英语教学理论与实践.ppt

WelcometoEnglishMethodology!,ByMaBingjunForeignLanguagesSchoolofFuyangTeachersCollege,EnglishTeachingTheoryandPractice,Unit1LanguageandLanguageLearning1.Whendidyoustartlearningtheforeignlanguage(s)?2.Howdoyoufeelaboutlearningalanguage?3.Whydoyoulearnaforeignlanguage?4.Inwhatwayareyoulearningaforeignlanguage?Doyouthinkyoureefficient/successfullearner?5.Doyoulikethewayyoulearnttheforeignlg?6.Howdoyouthinkyoullteachinthefuture?,LanguageandLanguageLearning,1.Peoplestartedlearningaforeignlanguageatdifferentages.2.Differentpeoplehavedifferentexperiencesinlearningaforeignlanguage.3.Differentpeoplehavedifferentreasonsinlearningaforeignlanguage.4.Peoplelearnaforeignlgindifferentlgs.5.Differentpeoplehavedifferentcapabilities6.Thewayyoulearnisthewayyouteach.,StructuralView(1),Thestructuralviewoflg:1)Phonology(语音学)2)Morphology(形态学/词法)3)Syntax(句法学)(phrases,clauses,sentences)Phonologicalunits(phonemes),Grammaticalunits(phrases,clauses,sentences)Grammaticaloperations(adding,shifting,joiningortransformingelements)Lexicalitems(functionwordsandstructurewords),StructuralView(2),AreasofresearchdrawnonHerearesomeoftheareasofresearchinthisviewoflanguage:LinguisticanalysisTextualdiscourseanalysisTargetoflanguagelearningThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.,StructuralView(3),MethodsbasedonthisviewSomeofthelanguagelearningmethodsbasedonthisviewoflanguageare:TheAudio-lingualmethodTotalPhysicalResponseTheSilentWay,StructuralView(4),Summary1.Thelanguagesystemconsistsofvarioussubsystems:phonetics,grammarandvocabulary2.Weteachthelanguage,weteachthestructureandweteachlearnersthemasteryoftheelementsofthissystem.3.Thefollowmethodsbasedonthestructuralview1)TheAudio-lingualmethod2)TotalPhysicalResponse3)TheSilentWay,FunctionalView,Jcationalpedagogyd.lgteachingmethodologye.acrosscultureknowledgef.socialknowledgef.naturalscienceg.aviation,aerospace,andnavigation/voyage,Howcanonebecomeagoodlanguageteacher?,1.2Experientialknowledge(实践知识)Personalexperiencesasalearner/teachera.Learningexperiencesb.Teachingexperiences1.3Othersexperience(empiricalknowledge)a.Reading(journals,newspapers,media)b.Observations(Watchingcourses)c.Academicexchanges,Howcanonebecomeagoodlanguageteacher?,1.4Strategiesa.Learningstrategiesb.Teachingstrategies1.5Skillsa.Linguisticskillsb.Professionalskills1.6Abilitiesa.Abletoknowdifferentlearnersb.Abletoknowcurricularstandards,c.Abletoknowthecontentofteachingmateriald.Abletodesignlessonplanse.Abletousemultimediaf.AbletoassesstheSsg.Abletodoself-reflectionh.Abletousethetextbookcreativelyi.Abletomanagetheclass,Teachersprofessionaldevelopment,Stage1Languagedevelopment(endless)Stage2Learning,practiceandreflectiona.schoollearning;life-longlearningb.pseudopractice(模拟实习)noviceTP(教育实习)pre-serviceTP（岗前培训）in-ServiceTP（教学实践）Stage3ProfessionalcompetenceTomeetthechangingneedsofa.Scationc.studentsd.T-requirements,AcompromisebetweenthetwoviewsbyWallace(1991),Teachersprofessionaldevelopment,Stage1:LanguagetrainingStage2:3sub-stages:learning;2)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,1.Inreallife:Languageisusedtoperformcertaincommunicativefunctions.2.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.3.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.,Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetraditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.,1.Inreallife:Languageisalwaysusedinacertaincontext.2.Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassive3.Theconsequence: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.,Readingandwriting,Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.,RodEllis(1990)sixcriteriaforcommunicativeactivities,Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedontheproductoroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.,Unit3TheNationalEnglishCurriculum,3.1BriefHistory1.ForeignLanguageTeachingbefore19781st15years:Russianpredominant1966-1976:TheCulturalRevolutionSince1978,Englishdominates,DevelopmentofELT:a.Restoration1978-1985:basicphonetics,grammarandacertainamountofwordsb.Rapiddevelopment1986-1992:,BriefHistory,c.Reform1993-2000:CompulsoryEducationCommunicativeApproachPEPandLongmand.InnovationFrom2000untilnow4stepsleadto:,NewNationalEnglishCurriculumin2005StartingtodesignPrimaryEducation2)Revisingthe1993syllabus3)DesigningbasicrequirementforPrimarySchoolEnglish,3.2DesigningPrinciplesforNEC,1.AimforeducatingallstudentsQuality-orientededucationLearner-centeredapproach2.Promotelearner-centeredness,andrespectindividualdifferences3.Developcompetence-basedobjectives,Andallowflexibiltyandadaptability,DesigningPrinciplesforNEC,4.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.6.Optimizelearningresources,andmaximiseopportunitiesforlearningandusingthelanguage,3.3TheGoalsandObjectivesofELT,1.LinguisticKnowledgea.Phoneticsb.Grammarc.Vocabularyd.Functionse.Topics2.LanguageSkillsa.Listeningb.Speakingc.Readingd.Writing,3.LearningStrategiesa.Resourcingb.Communicativec.Self-adjustmentd.Cognitive4.EmotionalAttitudea.Internationalpespectivesb.Patriotismc.Confidenced.Motivation,TheGoalsandObjectivesofELT,5.Culturalawarenessa.Culturalknowledgeb.Culturalunderstandingc.Across-culturalComd.Awarenessandability,BriefSummaryforNECS,1.LinguisticKnowledge(语言技能)2.LanguageSkills(语言知识)3.Emotions&Attitudes(情感态度)4.LearningStrategies(学习策略)5.CulturalAwareness(文化意识),ApproachtoNECS,SectionIIBasicBeliefs1.ToValuetheBasicandEyetheFuture2.VarietyofCoursestoDifferentNeeds3.ToImproveWaysofLearningandEncourageSelf-learning4.ToConcernwithSsEmotionsandImproveTheirQualities5.ToPerfecttheEvaluationSystemandPushSsAhead,二、基本理念1.重视共同基础，构建发展平台2.提供多种选择，适应个性需求3.优化学习方式，提高自主学习能力4.关注学生情感，提高人文素养5.完善评价体系，促进学生不断发展,SectionIIISomeFeaturesofNECS,1.Tosetupthegoalbasedonquality-orientededucation1.1Tomapoutthegeneralgoalwithfocusonskillsdevelopment1.2Togradetheobjectivesunderthewholesystem1.3Focusonthedevelopmentoflanguagecompetencewithproperenlargementofvocabulary2.Todevisethecontentandthetargetswiththecomprehensivedevelopmentoflanguagecompetence2.1EvaluationonSslanguagelearning2.2EvaluationoneducatingEnglishlanguageteachers2.3EvaluationontheimplementationofNECSbytheschoolinstitution3.Toestablishnewevaluationsystemwiththespiritofquality-orientededucation4.Tovaluetheroleoftheuserswithdemandsonteachers,SectionIII英语课程标准的几个特点,1.以素质教育为宗旨，确定英语课程的目的1.1突出学生综合语言能力的培养，设计课程总目1.2中小学整体设计，实现目标分级1.3以培养学生的语言实践能力为主线，适当扩大词汇量2.以综合能力培养为目的，设置课程内容与目标2.1对学生英语学习的评价2.2对英语教师教育教学的评价2.3对学校组织实施英语课程标准的评价3.体现素质教育精神，建立新的评价体系4.重视课程实施者的重要作用，对教师提出要求,DescriptionofOverallAims(课程总体目标）,Part1EmotionsandAttitudes1.L6:MoremotivationofELLandstrongerawareofself-learning2.L7:Clearandconstantmotivationandawareofself-learning3.L8:Moreconfidentandmoreindependentinstudies4.L9:Toplanandperformlearningtasksindependently,LearningStrategies,1.L6:Withthehelpoftheteacher,Ssareabletoplan,organizeandperformEnglishlearningactivities.2.L7:Withthehelpoftheteacher,Ssactivelyparticipateinplanning,organizingandpracticingthelanguage.3.L8:Toplan,organizeandperformlanguagepracticeactivitiesindependently.,Part3LearningtoUseVarietyofResources,l.L6:Abletolearntousevarietyofeducationalresources.2.L7:Touseandextendthelearningresourcesactively.3.L8:ToobtainandprocesstheinformationefficientlythroughInternetandothereducationalresourcesandifnecessary,toreorganize,generalizeandanalyzethem.,Part4Self-Evaluation,l.L6:Basically,capableofself-assessofoneslearningprocessandresultandadjustmentofoneslearningaimsandstrategies.2.L7:Betteratself-assessandself-adjustmentandprimarilyformthesuitablelearningstrategiesofonesown.3.L8:Consciouslytoevaluateoneslearningresultsandformthehabitoflearningeffectively.,Part5CulturalAwareness,l.L6:Abletounderstandtheconnotationanditsculturalbackgroundoflgcommunication.2.L7:Tounderstandtheculturaldifferenceswhilecommunicatingandinitiallyformtheacross-culturalawareness.3.L8:Toknowaboutthecommunicativeculturalconnotationanditsbackgroundandabletorespectandsubsume(包容)theculturesfromdifferentnations.,Part6LanguageSkills,l.L6:Abletocomprehendtheattitudesfrombothoralandwrittenmaterialsandexpressoneselfsimply.Abletodescribepersonalexperienceefficientlyandproductively.2.L7:a.Toexchangeinformation,raisequestionsorvoiceonesopinionsandsuggestionswithfamiliartopics.b.TocomprehendsimplifiedEnglishoriginalsandjournalsforMSstudents.c.Toformthebasicwritingabilityofapplication.3.L8:a.TocommunicatewithEnglishspeakersusingfamiliartopicsnaturally.b.Togivecommentsupontheoralandwrittenmaterials.c.Towriteashortpassagecohesivelywithperfectstructures4.L9:Abletounderstandthecontentsrelatedtofamiliartopicsofspeech,discussion,debateandreport.,Part7GeneralAimsofLevel9,l.Toplanandperformoneslearningtasksindependently.2.Tounderstandthemainideasofspeeches,discussions,debatesandreportswithfamiliartopics.3.Abletoperformconversationswithcommonlyconcernedissuesfrombothhomeandabroadandexpressyourownviewsandattitudes.Todoauthenticcommunicationutilizingeverypossiblechance.Toworkasaninterpreterineverydaylife.4.Abletoreadscientificarticlesandliteratureworksofdifferentsubjectmatters(题材)turningtodictionaries.5.Abletocompletecommonwritingofapplicationstyleswiththeinitialabilitytouserelevantdocuments.6.Toexploitmoredifferentlearningresourcesandenrichthem.7.Abletofocusoncurrentaffairsandconcernmoreabouttheworld.,新课标教学建议教学原则,Tomakesolidfoundationtoallstudentsforlifelongdevelopment.ToencourageSstolearnselectivecoursesandinstructthem.ToconcernwithSsemotionsandcreatethemrelaxing,democraticandharmoniousclassroomatmosphere.ToestablishnewbeliefsinlightoftherequirementsofNECSandmajorizeteachingmodesTobroadenlglearningandlguseutilizingmultimedia.TokeeponimprovingTtprofessionalismandprogresswithdevelopmentofNECS.,PartILanguageSkillsListeningSkills,Teachingaims:Todeveloplisteningstrategiesandlgintuition,esp.toemphasizeobtainingandprocessinginformationwhilelistening.Basicskills:a.Totakenonoticeofaccentsandbackgroundnoise.b.Listenforkeywordsc.Listenanddoasitdirects.d.Listenformainthemeandgeneralideae.Tospottheorderofthingsprogressingandlogicrelationship.f.Todopredictionsinthecontext.g.Toworkoutthepurposesandattitudesofspeakers.h.Toevaluatewhatyouhaveheard.I.Tojudgeandinferthedeepmeaningofdiscourse.,ListeningmaterialSelection,1.ToagreewithSslevel2.MaterialswithvariousaccentsTeachersrole:Providematerials,encourage,enlighten,elicitate,assistant,monitor,andevaluate,Part2SpeakingSkills,Teachingaims:ToincreaseSsaccuracy,appropriacy,fluencyandcohesionforimprovetheirlanguageintuition.BasicSkills:a.Leadintopicsb.Keeptalkingc.Getinawordd.Divertthetopice.Drawattentionf.Meanclearlyg.Askforcleaningmeaningh.BeagoodlistenerandshowunderstandingI.Predicttheendingofthetalkortrytoendupthetalkj.Toexpressoneselfwithpronunciationandintonation.,Part3ReadingSkills,Teachingaims:TodevelopSsreadingstrategiesandlanguageintuition,esp.todevelopSsabilitiestoobtainandprocessinformationwhilereading.Basicskills:a.Skimmingb.Scanningc.Predictingd.Tounderstandgeneralideae.Todistinguishfactsfromopinionsf.Toguesslexicalwordsg.Toreasonandjudgeh.Tolearnimportantdetails,ReadingSkills,e.Todistinguishfactsfromopinionsf.Toguesslexicalwordsg.Toreasonandjudgeh.TolearnimportantdetailsI.Tounderstandtextorganizationj.Tounderstanddiagramsk.Tounderstandtherelationshipbetweendenotationandsubstitution.l.Toinferlogicrelationshipm.Toinferwriterspurposesandattitudesn.Toevaluatereadingmaterial,ReadingMaterialsSelection,1.ToagreewithSslevel2.ClosetoSslife3.Varietyofstylesandsubjectmatters4.Tocontainideology,fun,knowledge,challengeandfollowtimesTeachersrole:Encourage,enlighten,elicitate,assistant,monitor,participate,reflectionandevaluate,Part4WritingSkills,1.Teachingaims:Tostatefacts,views,emotions,imaginationandexchangeinformation,esp.toformhabitofnormwriting2.Basicskills:a.Toorganizeideasb.Toorganizematerials,c.Toplanorganizationd.