2015年秋英语学科教学论复习材料.doc

语言教学法的流派I. The Grammar-translation Method 语法翻译法背景：中世纪，拉丁语是欧洲文化教育、著书立说的国际语言及官方的语言。后来，人们学习拉丁语的主要目的是阅读用拉丁语写的书籍和训练心智。在18、19世纪，法语、英语兴起，人们就沿用教授拉丁语这类古典语言的翻译法。后来，传统的翻译法逐步发展为今日的语法翻译法。语法翻译法认为，学习外语首要的是学习语法。因为学习语法既有助于理解、翻译外语，又有助于磨练治理，培养学生的逻辑思维能力。对课文的理解其前提条件是正确理解课文中的语法能力。语法翻译法倡导阅读领先，着重培养阅读与翻译能力，在此基础上，再兼顾听说训练。Basic Idea:1. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.基本思想：1。外语学习的目的是为了读它的文学或为了从外语学习中产生的精神学科和智力发展而学习语言。2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.2。阅读和写作是主要的焦点，很少或根本没有系统的关注是听或说。3. Vocabulary selection is based solely on the reading texts used. In a typical Grammar-Translation text, a list of vocabulary items is presented with their translation equivalents. Words are taught through bilingual word lists, dictionary study and memorization. 3。词汇选择仅基于阅读文本的使用。在一个典型的语法翻译文本，一个词汇表的项目是与他们的翻译等值。词是通过双语单词表教，字典学习和记忆。4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.4。句子是教学和语言实践的基本单位。本课的重点是把句子分成目标语言，这是一个独特的特征的方法，它是这个重点。5. Grammar rules are taught directly by the teacher with exception to each rule noted. Then the rues are practiced through translation exercises.5。语法规则是由老师直接讲授的，每个规则都有例外。然后，所实行的是通过翻译练习。6. The students native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the students native language.6。学生的母语是教学的培养基。它是用来解释新的项目，并使比较之间的外国语言和学生的母语。以语法和词汇为主要内容，以翻译和语法讲解为主要手段，以母语为主要载体，以文字为依托工具，以系统培养学生的外语理解和翻译能力为主要目标。II. The Audio-lingual Method 听说法背景：二战时期，美国不重视外语教学，当因为战争需要而需派送大批青年到有关国家时，就面临快速培训青年掌握基本的外语的需求。当时对这些青年的培训都将结构主义语言学理论付诸教学实践，积累了教学经验。后来，这些经验总结提升，形成了成熟的听说法语言教学。Theoretical Foundation:1. Structural View of Language 结构主义语言学The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items.理论基础：1。语言结构主义语言学结构视图语言结构观把语言视为一种由不同子系统组成的语言系统：语音系统（音系）；由声音组合产生的离散单元（形态），以及与之相结合的通信单元（语法）系统。每一种语言都有有限数量的此类结构项目。 To learn a language means to learn these structural items so as to be able to understand produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audio lingual approach to language leaning emerged.学习一种语言意味着学习这些结构项目，以便能够理解产生语言。当这种语言结构的观点是结合行为心理学的刺激反应原理，对语言学习产生.听说法2. Behaviorist Theory 行为主义心理学 Learning is a process of habit formation. Stimuli, response, reinforcement. Learning a foreign language means students should do lots of repletion. 2。行为主义理论行为主义心理学学习是一种习惯形成的过程。刺激，反应，强化。学习一门外语就意味着学生要做大量的实。Basic Idea:1. The general objective is to enable the students to use the target language communicatively. In the early stages, the focus is on oral skills, with gradual links to other skills as learning develops. The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar. Very little use of the mother tongue by teachers is permitted.基本思想：1。总的目标是使学生所使用的目标语言。在早期阶段，重点是口头技能，与其他技能的逐渐联系，学习发展。主要的压力是口头上的，这意味着学生要达到准确的发音和正确的语法。很少使用母语的教师是允许的。2. There is little or no grammatical explanation. Grammar is taught by inductive analogy2。很少或根本没有语法解释。语法是用归纳法进行的。Activity Type:1. Repetition drill (重复练习): Repetition Drill is often used to teach the lines of the dialogue. Students are asked to repeat the teachers model as accurately and as quickly as possible.重复练习（重复练习）：重复训练经常用来教台词。学生被要求尽可能准确地重复老师的模型。2. Simple substitution drill (简单替换练习): The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place.简单的替换练习（简单替换练习）：学生从老师给他们的对话中重复了这条线，在适当的地方用球杆代替了这条线。3. Progressive Drill (渐进替换练习): It is similar to the simple substitution drill. The difference is that the teacher gives cue phrases, one at a time, that fit into different slots in the dialogue line. 4. Transformation Drill （转换练习）: The teacher gives students a certain kind of sentence, and affirmative sentence for example. Students are asked to transform this sentence into a negative one.5. Question-and-answer Drill (问答练习): Question-and-answer drill helps students practice with answering questions.6. Expansion Drill (扩展句子练习): This drill helps students to produce longer sentences bit by bit, gradually achieving fluency.7. Clause combination Drill (合并句子练习): Students learn to combine two simple sentences into a complex one.8. Backward build-up Drill (逆向读句练习): This drill is used when a long line of a dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teachers cue, the students expand what they are repeating part by part until they are able to repeat the entire line.9. Chain Drill (连锁练习): Students, one-by-one, ask and answer questions of each other. The teacher begins the chain by asking him a question. That student responds, then turns to the student sitting next to him. A chain drill allows some controlled communication, even through it is limited. 