英语课程教学论考试重点.doc

Unit 1 Language and Language Learning 语言和语言学习1. Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3)a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。2. Views on language learning and learning in general 语言学习观和学习两类理论：Process-oriented theories and Condition-oriented theories (1). Behaviourist theory: (p5) 行为主义学习理论 面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynors theory of conditioning; stimulus, response, and reinforcement; the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论,刺激响应,和强化;听说教学法;语言是不断的重复和强化学习的老师(2). Cognitive theory: students are asked to think rather than simply repeat; (p5)Noam Chomsky; 乔姆斯基 认知学习理论:要求学生想而不是简单的重复;language is an intricate rule-based system and a large part of language acquisition is the learning of this system; there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统的学习;乔姆斯基认知语言学 Transformational-Generative (T-G) Grammer 转换生成语法(3) . Constructivist theory:(P6) Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程,学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive, creative, critical learner; 培养创造力,创造力,关键的学习者(4). Social-constructivist theory: (P6) 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context; the concept of Zone of Proximal Development (ZPD) 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论 强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of (What makes) a good language teacher (P7) 品质好的语言老师ethic devotion; professional qualities; personal style; professional competence道德奉献 职业素质 个人风格 专业能力4. Development of teachers professional competence 教师专业能力的发展Figure 1.1 (P9): Stage 1, Stage 2 and Goal 图1.1(9页):第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning, practice, reflection方案变动包括:学习实践反思The learning stage: 1. learning from others experiences; 2. learning the received knowledge; 3. learning from ones own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching (CTL) 交际语言教学 最具影响力的语言Task-basked Language Teaching (TBLT) 任务型语言教学 教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则 任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中,语言是用来执行特定的交际功能( in real life, language is used to perform certain communicative functions)The language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: (P15) 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context. 主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文。2. CLT 交际语言教学 弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students communicative competence. Five main components of communicative competence (p17-18)交际能力的五个方面(1). Linguistic competence 语言能力 Its concerned with knowledge of the language, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.语言的知识,它包括拼写,发音,词汇,构词、语法结构、句子结构和语义。(2). Pragmatic competence 语用能力 适当的使用语言的社会环境Its concerned with the appropriate use of the language in social context; To know when to speak, when not, what to talk about with whom, when, where and in what manner. 知道何时说话,何时不说,谈论与谁,何时、何地、以何种方式。(3). Discourse competence 语篇能力It refers to ones ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力。The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记。The reference words in the context. 参考词汇在上下文。 有凝聚力的词汇意义Cohesive words hold meaning together in a sensible way. 在一个合理的方式。Ones ability to initiate, develop, enter, interrupt, check or confirm in a conversation.一个启动的能力,开发、进入中断,请检查或确认的谈话。(4). Strategic competence 策略能力It is similar to communication strategies. 它类似于沟通策略。It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源。By searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 寻找其他的方式表达,如使用类似的短语,Keep the conversation going. 保持谈话。 使用手势,或使用一个更详细的解释。Get input from the other end. 从另一端获取输入。(5). Fluency 流利程度It means ones ability to link units of speech together with fluency and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫。chunks of language大块的语言 Lexical phrases词汇短语 Prefabricated language 预制语言Linguistic competence (Chomsky): rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. (P19) 语言能力(乔姆斯基):语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言。Communicative competence (Hymes): besides grammatical rules language use is governed by rules of use /knowledge of what to say, when, how, where and to whom.交际能力(海姆斯):除了语法规则的语言的使用是由规则的使用/知识该说什么,何时、何地、如何和人。3. Principles of CLT 交际语言教学的原则 Communicative Language Teachingcommunication principle, task principle, meaningfulness principle 交际性原则 工作原理 有意义原则The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通。The strong version of CLT: language is acquired through communication.