英语教学法教程(第二版)Unit 1要点(英文版).doc

Unit 1Further readingn Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社， 2000n How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1n Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989n How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15n Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995 n How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .n How to teach speaking: Harmer, J. The Practice of English Language Teaching .new edition. Longman 1991. Chapter 8n How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10How to teach writing: Tribble, C. Writing. Oxford University Press. 1996. Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8n How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987. n Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003n 外语教学法丛书 20本 Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language =the system of sounds + the system of words + the system of grammar The functional view (The functional-notional view)The functional view sees language as a linguistic system and as a means for doing thingsThe interactional viewThe interactional view sees language as a communicative tool (to build up and maintain relations between people).n The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.n The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communicationn Rules of language form (grammar & vocabulary) n Rules of language use in a context (Is it appropriate to use this language item in this context?) Views on Language LearningBehaviorismThree basic behaviorist ideas about learningn 1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.n 2. Habit formation (Skinner and the sporty pigeon)n 3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learningn Environment: an event, a situation or another person (teacher or parent) Environment Organism The Cognitive theoryn Chomsky: n Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)n There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist viewsn Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.n Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learners contribution to meaning and learning through both individual and social activity”. Social constructivismn Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.Vygotskys theoryn Vygotsky concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.n Vygotskys work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latters competence.scaffoldingn Scaffolding: the technique of changing the level of support over the course of a teaching session; a more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the students current performance. When the task the student is learning is new, the teacher might use direct instruction. As the students competence increases, less guidance is provided. n Think of scaffolding in learning like the scaffolding used to construct a building. The scaffol