英语二学历语言学的课件Introductionandu

EnglishTeachingMethodology,IntroductionbyChangHong,Welcome,Contents,ThenameofthiscourseThenatureoflanguageteachingThesignificanceoflearningthiscourseAnoverviewofthetextbookMethodologyofEnglishTeachingandothersubjects,I.Thenameofthiscourse.,1)MethodologyofEnglishTeaching2)MethodologyofEnglishteachingatmiddleschool/secondaryschool3)TEFL&TESLTeachingEnglishasaForeignLanguage(作为外语的英语教学)TeachingEnglishasaSecondLanguage(作为第二语言的英语教学)4)HowtoteachEnglish(怎样教英语),1998年,英国著名语言教育家杰里米哈默提出了著名的ESA语言教学理论。所谓ESA，指的是语言教学的三大要素，即“Engage（投入）”“Study（学习）”和“Activate（运用）”。,JeremyHarmer,EnglishTeachingMethodology:Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofEnglishTeaching.,II.ThedefinitionofEnglishTeachingMethodology,II.ThedefinitionofEnglishTeachingMethodology,WhatsEnglishteachingmethodologyatmiddleschool/secondaryschool?EnglishTeachingMethodologyatmiddleschool/secondaryschoolisasetofmethodsusedforstudyoractioninEnglishteaching.Itisthesciencetoresearchtheteachingrulesatmiddleschool,whichwillguideourteachingtodevelopthestudentscommunicativecompetence.,III.Thesignificanceoflearningthiscourse.,Teachingisahighlydemandedart.(4skills:sing,play,drawandmake)“外语教学是科学，也是技术，更是艺术。”,Differentkindsofteachers,AnaverageteacherTELLS.普通教师告诉学生。AgoodteacherEXPLAINS.好一点的教师解释给学生听。AbetterteacherDEMONSTRATES.再好一点的教师演示给学生看。AgreatteacherINSPIRES.最好的老师激励学生学。,III.Thesignificanceoflearningthiscourse.,Theaimsofthiscourse.a)toprovideyouwiththerationaleofEnglishteachingatmiddleschool,whichwillbeprovednecessaryandadvantageoustothereformofEnglishteaching.b)tohelpyoutocleartheimportanceaswellastheaimsofEnglishteachingatmiddleschoolinpresentChina.,III.Thesignificanceoflearningthiscourse.,c)toprovideyouwithchancestofamiliarizewiththegradedcontentsofthetextbooksinthejuniorsection,analysisofthetextbookandtolearnthesyllabusformiddleschoolEnglish.d)tointroducesomecommonlyusedtechniquesandmethodsadoptedinteachingpronunciation,grammar,vocabularyandthecultivationofthestudents4skills.,III.Thesignificanceoflearningthiscourse.,e)tohelpyoutosolvesomeproblemsconcerningtheclassroominstruction(课堂教学).f)tomakesomepreparationsforthecomingteachingpractice(教学实习,试教).,IV.Anoverviewofthetextbook,Unit1:HowtobeagoodteacherUnit2:HowtobeagoodlearnerUnit3:HowtomanageteachingandlearningUnit4:HowtodescribelearningandteachingUnit5:Howtodescribelanguage,英语作为外语教学的基本组成部分：1.教授主体2.学习主体3.课堂教学组织4.英语语言的教与学5.英语语言,PartI:,IV.Anoverviewofthetextbook,PartII:Unit6:HowtoteachlanguageUnit7:HowtoteachreadingUnit8:HowtoteachwritingUnit9:HowtoteachspeakingUnit10:Howtoteachlistening,Fourskillsoflanguage:Listening,speaking,readingandwriting,Threecomponentsoflanguage:pronunciation,vocabulary,grammar,PartIII:Unit11:HowtousetextbooksUnit12:HowtoplanlessonsUnit13:Whatif?,IV.Anoverviewofthetextbook,影响英语教学的相关因素：1.如何使用教材2.课堂教学设计3.常见问题处理,V.TherelationshipbetweenmethodologyofEnglishTeachingandtheothersubjects.,Linguistics（语言学）Psychology（心理学）Pedagogy（教育学）Philosophy（哲学）,Somebasicknowledgeweshouldknow,Howdowelearnlanguage?Whatarethecommonviewsonlanguage?Whatarethecommonviewsonlanguagelearning?Whatarethequalitiesofagoodlanguageteacher?,Howdowelearnlanguages?,Languageacquisition,Languagelearning,Languageacquisition:theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess),AccordingtoKrashensargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.,Languagelearning:theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.,1)Whatislanguage?Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsandphilologists.Thereisnoauthoritativeanswerhasbeengivento“Whatislanguage?”Buthereisagenerallyacceptabledefinitionoflanguage.,AGenerallyAcceptableDefinition,Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.语言是人类用来交际的任意性的语言符号的体系。,FurtherExplanation,Languageisasystem.Languageisarbitrary.Languageisvocal.Languageissymbolic.(Wordsaresymbols.)Languageishumanspecific.,Elementsoflanguagearecombinedaccordingtorules.e.g.1)“abcdisnotapossibleword”2)“beenbewoundedhas”isnotanacceptablesentence.,Languageisasystem,Languageisarbitrary,Nointrinsicconnectionbetweentheword“pen”andthethingweusetowritewith.Differentlanguageshavedifferentsounds(words)forthesameobject.,Languageisvocal,Becausetheprimarymediumissoundforalllanguages.Writingsystemscameintobeingmuchlaterthanthespokenform.Languagemustbevocal.Anymeansofcommunicationthatexistonlyinwrittenornon-vocalformcannotberecognizedaslanguage.,Languageissymbolic,Everywordwithinalanguagereferstosomethinginthenaturalorvirtualworld,althoughthewordshavebeenselectedinanarbitraryway.Wordsareassociatedwithobjects,actions,andideasbysocialconvention.,“Arosebyanyothernamewouldsmellassweet.”,Languageishumanspecific,Languageisatoolforhumancommunication.Itisdifferentfromthecommunicationsystemlikebirdsongsandbeedances.,2)Differentviewsonlanguage:,a).thestructuralview结构主义语言理论b).thefunctionalview功能主义语言理论c).theinteractionalview交互语言理论,StructuralView:,Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:phonology,morphologyandsyntax.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.,ThestructuralviewSystemofLanguage,3sub-systems,Sounds,Words,Grammar,FunctionalView:,Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.,Thefunctionalview(Thefunctional-notionalview),Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.,InteractionalView:,Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.,Theinteractionalview,Theinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).,Fourmajorviewsonlanguagelearning,Behaviouristtheory:行为主义学习理论Cognitivetheory:认知学习理论Constructivisttheory:建构主义学习理论Socio-constructivisttheory：社会-建构主义学习理论,Behaviouristtheory:(行为主义学习理论）,ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod（听说法）,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.,Thekeypointofthetheoryofconditioning,Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages：stimulus,（刺激），response（反应）andreinforcement（强化）.(Harmer.1983:30),TheBehaviouristtheory,B.F.斯金纳Skinner,BurrbusFrederick(19041990）美国心理学家。是行为主义学派最负盛名的代表人物，也是世界心理学史上最为著名的心理学家之一，直到今天，他的思想在心理学研究、教育和心理治疗中仍然被广为应用,成为行为主义的领袖。,Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomskytheory.,TheCognitivetheory,TheCognitivetheory,Chomskysquestion:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?e.g.五岁女孩：“中国队加油！外国队漏油！”(2005.05.05晚上9:30),AccordingtoChomskystheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.,Cognitivetheory:(认知学习理论）,艾弗拉姆诺姆乔姆斯基AvramNoamChomsky(1928年)美国著名语言学家。乔姆斯基的生成语法被认为是20世纪理论语言学研究上最伟大的贡献。他对斯金纳所著口语行为的评论，发动心理学的认知革命，挑战1950年代研究人类行为和语言方式中占主导地位的行为主义。