薄弱版本:学习者首先学习语言作为一种结构体系,然后学习如何使用它在沟通。4. CLT and the teaching of language skills 语言技能的教学 交际能力Communicative competence is to develop learners language skills, namely, listening, speaking, reading and writing. 是培养学习者的语言能力,即听、说、阅读和写作。5. Main features of communicative activities 交际活动的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动 的交际活动。Social interaction activities (P22-23) 社会互动活动6. Six criteria for evaluating communicative classroom activities Ellis (1990) (1). Communicative purpose 交际目的 六个标准评价课堂交际活动 埃利斯(2). Communicative desire 交际需要(3). Content, not form 注重内容，不是形式(4). Variety of language 语言的多样性(5). No teacher intervention 没有老师的干涉(6). No materials control 没有语言材料控制7. Task-based Language Teaching (TBLT) 任务型语言教学Task-based language teaching is a further development of Communicative Language Teaching. 是交际语言教学的进一步发展 结合形式,集中教学与沟通combine form-focused teaching with communication-focused teachingDefinitions of a task on (P27) 任务的定义(Willis, 1996) Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. (威利斯,1996)任务活动,使用目标语言学习者交际目的(目标)为了实现一个结果。Four components of a task (P28) 任务的四个组成部分 a purpose, a context, a process, a product 一个目的、内容、过程、结果8. Exercises; exercise-tasks; tasks 练习与任务Exercises: focus on individual aspects of language, such as vocabulary, grammar or individual skills 关注个人方面的语言,如词汇、语法和个人技能Exercise-tasks: contextualized practice of language items (often a particular grammar point) 符合实际的语言实践项目(通常是一个特定的语法点)Task: the complete act of communication (purposeful & contextualized communication) 完整的沟通行为(有目的的和符合实际的沟通)9. PPP (P31-32) 属于传统教学模式 traditional teaching modePresentation (of single new item) 呈现(单新项目)Practice (of new item: drills, exercises, dialogue) 练习(新项目:演习,演习、对话)Production ( Activity, role play or task to encourage free use of language)产出(活动,角色扮演或任务鼓励免费使用语言)The five-step teaching method 五步教学法 修订，表示，实践，生产，整合revision, presentation, practice, production , consolidation10. TBLT/TBL (P31)Task-based Language Teaching (TBLT) 任务型语言教学Task-based Learning (TBL) 任务型学习 Pre-task: introduction to topic and task 介绍主题和任务 Task cycle: task/planning/report; students hear task recording or read text. 任务周期:任务/计划/报告;学生听到任务记录或阅读文本 Language focus: analysis and practice: Review and repeat task. 语言重点:分析和实践:审查和重复的任务Five steps of designing tasks (P34) 五个步骤的设计任务(1). Think about students needs, interests, and abilities 考虑学生的需要兴趣和能力(2). Brainstorm possible tasks 头脑风暴可能的任务(3). Evaluate the list 评估列表 使用以下标准:. 教育价值using the following criteria: . educational value; . appropriateness to the students needs, interest and abilities; . availability of suitable resources; . time available(4). Choose the language items 选择的语言项目 . 适合学生的需要兴趣能力(5). Preparing materials 准备材料 . 合适的资源的可用性,.可用时间11. Appropriateness of CLT and TBLT in the Chinese context (p35)适当的交际语言教学和任务型语言教学在中国语境It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.One language form may also have several functions. (CLT)一个功能可以实现语言的一些语言形式。 一种语言形式也可能有几个功能。12. Potential constraints of TBLT 任务型语言教学的潜在限制(1). It may not be effective for presenting new language items. (Swan, 2005)(2). Time 时间 它可能不是有效的呈现新语言项目 学习的文化:(3). The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving, discussing, inquiring and reasoning. 一些学生可能难以适应。缺乏适当的技能,如解决问题、讨论、(4). Level of difficulty. 水平的困难 查询和推理。Unit 3 The National English Curriculum 国家英语课程标准1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. (Restoration, Rapid Development, Reform, and Innovation) 发展的四个主要阶段,英语教学在中国自1978年以来(修复、快速发展、改革和创新)(1). Restoration (1978-1985) : 恢复a national syllabus in 1978; 一个国家1978年教学大纲 一套新的教科书a new set of textbooks by the Peoples Education Press (PEP); 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法(2). Rapid development(1986-1992): 快速发展the 1986 English Syllabus ( a revised one); 1986年英语教学大纲(修订)the rewriting of the textbooks by PEP. 重写教科书English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英语不仅是工具也是交际和教育。 教学应更注重语言的使用。(3). Reform (1993-2000): 改革The policy of nine-year compulsory education. 九年义务教育的政策。The communicative approach. 交际的方法 在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches. 新和旧的合成方法A more communication-oriented language teaching. 面向更多的交流,语言教学(4). Innovation (from 2000): 创新A call for quality-oriented education. 呼吁素质教育A review of the curriculum prior 2000. (overemphasis on the delivery of language knowledge; ignoring Ss language ability and individual learner differences; paper-and-pencil tests) 回顾2000年之前的课程。(过分强调语言知识的传递,忽略了学生的语言能力和学习者个别差异;纸笔测试)A transition to the New National English Curriculum. 