10. Mini-dialogue（小对话）: This drill helps students to learn to make an appropriate response or reply to a given utterance. Students are told in advance to respond.11. Completion (完成句子练习): Students hear an utterance that is complete expect for one word, then repeat the utterance in completed form.12. Use of minimal pairs (最小成对练习，又称语音辨别练习): The teacher works with pairs of words which differ in only one sound; students are first asked to find the difference between the two words and later to say the two words.III. The Cognitive Approach 认知法Theoretical Foundation:Cognitive view of language learning 认知语言学习观Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.) 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.) Children are born with a special ability to discover for themselves the underlying rules of a language system. Chomsky referred to the innate language ability as language acquisition device (LAD). It is a postulated “organ” of the brain that is supposed to function as a inborn device for language acquisition. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.Cognitive Psychology 认知心理学布鲁纳提出的“发现式教学法”：教学过程不应该由教师将规则和原理灌输给学生，而是要让学生在教师的引导下，通过“自己发现”进行逻辑思维活动，对所学材料或对象进行观察、分析和归纳。这种发现式学习有助于激发学生的学习兴趣和学习动机，进而培养他们独立分析问题和解决问题的能力。奥苏贝尔提出“有意义学习”： 学习有两种类型。一是机械性学习，学生对所学的知识缺乏了解，纯粹用死记硬背的方式去记忆。这种学习短期内有效，时间一长就失灵了。 有意义学习则是一种认知学习，学生在理解所学基本概念和规则的基础上学习，另外还了解知识结构之间的内在联系。Basic Idea:1. The goal is : To develop in the students the native-like competence; To develop intuitive thinking in learners; To develop strategies of language use; To enable the students to learn from errors.2.以学习者为中心 It gives important to the learners active part in the process of using and learning a language, particularly in the learning of grammatical rules. 3.对错误进行分析和疏导。 Mistakes are unavoidable in the creative use of language. Students mistakes are a necessary and natural phenomenon, and a feature of the language as he progresses in the second language. What the teacher should do is to analyze the mistakes so that they could find the cause and do some remedial work accordingly. 4. 在理解语言知识和规则的基础上练习外语，强调有意义的学习和有意义的操练。5. 语法的讲解，将学生总结规则和教师的讲解规则相结合。6. 主要听说读写齐头并进，同时学习。IV. Communicative Language Teaching交际法相关理论：Functional view of language 功能主义语言观The functional view not only sees language as a linguistic system but also 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 be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Interactional view of language 交互性语言观 The interactional view considers language to be 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 as importantly they need to know the rules for using them in a whole range of communicative contexts.交际能力Communicative Competence1. Linguistic Competence：Linguistic competence concerns with knowledge of the language itself, its form and meaning. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. 语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。2. Pragmatic CompetencePragmatic 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. 语用能力指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。 “何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么”。3. Discourse Competence 篇章能力Discourse competence refers to ones ability to create coherent written text or conversation and the ability to understand them. In other words, it is ones ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers such as “by the same token”, “to put it in other words”, “first”, “second”, “at last”, and also the reference words such as “it”, they, that, etc. 篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。4. Strategic CompetenceStrategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 5. Fluency Fluency means ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation. 交际法的主要活动类型：Information-gap activities信息沟，也称信息差，是指交流双方所占有的不同信息。信息沟的存在是交际双方语言进行交际的先决条件和原动力。 信息沟活动就是活动中学生们被给予不同片段的信息，学生们通过交流、分享这些不完整的信息，以完成一个共同的任务。它是交际法英语教学的核心部分。V. Task-based Language Teaching 任务型教学法理论背景：1. Constructivist theory 建构主义理论Learning is an active process in which the learner construct new ideas or concepts based upon his/her own experiences and what he/she already knows.The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Teaching should be build based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning.2. Socio-constructivist theory 社会建构主义理论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” (ZPD) and scaffolding.ZPD: The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students coping ability will diminish their motivation.Scaffolding: Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peers support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.