication. A strong version: Strong version: The strong version claims that ‘language is acquire through munication’. Learners discover the structural system in the

33、process of learning how to municate. It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in munication. 5. List some of the municative activities. 1) Functional m

34、unicative activities Identifying pictures Discovering identical pairs Discovering sequence or locations Discovering missing information Discovering missing features Discovering “secrets〞 municating patterns and pictures municative models Discovering differences Following directions Recons

35、tructing story-sequences Pooling information to solve a problem 2) Social interaction activities Role-playing through cued dialogues Role-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities

36、 improvisation 6. Main features municative activities 7. The Task-based Approach A task-based approach sees the language process as one of learning through doing. It stresses the importance to bine form-focused teaching with munication-focused teaching. The task-based approach aims at provid

37、ing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. Task -based Learning offers an alternative for lan

38、guage teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the pletion of a central task and the language studied is determined by what happens as the students plete it. So it aims to provide learners with a natural context for

39、 language use．As learners work to plete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have prehended cor

40、rectly and，at times， they have to seek clarification． By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time． Task presented in the form of a problem-solvin

41、g negotiation between knowledge that the learner holds and new knowledge 7. What is a task? Any one of the following definitions is ok: A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child.

42、 In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between〞.-------- Long (1985) [A task is] an activity which require learners to arrive at an oute from given information through some process of thought, and which allows teachers to c

43、ontrol and regulate that process. ------ Prabhu (1987) … a piece of classroom work which involve learners in prehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)

44、 Tasks are always activities where the target language is used by the learner for a municative purpose (goal) in order to achieve an oute.〞 A task is an activity in which students use the target language to do something, usually with a non-linguis

45、tic purpose. 8. A task is believed to have four ponents: a purpose, a context, a process, and a product. 9. What is PPP model? In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading

46、, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.) 10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus. Unit 3 1. The overall language ability required in

47、 the 2001 National English Curriculum includes the following aspectslanguage knowledge, language skills, learning strategies, affects and cultural understanding. 2. What is a syllabus? A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents

48、of teaching and sometimes contains suggestions of methodology. 3. What is curriculum? A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and

49、 (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region. 4. Desi

50、gning principles for the National English Curriculum 1) Aim for educating all students, and emphasize quality-oriented education. The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective ne

51、eds as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’ prehensive abilities in using the language and to improve their cultural quality, to d

52、evelop their practical skills, as well as to cultivate their creative spirit. 2) Promote learner-centeredness, and respect individual differences. Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment proc

53、edures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should bee a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating person

54、al characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as t

55、o make teaching beneficial to all kinds of students. 3. Develop petence-based objectives, and allow flexibility and adaptability. The overall aim of the curriculum or nine-year pulsory education is to develop students’ prehensive abilities in language use. Such abilities are grounded in the develo

56、pment of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year pulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described i

57、n terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum. 4) Pay close attention to the learning process

58、, and advocate experiential learning and participation. Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development. During the process of learning English in nin

59、e-year pulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participa

60、ting, exploring and cooperating under the teacher’s guidance. 5. Attach particular importance to formative assessment, and give special attention to the development of petence. The assessment for the nine-year pulsory education should be geared to stimulating students’ interests and cultivating th

61、eir autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’ language performance and achievements during the learning process. Assessment should be made facilitative to developin

62、g students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to im

63、prove their teaching qualities and for the development and improvement of the English curriculum. 6. Optimize learning resources, and maximize opportunities for learning and using the language. English curriculum requires that teachers should properly utilize and develop teaching resources so as t

64、o provide rich and healthy resources that are practical, lively, updated for students’ learning. Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. A

65、lso teachers should encourage students to take part in exploring and utilizing resources for learning. Unit 4. Lesson Planning 1. What is lesson planning? Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and t

66、echniques, resources to be used in order to achieve the aims of the lesson. 2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage 3. Lesson planning at two levels: Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. ponents of a lesson plan Background information: number