教学论整理.doc

Review Material for ETTPPart 1.constructivist theory vs socio-constructivist theoryConstructivist theory believes that learning is a process in which the learners constructs meaning based on his/her own experience and what he/she already knows.Similar to constructivist theory, socio-constructivist theory represented by Vygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development and scaffolding.2 Behaviourist theory vs. cognitive theoryBehavioral learning theory initiated by behavioural psycholotist Skinner, assumes that the outcome of learning is the change in behavior and emphasizes the effects of external events on the individual.Cognitive theory represented by Chomskey, focuses on the change in knowledge, believe learning is an internal mental activity that cannot be observed directly. 3. linguistic competence vs communicative competence Linguistic competence:a knowledge of spelling,pronunciation, vocabulary, word formation, grammatical structures,sentence structures, and linguistic semantics. (grammar or formal accuracy)Hymess theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. Linguistic competence is one dimensions of communicative competence: 4. discourse competence vs strategic competenceA. Discourse competence: Becoming aware of the common cohesive devices used in English; knowing how to create coherent written texts or conversation. B. Strategic competence: Knowing how to use communication strategies to carry out communication.5. mechanical practice vs meaning practice Mechanical practice：Mechanical practice involves activities that are aimed to form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaning practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. Meaning practice usually comes after mechanical practice. 6. discipline vs indisciplineDiscipline：A code of conduct which binds a teacher and a group of students together so that learning can be more effective. Discipline alone does not sufficiently guarantee effective learning. The ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not as straight forward as it appears. Indiscipline: Students indisciplined acts could be numerous, such as arriving late for class, coming to class without a textbook and necessary materials; failing to do homework, making noises in class, not paying attention, refusing to operate with peers, or causing disturbances. 7. Group learners vs individual learnersGroup learners: this type of learners learn more effectively through working with others. They do not like to study alone but prefer to share and discuss things with others. They find that working with others can help them learn more actively and efficiently.Individual learners: this type of learners learn more effectively through working alone. They prefer to study by themselves. Only in this way can they concentrate more, understand better, and remember more. 8. Authority oriented learner vs reflective learnersAuthority oriented learner: this type of learners prefer to listen to the teacher more than work with others or work alone. They trust the teachers and need teachers to give them guidance. They feel secure when learning with the teacher. Reflective learners: this type of learners learn more effectively when given time to consider options. They tend to think more before they respond and they can do better if they are given time to think and make plans. Part II1. What are the four most common student grouping?（课本74页）课件内容1.whole class work Under the control of the teacher.All the students do the same activity at the same rhythm and same pace.Used when giving a presentation, checking exercises, doing accuracy reproduction.2.pair work7w Competition over a gamew Cooperation in a taskw Doing exercises togetherw Oral practicew Less teacher interventionw clearest instruction from the teacherw proper demonstrationw Monitoring rather than leading3.group workw Small groups (appropriate and flexible selection of group members, see P.41)w Similar to pair workw A group leaderw Teacher can act as an ordinary participantw clearest instruction from the teacherw proper demonstrationw Monitoring rather than leading4.individual studyw Students are left on their own and at their own pacew Reading and writing activitiesw Less direct teacher supervisionw More learner responsibility and autonomy for learningw Desirable conditions: computer network, interactive software2.What are the three common views of language?(1)Structural viewIt sees language as a linguistic system made up of various subsystem: from phonological音位, morphological语形学, lexical词汇, etc. 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 (Saussure, Bloomfield).These elements are usually described as: phonological units (phonemes), grammatical units (phrases, clauses, sentences), grammatical operations (adding, shifting, joining or transforming elements), lexical items (function words and structure words). The target of language learning, in the structural view, is the mastery of elements of this system. Some of the language learning methods based on this view of language are: the audio-lingual method, total physical response and the silent way.(2)Functional view:The communicative or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.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 in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. (Halliday) Here are some of the areas of research in this view of language: sociolinguistics; pragmatics; semantics. The target of language learning is to learn to express communication functions and categories of meaning. Some of the language learning approaches and methods based on this view of language are: communicative approaches, functional-notional syllabuses, the natural approach. (3)Interactional viewIt considers language as a communicative tool, 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 communicative context. The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. Here are some of the areas of research in this view of language: interactional analysis, conversational analysis ,ethno methodology(民族方法学)The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.Some of the language learning approaches and methods based on this view of language are: strategic interaction, communicative approaches.3.What are the five main competence of communicative competence according to Hedge?1) Linguistic competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling,pronunciation, vocabulary, word formation, grammatical structures,sentence structures, and linguistic semantics. 2) Pragmatic competence:Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.3) Discourse competence:Discourse competence refers to ones ability to create coherent written text or conversation and the ability to understand them.4) Strategic competence:Strategic competence refers to knowing how to use communication strategies to carry out communication.5)FluencyFluency means ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.4.What are the six criteria for evaluating how communicative classroom activities according to Ellis?1、Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.2、Communicative desire: The activity must create a desire to communicative in the students.3、Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.4. Variety of language: the activity must involve the students in using a variety of language, not just one specific language form. The students should feel free to improvise, using whatever resources they choose. 