基于认知交际法理论的词汇中心教学法之

1、基于认知交际法理论的词汇中心教学法之课堂教学优化策略研究高二课例广东顺德北滘中学周溢 sdbjzy引言基于认知交际法思想的词汇中心教学法是从中学英语教学角度来认识教学法问题的，不仅进行理论的探讨，而且重在实践的操作，旨在探讨适合中国国情的外语教学法，以基础教育英语学科，尤其是农村普通中学的英语教学为主要研究对象。基于认知交际法思想词汇中心教学法的主要思路是以中国学习者所容易接受的语言知识主线：以“从语音词汇语法等基础知识的掌握到口、笔头运用能力发展”为轴心来开展教与学的活动，结合各种合乎实际的教学思想和流派，进行卓有成效的英语教学。以词汇为中心进行教学并非一般所理解的“学英语就是记单词”那么简

2、单，就是记住所学单词也不是想象的那么容易。现代语言学对掌握词汇的要求,已涵盖包括“知道词汇的音、形、义、性和在不同的语境下听过、说过、用过这些词汇”等诸多内容。词汇中心教学法当然要涉及词汇的听、说、读、写各项技能，以达到综合运用词汇的目的，也必然要按照英语课程标准来进行教学活动，也就同样能达到其它教学法所能完成的培养交际能力的目标。词汇中心教学法以国内新兴的认知交际理论为指导思想，以班级教学个体化为教学组织模式，就扩大词汇量的策略的研究、课堂教学优化策略研究、分层次自主学习方法指导研究等多个子课题，进行适合中国国情的省时增效的英语教学过程和学习过程研究。一、外语教学法的层次基于认知交际法思想的

3、词汇中心教学法将外语教学法定义为四个层次：观点、模式、方法和技巧。观点（approach）指对教学规律的认识，可表示持某种主张和见解的观点,也可表示实现一定思想、主张、见解的途径，具有稳定性和通用性。模式（model） 指实现观点的组织框架，受教学观点、途径等的制约，也不可以随意组合。此谓“教学有法”，其中的“法”是名词，指符合教学实际的客观规律和法则。方法(method) 指基于系统的原则和过程、为实施某种教学观点的课堂教学安排和实施步骤。任一教学模式会提出不同的教学方法，不同的教学模式也会采纳某些相同的教学方法；技巧 (technique)指实施课堂教学的方式和程序，必须因人因时因地因教材

4、而制宜。此谓“法无定法”，其中第一个“法”为动词，指教学活动中一定要按客观规律办事；第二个“法”为名词，指实施教学目标、组织教学活动的方法和手段。“教学有法，法无定法”并不是说教学可以只凭经验和感觉随心所欲，而是说在掌握教学客观规律的前提下，实现同一教学目标可以而且必须“八仙过海，各显神通”。词汇中心教学法（Vocabulary-based Teaching Method），属于方法的范畴，其指导思想的理论基础是认知交际法 (Cognitive Communicative Approach)，其教学组织模式是班级教学个体化模式（Guided Self-taught Model）,其教学过程中要

5、采纳各种适合实情的其它方法和技巧。基于认知交际法思想的词汇中心教学法认为：不同情况下使用不同技巧将大大提高教学效率。 二、认知交际法理论认知交际法理论是国内外语教学法研究的一个新兴领域，基于认知交际法思想的词汇中心教学法是本人在全国中小学骨干教师国家级培训南京师范大学培训基地学习国内外英语教育改革的前沿理论和新的基础教育课程改革有关精神后，结合教学实际为落实培训宗旨、探索英语教育的“杂交水稻”而提出的一个新的设想,其子课题Strategies of Enlarging Vocabularies in School English已在首届中国英语外语教学国际学术年会上交流，获二等奖；中学英语班级

