Chapter5-2教学法.ppt

TEFL Methodology (1),Chapter 5-2,2012. 11.21,Theories on Language-Learning Process: L 2 Understanding,Main Points for Revision,Understanding the conditions of L2 learning:,1. What is understanding (as a way of thinking)? 2. Teaching Description (4): how teachers facilitate effective understanding in EFL reading,Understanding: a kind of thinking,The learners grasp the meaning or information by thinking (interpreting, translating etc.). Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining,BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding,Higher-order thinking,Understanding: Potential Activities and Products,Write in your own words Cut out, or draw pictures to illustrate a particular event in the story. Report to the class Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.,The Focus Today,Further discussion on how people understand L2,1. The role of EFL T. & Ss before/ while & after reading 2. The three models of reading (or listening),Questions for Description,Do Ss understand the passage well? Why do you think so? How do Ss use verbal & non-verbal information to understand the passage? 3. Does the teacher give Ss reasons to read/listen and say? How? 4. What do Ss do before reading/listening? Do you think it helpful? Why? 5. What do Ss do while reading/listening? Do you think it helpful? Why? 6. What do Ss do after reading/listening? Do you think it helpful? Why? 7. Do Ss use spontaneous or planned language to speak in the two classes?,Q1:Do Students Understand Well?,Class A students understand mainly the literal meaning of the story as the teacher emphasizes too much the meaning of the words & sentences more than the implied meaning of the story (how the band that wasnt became a real band ). Class A students dont have enough opportunities to search for the central meaning or the detailed information of the article: how the Monkees was formed and developed,Understanding in Reading/ Listening,Understanding language is a very complex cognitive process, by which the reader (or listener) is interacting with the writer (or speaker) in a particular situation for a certain purpose (to figure out what they really means in word or beyond the words. Understanding the literal meaning of what the speaker or writer says is just at the first level of understanding including identifying all the audio or visual information from hearing or reading; interpreting the meaning of the words and sentences. When the literal meaning is not what the speaker or writer really means, the listener or reader has to explore the implied meaning that is hidden behind the words and sentences, it is known as the second level of understanding.,Building Global Meaning of text,What people can remember while listening & reading are the central propositions (global representation of the text), or the main ideas of what people hear or read. People have to combine all the individual propositions (literal meanings) together to build up a “whole” global meaning of the text when understanding language. Unfortunately, in traditional “intensive readings”, the individual propositions are often separated by T. & Ss. L2 learners have very few opportunities to look for the meaning of the whole text on their own.,Q2: Verbal & Non-verbal Information,Verbal information (VI),Non-verbal information (NVI),Mental lexicons,Linguistic information,Grammar rules & operations etc.),About topic, speaker, situation (the contextual information),General knowledge about the world ,Contextual Information,Who is the speaker or the writer (the identity, the relationship between speakers, and the relationship between the speaker Why s/he says or writes (the purpose of the speaker or writer),How to Use Contextual Information,Ss are asked to talk about leisure activities before reading the story. However this topic is too extensive only about the background knowledge , not concerning the specific topic of music. The pre-listening questions before reading mainly focus on the VI & verbal-item practice. Ss do not have clear purposes to listen to the article written by someone unknown and they have to search for too much information at one time). Not much contextual information is used effectively or provided by the textbook or the teacher, (e.g., about the writer, the purpose of writing, the Monkees, etc.),Q4,5&6:Pre-/ While- Post Reading Activities,Before reading Talk about Ss “favorite music styles” Understand more about the meaning of music to people Know why to read While reading Confirm Ss guess upon the title Understand the information of the main paras( 3&4) Listen to the teachers instructions After reading Discussion about the implication of the text Questions for further understanding,Information Processing,“Information processing” refers to different kinds of decoding of meanings in reading or listening. It is an internal cognitive process by which meanings are identified & understood in communication. In the process, both verbal and nonverbal information are stored, organized and retrieved from memory.,When L2 learners are inferring meanings in the information process, the more information are stored, organized and retrieved from memory, the more opportunities for them to identify or test out the successful language rules. The higher level of thinking the listener or reader is involved, the more challenging the reading or listening tasks are. The structure-based repetition and imitation will not bring about “deeper information processing” ( Clark & Clark 1977) .,What matters in information processing?,How Memory works in understanding,There are two kinds of memory: short-term memory (STM) and long-term memory (LTM). What can be remembered in LTM is just the literal meaning, not the actual. When people comprehend (or produce) language, they have to call on the remembered knowledge (stored information) in LTM. The stored information in LTM includes both verbal information and non-verbal information. All stored information is well organized with concepts, objects or events in the LTM systematically,Teacher roles Demonstrates Listens Questions Compares Contrasts Examines,Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant,Classroom Roles for Understanding,3 Models of Reading & Listening,The “bottom-up model” means that people build up the meaning of the materials word-by-word and sentence-by-sentence. They understand the meaning from part to the whole as visual information (VI) or audio information (AI) is more emphasized for understanding. The “top-down model” emph