5. No teacher intervention: the activity must be designed to be done by the students working by themselves rather than with the teacher. 6. No materials control: the activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.5.What are the roles of a language teacher according to Harmer?Based on the functions that the teacher performs in different activities, harmer defines the teachers roles as1.controller: appropriate degree of control.( controlled practice, half-controlled practice, free practice)2. AssessorAs an assessor, the teacher does two things, that is correcting mistakes and organising feedback.3. OrganizerBefore organizing an activity in the class, the teacher should envisage what the activity is going to be like. He/she should also anticipate problems that may arise when the activity is being carried out.Before students start the activity, the teacher should give instructions clearly and concisely so that students know what to do and how to do it. Sometimes a teacher demonstration can help.if necessary, use the students native language to clarify.4. PrompterWhen students are not sure how to start an activity or what to do next, or what to say next, the teacher should give appropriate prompts.When a student doesnt seem to be ready for an answer, the teacher can give hints; when a student finishes with a very short answer, the teacher should elicit more by saying “and?” “Anything else?” “Yes, but why?”5. Participant Task-based teaching methods encourage the teacher to participate in students activities.Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. However, the teacher should change his/her role once he/she joins the students. He/she should not dominate or appear to be authoritative.6. resource providerAlthough the jug-and-mug method ( the teacher, a full jug, pours knowledge into the students, empty mugs) has been widely criticized, the teacher is still considered a good and convenient resource for the students.However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.6. How does Howard Gardener explain human Intelligence?Howard Gardener has proposed the theory of multiple-intelligence which has provided a new perception for understanding human beings. According to Gardner, intelligence does not exist in one single either. In other words, peoples intelligences can exist in many different forms and can develop and be developed over a life time. The following are the eight intelligences Gardner has proposed. Verbal/ Linguistic intelligence, musical intelligence, logical/mathematical intelligence,spatial/visual intelligence,bodily/kinesthetic intelligence,interpersonal intelligence, intrapersonal intelligence, naturalist intelligence.7.What is Abraham Maslows pyramid of needs theory? Abraham Maslows hierarchy of human needs focus on describing the stages of growth in humans.it including: physical needs: are the basic requirements for human survival. Safety needs: include insurance,avoidance of risks,etc.Social needs :refer to the individual desire to get concern,love and understanding. Esteem needs: include responsibility,respect,recognition,sense of accomplishment,etc.Self-realization: means that we fully, actively, selflessly, enthusiastically experience our life.8 the five basic steps of designing tasks1) think about students needs, interests and abilities.2) brainstorm possible tasks3) evaluate the list4) choose the language items5) preparing materials9 The following steps might apply:Whole class work: the teacher goes through the instruction with the students to make sure they know what to do exactly. If possible, give some hints.Group work: students work in groups 0f 4 and discuss what things they should use. Reach an agreement by the end of the discussion.Whole class work: group leaders report their discussion result to whole class, justifying their decision if necessary. 10. Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson. Students can introduce themselves in English-telling other people about their names, telephone numbers, address, and where they are from, etc. Students are able to find out information about other people in English. Students are able to ask other people to calrify if they do not understand. Students can talk confidently and politely with strangers. Students can make an ID card for themselves in EnglishPart III1. What is your ideal language teacher? How to become that kind of teacher?1)The most important part of the making of an ideal language teacher: the development of professional competence-the state/quality of adequately qualified for the profession and armed with a specific range of skills, strategies, knowledge, and ability.2)a. An ideal language teacher have to receive a fund of knowledge such as language learning theories; educational psychology: educational pedagogy; language teaching methodology; across culture knowledge;social knowledge; natural science;aviation, aerospace, and navigation/voyage. b.An ideal language teacher have to possess experiential knowledge. Personal experiences as a learner/teacher is important ,including learning experiences and teaching experiencesc.An ideal language teacher also need other experience. He/she has to grasp empirical knowledge by reading (journals, newspapers, media and so on ) , observations (Watching courses) and academic exchanges.d.An ideal language teacher have to be equipped with leaning strategies as well as teaching strategies.e. An ideal language teacher have to own some skills- linguistic skill ,professional skillsf.An ideal language teacher have to be equipped with lots of abilities, namely, able to know different learners able to know curricular standards, able to know the content of teaching material, able to design lesson plans, able to use multimedia, able to do self-reflection, able to use the textbook creatively, able to manage the class.(206 words)2. How learners are different? How can you help learners to become more autonomous?Visual learners: this type of learners learn more effectively through the eyes Auditory learners: this type of learners learn more effectively through the ear.Tactile learner： this type of learners learn more effectively through the eyes touch. This is to say, they learn things by doing. Kinesthetic learner: this type of learners learn more effectively through body experience. This is to say, they remember best when they can be involved physically. Goup learner: this type of learners learn more effectively through working with others. They do not like to study alone but prefer to share and discuss things with others Individual learner: this type of learners learn more effectively through working alone. They prefer to study by themselves. *Involve students in an overview of the textbook at the beginningInvolve students in finding out about themselvesHelp learners set up their own learning goals and make their own learn plan Use learner diaries as a way to help students reflect on their learning Guide student to make plans for learning Use portfolios to promote more autonomous learning Help students learn to use resource 3. How do you understand the relationship between the grammatical forms of a language and their communicative functions ？Language is a means of communicating ideas and facts. Language is being used to perform certain speech acts. All human achievements are closely related to successful acts of communication. In human society, people need to understand and be understood, to have their feelings and ideas recognized and acknowledged. Language is well equipped with this function. One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. Whats