6、教学个体化教学模式研究已通过全国中小学骨干教师国家级培训南京师范大学培训基地专家委员会答辩通过，同意立项。认知交际法（Cognitive Communicative Approach）的理念是湖北大学钱蜀云老师在80年代中期首先提出来的，由北京师范大学胡春洞教授在2001年外语教学中认知和交际的关系一文中正名。本人结合二十多年的教学实践对认知交际法理论进行系统的概括，为认知交际法理论的问世摇旗呐喊。认知交际法理论立足中国外语教学的实情，将中国教学法理论与外国教学法理论整合，取长补短，扬长避短，以形成中国外语教学法的特色。认知交际法理论试图结合张正东教授的论中国外语教学法理论、胡春洞教授的外语教

7、学中认知和交际的关系和束定芳，庄智象的现代外语教学理论、实践和方法等中国的外语教学法思想，以及行为主义、认知主义、人本主义、建构主义这四大心理学流派以及翻译法、直接法、听说法、交际法这四大外语教学法流派为主要内容的外国教学法理论，回答“洋为中用”与“中国特色”、“外语”与“二语”、“认知”与“交际”、“学得”与“习得”、“听说”与“读写”、形成性评价与终结性评价这六个在外语教学改革过程中颇有争议的问题，提出阶段侧重，学以致用、以人为本，因材施教、授人以渔，教为不教、分级过关，定期循环、减负增效，教学相长这五条适合中国国情的英语教学原则。认知交际法理论不是认知理论和交际理论的简单组合，也不是认知

8、和交际两种教学思想的调和折衷。认知交际法理论是含集全国广大外语教育工作者在二十年来的外语教育教学实践经验之大成，借鉴国外的先进外语教学理论与中国外语教学实际相结合，经过反复比较、实践、探索而总结的一种与时俱进的、符合中国国情的综合性外语教学理论。用认知交际法为这样一种综合教学法命名，一是因为在翻译法、情景教学法、听说法、直接法、全身反应法、沉默法、自然法、社团学习法、暗示法、认知法、交际法等诸多外语教学法中，认知法和交际法属于approach的范畴，其它教学法有的属于method，有的甚至属于technique的范畴，二是认知法和交际法分别包含心理学和外语教学法领域中先进理念的内核，同时又可以

9、“洋为中用”，给这两个人们比较熟悉的术语赋予新意。 三、班级教学个体化教学模式中学英语班级教学个体化教学模式是一个循环渐进、互相作用的教学过程，根据其特定的教学思想和教学原则，将英语学习过程分为课堂教学教程和个体学习过程两大范畴，在教师指导下通过课前预习和课后复习，对学生掌握单词记忆、语法知识和惯用法基础知识的方法进行调控，在课堂听、说、读、写各项活动教学中，注重基础知识向运用能力的转变，结合形成性评估和终结性评估，向减轻学生过重负担要教学质量，以“把外语作为生存工具而学习和学习能力的可持续发展”为教学终结目标，探索素质教育形势下提高教学质量的新路子。四、扩大词汇量的策略研究中学英语扩大词汇量

10、的策略研究分为扩大词汇量的教学策略和扩大词汇量的学习策略两部分，就英语词汇分类循环学习法、英语词汇分类循环分册学习材料、词汇学习的心理学原理等多个专题进行适合不同学生特点的、省时增效的英语词汇教学方法研究。目前，英语词汇分类循环学习法已初具规模。五、课堂教学优化策略研究高二课例Unit 13 Albert Einstein(如音标显示乱码，请在“我的电脑 / 控制面板 / 字体”文件夹内，增加kingsoft phonetic文件)Period One, Lesson 49commentI. Revision (Spring Festival Greeting) Match the Chine

11、se phrases freiziz with the English explanations:1. 万事如意 (1) peace all year round2. 心想事成 (2) promote prE5mEut (vt.促进, 提升) to a higher position3. 恭喜发财 (3) all heart wishes to be fulfilled ful5fild (vt.实现, 完成) 4. 一帆风顺 (4) all good wishes come true 5. 步步高升 (5) seasonable weather for rising crops6. 金玉满堂

