英语教学法教程Unit1 Language and Language Learning.ppt

Welcome!,LanguageandLanguageLearning,Unit1,I.TheNatureofLanguage,Whatislanguage?,TextbookP307Appendix,Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.,1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.,参见:刘润清所著论大学英语教学Chapter1,II.Viewsonlanguage,StructuralviewFunctionalviewInteractionalview,TextbookPP3-4,Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntactics.Tolearnalanguageistolearnitsvocabularyandstructuralrules.(P3),FerdianddeSaussure(1857-1913),Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.(P3),Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.(P3),Yourviewoflanguagedeterminesyourwayofteaching.,Attention,Structuralviewknowledge:vocabularyandgrammar(sentencepatterns)Functionalviewcommunicativecategories,communicativeability(tobeabletocommunicate)Interactionalviewtocommunicateappropriately(communicativestrategies,culturalawareness,etc.),Whatwillbeyourfocusinteaching?,Reflection,PleasereflectonyourmiddleschoolEnglishteachersclassroomteachingandtrytothinkabouthowtheyunderstandthenatureoflanguage.,ReferenceBooks:1.Johnson,K.AnIntroductiontoForeignLanguageLearningandTeaching.2000Chapter3.2.束定芳、庄智象的现代外语教学理论、实践与方法PP193-194.3.Richards,J.&Rogers,T.S.ApproachesandMethodsinLanguageTeaching.(语言教学路子与方法1986)4.Howatt,A.P.R.AHistoryofEnglishLanguageTeaching.(英语语言教学史1984),III.ViewsonLanguageLearningandLearninginGeneral,Whatislearning?,BehavioristTheory(P5),CognitiveTheory(PP5-6),3.1ViewsonLanguageLearning,SecondLanguageAcquisition(SLA),3.1.1Behaviorism,Behaviorismisanapproachtopsychologythataroseoutoftheideasofearlylearningtheoristswhoattemptedtoexplainalllearningintermsofsomeformofconditioning.,IvanPavlov(1849-1936),S-R,AnineteenthcenturyRussianIvanPavlovsexperimentswithdogsandotheranimals,Aresponse(e.g.salivation)generatedbyonestimulus(e.g.food)canbeproducedbyintroducingasecondstimulus(e.g.abell)atthesametime.ThisisknownasS-R(Stimulus-Response)theoryorclassicalconditioning.,B.F.Skinner(1904-1990),S-R-R,Amid-twentieth-centuryAmericanB.F.Skinner,response,reinforcement,habitformation,stimulus,Languageisseenasabehaviortobetaught.Asmallpartoftheforeignlanguage,suchasastructuralpattern,ispresentedasastimulus,towhichthelearnersresponds,forexample,byrepetitionorsubstitution.Thisisfollowedbyreinforcementbytheteacher,basedon100percentsuccess.Learningalanguageisseenasacquiringasetofappropriatemechanicalhabits,anderrorsarefrowneduponasreinforcingbadhabits.,Theroleoftheteacheristodevelopinlearnersgoodlanguagehabits,whichisdonemainlybypatterndrills,memorizationofdialoguesorchoralrepetitionofstructuralpatterns.,Audiolingualism,听说法,Audio-LingualMethod,Listenandrepeatdrillingactivitiesarethemostimportantclassroomactivities.Mistakesareimmediatelycorrectedandcorrectutterancesareimmediatelypraised.,RepetitionDrill:Booksopen.ChorusandGroupRepetition.Askthepupilstorepeatthefollowingstatementsafteryoufirstinchorustheningroups:TEACHER:Lookatthe1stpicture.Thereisaplateonthetable.Alltogether!Lookatthe2ndpicture.Thereissometeainthepot.Alltogether!Theremainingitemsareasfollows:3rd:acupbehindthepot.4th:somecoffeeinthecup.5th:asweetinthepacket.6th:somesugarinthebowl.,Incontrasttobehaviorism,cognitivepsychologyisconcernedwiththewayinwhichthehumanmindthinksandlearns.Cognitivepsychologistsarethereforeinterestedinthementalprocessesthatareinvolvedinlearning.,TextbookPP5-6,3.1.2Cognitivetheory,NoamChomsky(1928-),Thinking(creativity),Internalfactors,Cognitivism,Cognitiveviewoflanguageandlearning,Ifalllanguageislearnedbyimitationandrepetition,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Languageisarule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproduced,Influenceofcognitivetheory,Learnersshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules(creativity),Inacognitiveapproach,thelearnerisseenasanactiveparticipantinthelearningprocess,usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned.,KrashensFivehypotheses:1.Theacquisition-learningdistinction(Learningandacquisitionareseparateprocesses.),3.1.3SecondLanguageAcquisition(SLA),(seeJohnsonChapter6),Acquisitionreferstothenaturalassimilationoflanguagerulesthroughusinglanguageforcommunication.,Theonlyrealdifferenceisintermsoftheenvironmentsinwhichacquisitioniswhathappenswhenyougoandliveinthetarget-languagecountry,whilelearningiswhathappensinclassrooms.,Learningreferstotheformalstudyoflanguagerulesandisaconsciousprocess.,2.Thenaturalorderhypothesis(自然顺序假说)(ThereisanaturalorderoflanguageacquisitionthatappliestoFLacquisition.)Thenaturalorder,asdefinedbyKrashen,consistsoflisteningtoagreatdealofmeaningfullanguageinput,thenspeaking,thenreadingtoagreatdealofmeaningfulinput,andthenwriting,whichisformallytaught.,3.Themonitorhypothesis(监控假说)(Acquisitionismoreimportantthanlearning.Themainroleoflearningisasecondaryone:tomonitorwhatwesayandwriteintheFL.)Johnsonsbookp91.,4.Theinputhypothesis输入假说(Themostimportantthingtoprovidewithiscomprehensibleinput.)Comprehensibleinput:i+litheacquirerspresentlevelofcompetencei+lthelevelimmediatelyfollowingiasi+lJohnsonsbookP93,5.Theaffectivefilterhypothesis(情感过滤假说)(Learnersneedtherightaffectforacquisitiontotakeplace.)束定芳、庄智象PP222-223JohnsonP94,3.2LearninginGeneral,ConstructivistTheory,Socio-constructivistTheory,TextbookP6,RepresentativesofConstructivism,JeanPiaget(18961980),Piagetsviewsandinfluence,Learningisapersonalconstructionofknowledgetobelearnedbasedonthelearnerspreviousexperience.,RepresentativesofConstructivism,JohnDewey,P6,Deweysviewsandinfluence,LearningbydoingTeachingshouldbebuiltonlearnersexperienceandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearners.,RepresentativeofSocio-constructivism,LevVygotsky,P6,Social-constructivistviewsoflanguageandlanguagelearning,Interactionandengagementwiththetargetlanguageinasocialcontextisimportant.ZPDZoneofProximalDevelopment(最近发展区)Scaffolding(脚手架)learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearner(question&explanation)thelearners(amorecapablepeerssupport),ZoneofProximalDevelopment,最近/边缘发展区,Itisthetermusedtorefertothelayerofskillorknowledgewhichisjustbeyondthatwhichthelearneriscurrentlycapableofcoping.Workingtogetherwithanotherperson,eitheranadultoramorecompetentpeeratalevelthatisjustabovealearnerspresentcapabilitiesisthebestwayforthelearnertomoveintothenextlayer.,Childrentwolevelsofintellectualdevelopment,Actualdevelopmentlevel(业已达到的实际发展水