定义：所谓任务型语言教学（Task-based Language Teaching）就是直接通过课堂教学让学生用英语完成各种真实的生活、学习、工作等任务（task），将课堂教学的目标真实化，任务化，从而培养其运用英语的能力。也就是说以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，通过听、说、读、写等活动，用所学语言去做事，在做事的过程中发展运用自己所学语言。任务的概念：Michael Long(1985)从非语言的角度把任务定义为：为自己或他人所做的一种无偿或者有偿的事情。如填写表格、买鞋子、订机票等。也就是说，任务是人们在日常生活、工作和游戏中所做的各种各样的事情。 David Nunan(1989)从交际的角度认为：交际性任务是指课堂上学习者理解、处理、输出目的语或用目的语进行交流的各种学习活动。在这些学习活动中，学习者的注意力主要集中在表达意义上而不是在操练语言形式上。Prabhu (1987): 任务是学习者根据所给信息，经过思考等过程，得出某种结论或结果的活动。在完成任务时，学习者能够自己的思考过程进行控制和调整。任务型教学法的基本模式：1. Pre-task: Introduction to topic and task2. Task-cycle: Ss do task and report3. Language focus/ post-task: analysis & practice, review & repeat task义务教育英语课程标准Classroom ManagementI. Teachers role Before the lesson: a plannerDuring the lesson: A controller, an assessor, an organizer, a prompter, a participant, a resource providerAfter the lesson: An evaluatorNew role: a researcherII. Students groupingGrouping MethodAdvantagesDisadvantagesGroup workCommunication in its real sense;More dynamic than pair work;promoting self-reliance;The same as those in pair work; some students might dominate; difficult to group;Individual studyNo outside pressure;Study at own speed;Less dynamic classroom;No co-operation;Whole-class workAll the class are concentrating; good modeling from teacher;comfortable in choral practiceStudents have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;Pair workMore chance for practice;Encouraging co-operation;Relaxing atmosphere;Students stray away from the task;Using native language;Noise and indiscipline.III. Questioning1) Closed questions 封闭性问题: Questions with only one single correct answerOpen questions 开放性问题: Questions many invite many different answers2) Display questions 展示性问题: the answers are already known to the teacherGenuine questions 真正的问题: questions to which teacher has not already known the answers. The answers are uncertain and open.3) Lower-order Question 低层次问题: simply require recalling of information or memorization of facts.Higher-order Question 高层次问题: require more reasoning, analysis, and evaluation.3. Lesson PlanningI. Macro Planning and Micro Planning1. Macro Planning 宏观备课Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course. In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. 1) Knowing about the profession: The teacher should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution: The teacher should get to know the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements. 3) Knowing about the learners: The teacher should acquire information about the students age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the curriculum/syllabus: The teacher should be clear about principles, purposes, requirements and targets specified by the curriculum or syllabus. She/He should also be aware of the methodological suggestions and assessment requirement for the course.5) Knowing about the textbook: In most cases in China, teaching is generally based on a textbook provided to teachers. Therefore, teachers should also know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.6) Knowing about the objectives: The teacher should get to know what the learners are expected to achieve and able to do after one semester or a years learning so that he/she can design suitable activities to meet the objectives.1。宏观规划宏观备课宏观规划计划在更长一段时间,例如,规划整个程序或全年课程。在某种意义上,宏观规划不是写教案为特定的课程而是帮助教师对课程整体感觉或想法,也熟悉的上下文的语言教学。1)了解专业:教师应该了解语言区域和语言技能学习或练习过程中,应该被什么材料和教学用具可用,可以使用的方法和技术。2)了解机构:老师应该了解关于该机构的安排时间、长度、频率的教训,教室的物理环境,和考试的要求。3)了解学习者:老师应该获得信息学生的年龄、性别比例、社会背景、动机、态度、兴趣、学习需求和其他个人因素。4)了解课程/大纲:老师应该清楚原则、目的、要求和目标指定的课程或大纲。她/他还应该意识到方法论的建议和评估课程要求。5)了解课本:在大多数情况下,在中国,教学通常是基于教材提供给教师。因此,教师还应该了解课本的教学哲学,组织学习内容,主要话题,建议教学方法、单元组件和评估的方法。6)了解目标:教师应该了解学习者预计实现后,能够做一个学期或一年的学习,这样他/她可以设计合适的活动来满足目标。2. Micro Planning 微观备课Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.2。微观规划微观备课微观规划是规划为一个特定的单位或者一个教训,通常持续一到两周或分别为40到50分钟。微观规划应该基于宏观规划和宏观规划是容易被修改为教训。II. Principles for Good Lesson Planning备好课的原则Aim, Variety, Flexibility, learnability, LinkageAim means the realistic goals for the lesson. The teacher needs to have a clear idea of what he/she