12、 (6) wish you prosperity prCs5periti (n.繁荣)7. 风调雨顺 (7) wish you every success8. 国泰民安 (8) the country flourishes 5flQriFiz (vi.繁荣, 兴旺) and people live in peace9. 人寿年丰 (9) have a bright future10. 岁岁平安 (10) treasures fill the home11. 鹏程万里 (11) enjoy health and plenty of food 学习与生活实际相关的表达是扩大词汇量的策略研究之一，旨

13、在解决学生已经发展的母语思维与滞后的英语表达能力之间的矛盾。II. Presentation (Dialogue about a word puzzle game)First, lets see what a word puzzle is. A puzzle is a problem designed to test a persons knowledge, skill, patience or ingenuity 7indVi5nju:iti (n.机灵). A word puzzle is a puzzle in which you have to write the missing wo

14、rd. In the dialogue, the crossword (n.纵横字谜) is done as follows, first you have to know “Who is he or she?” and “What did he or she do”, then find the very name in the crossword puzzle. Then read after the tape loud.III. Drill (Reading for information).Show some cards with the names of some famous pe

15、rsons in capital letters and make notes about “Who was he or she?” and “What did he or she do?” and make some notes. (Reference)Walt Disney wC:lt 5dizni Albert Einstein AlbEt ainstain Thomas Edison 5tCmEs 5edisn Charlie Chaplin 5tFB:lI 5tFAplin John Denver dVEun 5denvE Bob Geldof bCb geldEf Isaac Ne

16、wton 5aizEk 5nju:tn Abraham Lincoln 5eibrEhAm 5liNkEn Karl Marx kB:l mB:ks Alexander Bell 7Ali5zB:ndE bel Madame Curie 5mAdEm 5kjuEri Mark Twain mB:k twein Peal pi:l 皮尔(姓氏)Joan dVEun 琼(女子名) How about these plain names?Jane dVein n.简(女子名)Fox fC:ks 福克斯(姓氏)大写字母的辨认和对所有符合读音规则的单词见词能读的能力，是学生英语学习能力素质的体现，但有的

17、人名、地名是不符合读音规则的，老师必须给予必要的指导。IV. Practice (Guessing game) 1. Pair work like this: P. 73 *3Example: A: (Bear Karl Marx in mind) Can you guess who I am bearing in mind? B: Is he alive or dead? A: He was dead.B: Was he English or German?A: He was German.B: Was an inventor or a ruler?A: Hes neither an inv

18、entor or a ruler.B: What did he do?A: He wrote books on communism.B: Oh, hes Karl Mark.2. After practice, choose some pairs to act out.3. How can you win the game in fewer questions or even one question?How can you win the game in less questions or even one question?这一步骤是思维能力训练的扩展，也是形成性评价重视教与学的过程的具体

19、体现。V. Consolidation 1. Language points: 1) compare A with B; compare A to B; compare notes: to exchange ideas or opinions2) communism 5kCmjunizEm n.共产主义 A system of government in which the state plans and controls the economy, claiming to make progress toward a higher social order in which all goods

20、 are equally shared by the people.3) president 5prezidEnt n.总统, 会长, 校长, 行长4) fight for freedom 5) fit the puzzle5)lived in last century, was born in Germany and spent A、B and c结构2. Grammar Subject Clause P.73 Ex 2用连(接)词引导一个主谓结构作主语叫主语从句。引导主语从句的连接词与引导宾语从句的连接词相同。3. Homework 1) Finish the exercises on P

21、. 73 and look through Lesson 50. 2) Recite L.49 Dialogue.语言知识点和基本语法知识仍然是词汇中心教学法的重要环节，但不要为学语法而教语法。Period Two, Lesson 50commentI. Revision 1) Vocabulary which is not new but helps to understand the text better: Switzerland, continue, government, a doctors degree, period, nationality, in bold, preposit

22、ion, adverb2) Pre-reading questions: P.2 What scientific work is Einstein famous for?Where did he spend the last part of his life?我们不分什么“几会“词汇，也不分什么“纲内、纲外”，学习活动所需要的词汇就是必学词汇。II. Presentation. First ask the Ss to look through the after reading activities on P. 3 and tell the Ss to read the text with t