平),Levelofpotentialdevelopment（潜在的发展水平）,ZoneofProximalDevelopment,gap,ZoneofProximalDevelopment&scaffolding,i,i+1,Scaffolding,建筑支架脚手架,Thetermwasdevelopedasametaphortodescribethetypeofassistanceofferedbyateacherorpeertosupportlearning.Intheprocessofscaffolding,theteacherhelpsthestudentmasterataskoronceptthatthestudentisinitiallyunabletograspindependently.Theteacheroffersassistancewithonlythoseskillsthatarebeyondthestudentscapability.,教学内容：高一英语Book1AUnit3GoingPlaces教学课型：听说课（warmingup,listeningandspeaking）Step1Lead-in教师搭建的是背景支架：图片、地图展示。教师用多媒体展示了一些全国或者世界闻名的旅游景点图片，从视觉刺激学生，让他们猜地点。如，看到theGreatWall图片马上说出Beijing。图片可以多样化，目的是让学生说出旅游地点，从而引发他们对旅游的兴趣。后面的听力部分填表格时，听力内容并不提及地点，但填空内容要填地点。这部分guessinggame也为听力做好铺垫。在让学生猜完导入部分的图片地点后，教师给学生提供一张中国地图，标出四个情景地点，让学生说出采取何种交通方式，并讲述理由。地图的提供使得书本的情景具体化，更能提高学生兴趣，调动他们说的欲望。,支架式教学,教学目标,教学支架逐渐撤掉,学生的操作活动逐渐增加,Whatarethecommonviewsonlanguagelearning?,IV.Whatarethequalitiesofagoodlanguageteacher?,Peoplewithageneralcommandofaforeignlanguagecantteachitveryeffectively.(F)Peoplewithanexcellentcommandofaforeignlanguagewillsurelybeanexcellentlanguageteacher.(F),Professionalqualitiesarenecessary,butonlyprofessionalqualitiesarentenough.,Conclusion,Reflectonyourownlearningexperiences.HaveyouhadanexcellentEnglishteacher?TrytoidentifyasmanyqualitiesaspossibleofyourbestEnglishteacher(s).NotedownallthequalitiesthatyouthinkareimportantforagoodEnglishteacher.,Task,Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto3groups:ethicdevotion,professionalqualitiesandpersonalstyles(Parrot,1993),Workingroupsof4anddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.,Task,(AdaptedfromTasksforLanguageTeachers,MartinParrot,1993),Professionalqualities,Ethicdevotion,Personalstyles,Howcanonebecomeagoodlanguageteacher?,Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthequalityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.,Whatisteaching?,Somepeoplethinkteachingisacraft,anoviceteachercanlearntheprofessionbyimitatingtheexpertstechniques,justlikeanapprentice.Othersholdtheviewthatteachingisanappliedscience,basedonscientificknowledgeandexperimentation.,Bymakingacompromisebetweenthesetwoviews,Wallace(1991)usesareflectivemodeltodemonstratethedevelopmentofprofessionalcompetence.,Whatisteaching?,Teachersprofessionaldevelopment(AdaptedfromWallace,1991:15),Languagedevelopment,Stage1,Othersexperience,Receivedknowledge,Ownexperience,Practice,Reflection,Professionalcompetence,Stage2,Goal,Teachersprofessionaldevelopment(AdaptedfromWallace,1991:15),Languagedevelopment,Stage1,Othersexperience,Receivedknowledge,Ownexperience,Practice,Reflection,Professionalcompetence,Stage2,Goal,Teachersprofessionaldevelopment(AdaptedfromWallace,1991:15),Languagedevelopment,Stage1,Othersexperience,Receivedknowledge,Ownexperience,Practice,Reflection,Professionalcompetence,Stage2,Goal,learning,practice,reflection,Thelearningstage,Thepurposefulpreparationthatalanguagenormallyreceivesbeforehe/shestartsthepracticeofteaching.,Othersexperience,Receivedknowledge,Ownexperience,Learningfromothersexperiencecraft2.Learningthereceivedknowledgeappliedscienceknowledge3.Learningfromonesownexperiencesasalearner,Thepracticestage(2senses),Pseudopractice:shortperiodoftimeas