,Constructivisttheory（建构主义学习理论）,LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.,Receivinginformation,Processinginformation,Constructingnewmeanings,Input(listening,reading),Decoding(解码）,Relatingwhatlearnersalreadyknowwiththereceivedinformation,(Listening/reading)comprehension,output,Constructivisttheory,建构主义观点是由瑞士心理学家让皮亚杰于1966年提出的，他创立的学派被称为“皮亚杰派”，是认知发展领域中最有影响的学派。现代建构主义的直接先驱是皮亚杰和维果茨基的智力发展理论。皮亚杰在1970年发表了发生认识论原理，其中主要研究知识的形成和发展。他提出了认识是一种以主体已有的知识和经验为基础的主动建构，这正是建构主义观点的核心所在。,让皮亚杰（JeanPiaget，18961980），瑞士心理学家，发生认识论创始人。,Socio-constructivisttheory社会-建构主义理论,ItemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptofZoneofProximalDevelopment(ZPD,最近发展区)andscaffolding(support,支架).Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.,Itisthedistancebetweentheactualdevelopmentallevelasdeterminedby(视而定)independentproblemsolvingandthelevelofpotential(潜在的)developmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers.（Vygotsky1978：86）,ZoneofProximalDevelopment(ZPD最近发展区),Vygotsky维果茨基（1896-1934年）前苏联著名的社会文化历史理论的创始人，其理论对前苏联乃至世界心理学都产生了非常广泛的影响。,最近发展区(ZPD),theactualdevelopmentallevelasdeterminedbyindependentproblemsolving,thelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance,Implicationsforclassroomteaching,“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。,TheconceptofscaffoldingoriginateswiththeworkofWood(1976).anditservesas(充当,担任)ametaphorforthenovice-masterinteractioninaproblem-solvingtask,Scaffolding(支架理论）,支架的理论依据,举个简单的例子，虽然不能完全解释以上四种理论，但可以有助于我们对它们的理解：一个大人教一个儿童玩积木（行为的）一个儿童独自玩积木（认知的）一个大人指导一个儿童玩积木（建构的）一个大人指导一群儿童玩积木（社会建构的）,AgoodEnglishteachershould.,IV.WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?,Teachersareimportant!,“AteacherTakesahandOpensamindTouchesaheartShapesthefuture”-Authorunknown,Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion(道德奉献)professionalqualities(职业品质)personalstyles(个人风格),Ethicdevotion,warm-hearted,hardworking,responsible，enthusiastic,caring,kind,well-prepared,Professionalqualities,Resourceful,well-informed(博识的),professionallytrained,creative,flexible,patient,humourous,attentive(专心的),dynamic(不断变化的),(positive)Personalstyle,教师的角色,教师是学生成长的引领者教师是学生潜能的唤醒者教师是教育内容的研究者教师是教育艺术的探索者教师是学生知识建构的促进者教师是学校制度建设的参与者教师是校本课程的开发者,Howtobeagoodteacher?,Whatmakesagoodteacher?Howshouldtheteachertalktothestudents?Howshouldtheteachergiveinstructions?Whoshouldtalkinclass?Whatarethebestkindsoflessons?,Whatmakesagoodteacher?,Ratethefollowingteacherqualitiesinorderofimportance?A.Theyaregoodlooking.B.Theyareentertaining.C.Theycancontroltheclass.D.Theygiveinterestingclasses.E.Theyknowtheirstudents.F.Theycankeepcontrol.G.Theypreparewell.H.Theyknowtheirsubject.,Representativeanswersofthestudents:1.Theyshouldmaketheirlessonsinterestingsothatyoudontfallasleep.2.Ateachershouldloveherjob.Ifshereallyenjoysit,thatllmakethelessonsmoreinteresting.3.Iliketheteacherwhohashisownpersonalityanddonthideitfromthestudentssothatheisnotonlyateacherbutapersonaswell-anditcomesthroughthelessons.4.Iliketeacherswhohaslotsofknowledge,notonlyofhissubject.5.AgoodteacherisanentertainerandImeanthatinapositivesense,notanegativeone.,6.Itisimportantthatyoucantalktotheteacherwhenyouhaveproblemsandyoudonnotgetalongwiththesubject.7.Agoodteacherissomebodywhohasanaffinity(亲合力)withthestudentstheyareteaching.8.Agoodteachershouldtryanddrawoutthequietonesandcontrolthemoretalkativeones.9.Sheshouldbeabletocorrectpeoplewithoutoffendingthem.10.Agoodteacherissomeonewhohelpsratherthanshouts.11.Agoodteacherissomeonewhoknowsournames.Conclusion:Goodteacherscaremoreabouttheirstudentslearningthantheydoabouttheirownteaching.,Howshouldteacherstalktostudents?,Ratethefollowingstatements:Ateachershouldspeakveryslowlyandclearlytotheirforeign-languagestudents.Teachersshouldalwaysusewell-constructedsentenceswhentheyspeaktotheirstudents.Teachersshouldspeaktotheirstudentslikeparentstalktotheiryoungchildren.Teachersshouldspeaknormallytotheirstudents-asiftheyweretalkingtotheirownfriends.Teachersshouldonlysaythingstostudentswhichthestudentswillunderstandtotally.,Howdoparentstalktotheirchildren?1.Theyusemoreexaggerated(夸张的)tonesofvoice.2.Theyspeakwithlesscomplexgrammaticalstructures.3.Theyrestricttheirvocabulary.4.Theymakemoreeyecontact.5.Theyusemorebodylanguages.,1.Theyadaptingtheirlanguagetothelevelofthestudents.2.Theyusephysicalmovement.3.Theynaturallyshowtheirhappinessandsadness.,Howdoexperiencedteacherstalktothestudents?,Howshouldnewteacherstalktothestudents?1.Doastheexperiencedteachersdo.2.Newteachershouldconcentratetheirfocusontheirstudentscomprehension.3.Howtheteacherstalktotheirstudentsisoneoftheteachingskill,soitiscrucialforthenewEnglishteacherstotrainit,practiceit.4.Ithelpswhenthenewteachersusethewrittendialoguesinsteadoftheoralonesafterclass.,Howshouldteachersgiveinstructions?(2),Twogeneralrulesforgivinginstructions:(1)asap(2)logicalHowshouldthenewteachersgiveinstructions?(1)Beforegivinginstructions,askingthefollowings:a.WhatistheinformationIamtryingtoconvey?b.Whatmustthestudentsknowiftheyaretocompletetheactivitysuccessfully?c.Whichinformationdotheyneedfirst?d.Whichshouldcomenext?(2)WhilegivinginstructionsCheckwhetheryouareunderstoodornot.,Whoshouldtalkininclass?,Thestudentsshouldtalkinclass:(1)ItisimportanttogettheSstotalk,byusingthelanguagetheyhavelearned.(2)Ssarethepeoplewhoneedpractice.Theteachershouldtalkinclass:(1)Ssshouldbeexposedtothelanguage.(2)Comprehensibleinputisanimportantfeatureinlanguageacquisition.,Whoshouldtalkininclass?,Conclusion:(1)GoodteachersmaximizesSTTandminimizesTTT.(2)ThebestlessonsareoneswhereSTTismaximizes,whereteacherstalkattheappropriatetime.(3)GoodteacherusetheircommonsenseandexperiencetogetthebalancebetweenTTTandSTT.,Whatarethebestkindsoflessons?,Whatarethegreatestenemiesinteachinginclass?WhatmakestheSsbored?Howtomakethelessonssuccessfully?(1)Breakingtherules（打破常规）(2)GivingtheSsastar(3)StimulatingtheSswithvarieddiets(unexpectedvariety)（课堂活动的新奇性）(4)Avoidingtoomuchchoppingandchanging(predictablesafety)(课堂模式的可预测性),Classisover,Thankyou!Goodbye!,SummaryofUnit1,ViewsonlanguageThestructuralview,thefunctionalview,andtheinteractionalview.ViewsonlanguagelearningBehaviouristtheory,Cognitivetheory,ConstructivisttheoryandSocio-constructivisttheory.,QualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyle.ThethreestagesofbecomingagoodlanguageteacherStageI:languagedevelopmentStageII:professionaldevelopmentStageIII:professionalcompetence,SummaryofUnit1,Howshouldteachersgiveinstructions?,Whichofthefollowings,doyouthink,isgood?1.NowIwantyoutoworkinpairsyes(gesturing)thatsrightyoutwoyoutwoyoutwo.Good.Nowlistencarefully.Iwantyoutoreadthistext(holdingupthebookandpointingtoit)onpage26andanswerthequestionsOK?2.OK,thisisthedeal-andIhopeyou