《王蔷英语教法》PPT课件.ppt

中学英语教学法第一次导学课,主讲：陈道明（华南师范大学外文学院）chendm,第一次导学课,导学内容IntroductiontothecourseUnit1Unit2,Introduction,本课程的学习途径本课程的学习内容本课程的评估方法学习建议,1、本课程的学习途径,教材网络课件导学课BBS（“交流园地”或“课程交流”）,（1）教材英语教学法教程，王蔷主编.高等教育出版社2000.第一版；2006.第二版,（2）网络课件,登录网院主页（）的网络教室:在线学习，或者：通过当地学习中心下载，并刻录成学习光盘，然后用光盘在单机上学习。,网络课件中的内容,课件中的主要内容：精讲课：视频录像+PPT期末考试模拟试题（附答案）两套课外阅读材料（参考资料）。,关于网络课件中“课外阅读”的材料,网络课件中“课外阅读”的材料内容不会作为考试题目的知识点，但：建议同学们，尤其是已经在当英语教师的同学们，要在适当的时候阅读，这对英语教学实践和教研将有裨益。,（3）导学课,共四次导学课语音教学系统地址：94/main/index.jhtml可以通过网院主页左下方的“华师在线语音教学系统”进入。,（4）BBS（“交流园地”或“课程交流”）,BBS中“教学资源区”上的主要资源：“导学课”的PPT（与网络课件的PPT有所不同）；自测题（网页文件，需解压）：,2、本课程的学习内容,英语教学法教程第二版和第一版的内容比较,3、本课程的评估方法,登录BBS（本课程的“交流园地”）占5%；学习中心打分占5%；网上作业（不计时、但有递交期限）占20%;期末考试占70%。如果总评不及格，需重修。,4、学习建议,一定要利用网络课件学习；要在线听“导学课”（共四次），或通过学习中心下载导学课的“录像”(也可以在我给你们开的公共邮箱gdchendm下载)，重看录像；在BBS上下载“导学课”的PPT，复习PPT上的内容；学习英语教学法教程的相关章节；在BBS上下载“自测题”，解压，做题。理解题目的意思；经常访问BBS，提出问题，参与讨论；按时完成网上作业。,Unit1LanguageandLearning,ViewsonlanguageViewsonlanguagelearningWhatisagoodlanguageteacher,andhowcanonebecomesuch?,相关学科理论（语言学、心理学、心理语言学、社会语言学、教育学等）,教学研究环境,M1,M2,M3,教学实践,教学目标、教学大纲与课程设置、课程大纲、教材,教学原则（教学道路或称指导思想）,相关理论研究者的活动领域,应用语言学工作者的活动领域,应用语言学工作者与外语教师共有或合作的领域,外语教师的活动领域,Viewsonlanguage,Threedifferentviewsoflanguage,Thestructuralview,Thefunctionalview,Theinteractionalview,Thestructuralview,Thestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammar,ThestructuralviewSystemofLanguage,3sub-systems,Sounds,Words,Grammar,Thestructuralview,SentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit),Thestructuralview,Syntacticsystem(phrasescertaintyandpossibility;agentandinstrument;relationshipbetweenpeopleandobjects,Theinteractionalview,Theinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).,Twothingsareneededforcommunication:,Rulesoflanguageform(grammar2)practice;3)reflectionStage3:Goal(professionalcompetence),SummaryofUnit1,ViewsonlanguageThestructuralview,thefunctionalview,andtheinteractionalviewViewsonlanguagelearningTheProcess-orientedtheoriesandtheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryQualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacher,Unit2CommunicativePrinciplesandTask-BasedLanguageLearning,Topicstofocuson,Languageuseinreallifev.s.traditionalpedagogy;Communicativecompetence;CommunicativeLanguageTeaching;Task-basedLanguageTeaching,Languageuseinreallifevs.traditionalpedagogy,Theultimategoalofforeignlanguageteachingis:toenablethelearnerstousetheforeignlanguageinworkorlifeTherefore,weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.,Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy:(pp.14-15),Inreallife:?Thetraditionalpedagogy:?Theconsequence:?,Inreallife:Languageisusedtoperformcertaincommunicativefunctions.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.,Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetraditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.,Inreallife:Languageisalwaysusedinacertaincontext.Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassiveTheconsequence:Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.,Communicativecompetence,ThegoalofCLTistodevelopstudentscommunicativecompetence.,CommunicativeCompetence,AccordingtoHedge(2000:46-55),5maincomponentsofCC:Linguisticcompetence:knowledgeaboutlanguageformandmeaningPragmaticcompetence:appropriateuseofthelanguage(Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discoursecompetence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategiccompetence:strategiesemployedwhenthereiscommunicationbreakdownFluency,CommunicativeLanguageTeaching(CLT),RichardsandRodgers(1986:72)threeprinciplesofCLT:Communicativeprinciple;Taskprinciple;Meaningfulnessprinciple,CLTandtheteachingoflanguageskills,Studentsshouldhaveopportunitiestolistentoandproducewhatismeaningful,authentic,unpredictableandcreativeifpossible;InCLTreadingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess;Studentsshouldhavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperience.,Communicativeactivities,Littlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即兴表演)etc.,Littlewood.1981.CommunicativeLanguageTeaching.CambridgeUniversityPress.,Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.,RodEllis(1990)sixcriteriaforcommunicativeactivities,Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;noco