过渡到新的国家英语课程。2. the six designing principles for the National English Curriculum 6种设计原则(1). Aim for educating all students, and emphasise quality-oriented education.(2). Promote learner-centeredness, and respect individual differences. (p42)/(p310)(3). Develop competence-based objectives, and allow flexibility and adaptability.(4). Pay close attention to the learning process, and advocate experiential learning and participation. (1)面向全体学生，注重素质教育。(2)突出学生主体，尊重个体差异。(5). Attach particular importance to formative assessment, and give special attention to the development of competence. (3)整体设计目标，体现灵活开放。(6). Optimize learning resources, and maximize opportunities for learning and using the language. (4)强调学习过程，倡导体验参与。 (5)注重过程评价，强调能力发展。 (6)开发课程资源，拓展学用渠道。The overall aim of the curriculum for nine-year compulsory education is to develop students comprehensive abilities in language use.Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力。语言技能,语言知识、影响、文化意识、学习策略。 九年义务教育的英语课程The English curriculum for nine-year compulsory education.The related senior high school English curriculum. 有关高中英语课程。Nine competence-based objectives. 9个能力本位的目标。Each level is described in terms of what students can do with the language.The integrity, flexibility and openness of the curriculum.每个级别的描述语言的学生能做什么。 完整性、灵活性和开放性的课程。The principle of learner-centered approach. 原则为中心的方法Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teachers guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导。 形成性评价中扮演主要角色。Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assessing students overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力。3. The changes of goals and objectives of English language teaching (p45) 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978, and pay attention to the changes. 比较教学大纲中的教学目标,出现了自1978年以来,并注意更改。 该框架的目标在新的国家英语课程。 整体目标的5个方面the framework of objectives in the new National English Curriculum. Overall Language ability: 整体语言能力: 语言知识:语音,语法,词汇;功能;(1). Language knowledge: Phonetics; Grammar; Vocabulary; Functions; Topics 话题(2). Language skills: listening; Speaking; Reading; Writing 语言技能:听,说,读,写(3). Learning strategies: Cognitive; Self-management; Communication; Resourcing 学习策略:认知策略;自我调控策略;交际策略;资源策略(4). Affection and attitude: Motivation; Confidence; Patriotism; International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野(5). Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识4. Design of the National English Curriculum 国家英语课程的设计Before 2001, the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平The primary phase: Level 1, Level 2 初级阶段:1级、2级The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses (English 1-5) 必修课程(英语1 - 5)Two tracks of elective courses 选修课程的两个轨道Elective Track 1 (English 6-11) 选修课跟踪1 选修课跟踪2(三大系列课程)Elective Track 2 (three series of courses): Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence Refer to the Chinese version 指中国版本 不同级别的能力的性能标准6. Challenges facing English language teachers 英语教师面临的挑战Faced with the new curriculum, English teachers are expected to change in many ways. 面对新课程,英语教师将在很多方面发生变化。What should English teachers do? 英语教师应该做什么? 使用更多的 to change their views about language. 改变他们对语言的看法 任务型活动 to become a multi-role educator. 成为一个多功能教育家 学生学习的中心 to use more task-based activities and put the students in the centre of learning. to use more formative-assessment in addtion to using tests. 造型评估使用的测试 to use modern technology in teaching, creating more effective resources for learning and for using the language. 教学技术,创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划1. Teaching Contents 教学内容(1). Importance of lesson planning 课程计划的重要性(2). Principles for good lesson planning 好的课程规划的原则(3). Macro planning & micro planning 宏观规划和微观规划(4). Components of a lesson plan 教案的组成(5). Suitable form of a lesson plan 合适的教学计划(1). Importance of lesson planning 课程计划的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. (P51)教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它。Benefits from lesson planning (P52) 课程计划的好处 Be aware of the aims and language contents of a lesson; 注意目标和语言课内容 Distinguish the various stages of a lesson and see the relationship between them; Anticipate potential problems; 预测潜在的问题 区分不同阶段的一个教训 Give teachers confidence; 给教师的信心 看到它们之间的关系 Be aware of the teaching aids; 注意教学用具(2). Principles for good lesson planning (P53) 好的课程规划的原则They are described in terms of aim, variety, flexibility, learnability, and linkage.Aim: the things that students