全国基础外语教育研究培训中心

1、2021/3/101 张连仲 全国基础外语教育研究培训中心 2021/3/102 “The future of English lies in the hands of the Chinese and Indians.” English Next-David Gradoll -English as an international language， as a lingua Franca，the implication：more learners，more varieties，learning for international communication， not to become nat

2、ive； -information era has made English one of the basic skills for social and personal development； 2021/3/103 外语教育有成绩，要发展（历史、辨证地 看待外语教学） 外语教育的辩证法观点 是外语教育，但要遵循语言学习规律 外语学习的目标与过程，阶段性发展特点， 外语学习的目的是语用能力和人的发展 不能脱离语言谈语用，不能脱离语用教语 言 2021/3/104 改革是渐进的过程 l多样化是方向 l个性化是根本 lFrom E-learning to “I Learning”： Integ

3、ration， Interaction， Internalization， Independence， Intelligence 2021/3/105 外语教育是系统工程（政策设计、管理体 制、教学实施、评价改革互相匹配） l冷静、平和看待语言教学的发展中的问 题 l多研究问题和解决的方法， l“和而不同”还是“同而不和”？ 2021/3/106 lLearning foreign languages helps learners to know better of the other culture, to understand better of their own lLearning a

4、 foreign language can enable people to become more open minded and to overcome barriers of communication lEnglish is important for China to implement “opening door” policy lEnglish can help to enhance, strengthen national “soft power” 2021/3/107 lAristotle: knows 90% knowledge of his time lNewton: 6

5、0% knowledge lDe Vinci: 30% lDarwin: 10% lWe in the 21st century?. 2021/3/108 0.002 to 0.004%, And the figure is decreasing, as the amount of knowledge is increasing at high speed. 2021/3/109 2021/3/1010 2021/3/1011 It is IMPORTANT TO LEARN AND BE ABLE TO USE AN INTERNATIONAL LANGUAGE IN THE INFORMA

6、TION AGE 2021/3/1012 lFrom Knowledge to Knowledge “ Now”ledge To create your own knowledge 2021/3/1013 Learning English means more than knowing the rules and words, it means to learn to use the language TO GET INFORMATION AND FOR COMMUNICATION To think creatively，develop your mind and intelligence 2

7、021/3/1014 l适应信息社会发展对人才的需求 l综合语言应用能力-用语言获取信息、 处理信息、整合加工信息的能力，英语 思维的能力，与世界交往的能力 l人格塑造和人的可持续性全面发展 lEffectiveness, Efficiency 2021/3/1015 根据高中学生认知发展水平和交际需求， 高中英语教学特别注重从三个方面培养和 发展学生的语用能力： 人际交往中得体的使用英语人际交往中得体的使用英语 用英语获取和处理信息用英语获取和处理信息 用英语思维用英语思维 2021/3/1016 lCommunicative competence 1.grammatical compete

8、nce (the use of appropriate grammar, vocab and pronun) 2 sociolinguistic competence( the use of style,register and intonation in appropriate context and setting) 3 discourse competence (cohesion in form and coherence in thought) 4 strategic competence (the use of verbal and non-verbal communication

9、stra) 2021/3/1017 lInput processing; Patten(1993): 1. Present one thing at a time; 2. Keep meaning in focus; 3. Move form sentence to connected discourse 4. Use both oral and written input; 5. Have the learner “do” something with the input; 6. Keep the learners processing strategies in mind 2021/3/1

10、018 lIn order to achieve the aim, students need to learn and develop: language knowledge and communicative functions language skills learning strategies(learning how to learn) cultural awareness positive attitude to learning (affect) 2021/3/1019 lWho is learning the language? lWhat do they want to l

11、earn? lWhere are they learning it? lHow are they learning?( 内需与外部条件） 2021/3/1020 lInteresting 趣味 lEntertaining 愉悦 l Informative 新信息 lCross-cultural 跨文化 lLearners personal experience Word stress; Stress in sentences lIntonation in questions and exclamations; Intonation of mood and feeling; Intonation

12、 of question tags; lLiaison; Linking sounds in connected Speech lSense groups lRhythm lAccents 2021/3/1023 l记单词但不要记“单”词，也不要“单” 记词； l在语境、语段中学单词，在体会、应用中 掌握单词； l单词学习与技能发展的关系； l单词的量：记与用的辨证关系； l翻译的作用与局限，汉语的单个字与英语 的单词，对应？Day，day up？ 2021/3/1024 lDescriptive or prescriptive grammar? lFunctional or structur

13、al grammar? lFrom formal to functional to humanistic view on grammar learning- why bother to learn grammar? - to know English better; - to express the ideas for communication - to communicate with other people; 2021/3/1025 GRAMMAR DIMENSIONS FORM MEANINGUSE 2021/3/1026 Teacher: lSupervisor lHelper l

14、Information provider lSupporter Presentation in Reading Output (Internalizing) Noticing Practicing (Exercises) Summarizing Generalizing the rules Free use in other context Interacting Student： Learner 2021/3/1027 l有学生 l有学习过程 l有交流、互动 l有逻辑有逻辑 l有效果 2021/3/1028 l所有的设计首先要考虑学生的程度和需 要， l从有利学生学习角度设计学习流程， l考

15、虑教学设计和实施的具体目标和逻辑 联接 l考虑学生与教师、学生与文本、学生之 间的有效互动 l真正有效的教学是学生在学习活动中自 然顺畅地完成认知和内化； 2021/3/1029 lFocus on skill development lSkill(s) use with purpose (Why do I have to use a special skill for the activity?) lQuestions to check: lIs it useful ? lDid it work? lDid the students behave as I expected? lWhat c

16、an I do to make it more effective? 2021/3/1030 l课改目标与现实-发展性目标 l时间与课程内容量- 转变教学模式 l教学过程目标与评价目标- 对立统一 l地区、校际发展的差异性- 普遍存在 l新课程对教师要求- 提高与发展 l课改系统化不足- 逐渐推进 2021/3/1031 lIntroduction and implementation of basic education reform demands study and active practice of the rationale, concepts and requirements c

17、oded in the National English Curriculum Standard; lWith all the challenges, it is better to adopt the more realistic and positive attitude: to do research to find a way out; lExamination, verification, exemplification and integration of learning approaches and learning models; 2021/3/1032 lTo encour

18、age teachers to do work /job related research lTo support serious effort and attempt to improve language teaching in Chinese schools lTo clarify on points and issues of relevance for ELT lTo develop scientific spirit and atmosphere among teachers and researchers lTo promote research ability and deve

19、lop overall quality of the Chinese teachers of English 2021/3/1033 l1 basic foreign language education-policy and decision making l2 National English Curriculum - implementation issues l3 syllabus and curriculum management l4 learning psychology and learning strategy 2021/3/1034 l5 Language assessme

20、nt and testing l6 Teacher development l7 Effectiveness of teaching methods and skills l 8 Other languages 2021/3/1035 lRead the introduction 2021/3/1036 lStudy on the practicality and suitability of the National English Curriculum Standard lEffective and efficient classroom practice lLearners and le

21、arning variables lContext and creation of favourable learning situation lValidity and practicality of task based approach 2021/3/1037 lProcess vs product oriented language learning lActive and passive vocabulary lGrammar and grammaring, a more functional view lTeacher development along with Implemen

22、tation of new curriculum 2021/3/1038 lTesting and assessment: general designing principles and techniques lMore open and subjective test against multiple choice type of objective test lProficiency vs achievement testing lMaterial development and integration of multi-media resources in language learning lOnline learning, to supplement, support or to replace, to provide new channel