23、he help of the tape recorder for two tasks: note making and reference.（See the course book）III. Drill.1) Note making. Give some time to let the Ss fulfill the blanks, and then ask the Ss to check their answers by questioning and answering, for example:When was and where Einstein born? He was born on

24、 March 14th, 1879 in Germany.When did he die? He died on April 18th 1955.2) Reference. Reference means what the word(s) in bold refer(s) to. This practice helps to know the exact meaning of a certain word(s).T: What does himself refer to in this sentence?Ss: Einstein.Check the answers by oral practi

25、ce, either individual or together笔头练习也可辅以听说活动。IV. Practice. P. 3 Fill in the gaps with prepositions and adverbs.set off for a place, put on a play, pay attention to sth., a simple way of life, to deal with a lot of letters, be fond of sth., set up a new research center.V. Consolidation. 1 Language p

26、oints. 1) By the time of, he had learned.; be content to do sth. ; 2)he found in music the peace=he found peace in music, 因peace带有定语句which was missing in a world full of wars and killings而后置。3) Such was Albert Einstein,=Albert Einstein was such, 后面的a simple man and the 20th centurys greatest scienti

27、st短语作同位语，解释such的具体内容。3) except, besides; receive, accept2. Exercise. P. 74 Ex. 33. Homework. P.74 Exs. 2 & 4Period Three, Lesson 51commentI. Revision. 1) Answering the questions about L 50, P.74 Ex. 12) Show the following expressions in English.一个腼腆的人，（甘心（情愿）做某事，享誉全球，用支票作书签，度过余生，取得国籍，大学城3) Tell

28、the phrases which have the similar meaning as the following.to leave for; to perform a play; to take notice of; to do with; to like, to prefer; to put up 对上一课的语言知识换一个角度巩固强化。II. Presentation. 1) Bear the question in the Interview (P.4) in mind and read the text after the recorder.2) Interview. Before

29、 the interview, ask the Ss what is the difference between an interview and question answering. One is to make the dialogue into a situation, the other is that at the beginning and the end of the interview, the interviewer usually makes a self-introduction and some polite requests and so on, for exam

30、ple: the interviewer may begins like this: Hello, Dr. Einstein, Im a news reporter from SDTV. May I ask you a few questions?Thank you so much for the interviewing. Hope to see you again.书本知识与实际运用的结合，对课后听力训练也有启发。III. Drill. Language Study 1) Noun Clauses as the Subject 名词性从句作主语即主语从句，其位置有二：一，句首；二，It 作

31、形式主语（句末）。Work in pairs and join two parts to make sentences with subject clauses. P. 5 Ex. 42） 主语从句也是由who, which, where, when, why, what 等连接词引导，其用法与其它从句相同。Complete each sentence. P. 5 Ex. 5IV. Practice. Grammar Noun Clauses 1) 用一个主谓结构来担当通常由名词所担当的句子成分叫名词性从句。名词通常所担当的成分有主语、宾语、表语和同位语，所以名词性从句分为主语从句、宾语从句、

32、表语从句和同位语从句。2) 名词性从句的位置主语从句：在句首或It作形式主语句型中的主谓结构；宾语从句：及物动词或介词后的主谓结构；表语从句：连系动词（通常是be）后的主谓结构；同位语从句：名词或代词后的主谓结构（与定语从句的区别将在同位语从句一节专门讨论）3) Underline all the clauses in the text and tell what clause it is.教材只安排了主语从句专项，但课后练习中有表语从句，因此有必要对名词性从句进行概括。V. Consolidation. All the homework on P. 75Period Four, Lesson

33、 52I. Revision. 1) How to recite a dialogue (L.49) Scene: comparing notes on famous people Topic: find out the name of a famous person Questions: Is it Abraham Lincoln? Who? Is it Karl Marx? Who is he? Is it Alexander Bell? What did he do? Is it Albert Einstein? What did he do?2) Writing. P. 6 ex. 2 背诵过程的篇章层次分析属学法指导范畴，有的学生背不下来，原因是“死记硬背”。理解后的记忆才有效果。II. Presentation. Listening practice An interview. P.145