英语语言教学现状与发展趋势课件

1、高中英语课程改革现状与发展研究华中师范大学外国语学院舒白梅高中英语课程改革现状与发展研究1. 外语教学的历史回顾2. 当今课程的发展趋势3. 外语教学研究发展的趋势4. 二十一世纪的中学英语教学5. 英语教师的职业素质6. 语言知识的教学与语言技能的培养1. 外语教学的昨天、今天与明天- 在古典语言教学阶段（1880以前）要解决的是“教什么”的问题；- 在现代语言教学萌芽阶段（18801910）要解决的是“怎样教”的问题；- 在现代语言教学的发展阶段（19101970）要解决的是“为什么教”的问题；- 本阶段（1970）所要解决的则是“教谁”的问题。英语教学方法1、传统派：语法翻译法 直接法

2、听说法 认知符号学习法2、人文派：沉默法， 集体语言学习法 暗示法， 全身反应法3、交际派：任务型教学法， 活动教学法， 自然法本阶段外语教学的特点1. 把培养语言的交际能力作为主要的教学目标。2. 重视教学大纲：把教学方法的研究上升到教学大纲的研究。大纲起统领作用，它把教材、教法、考试统一起来考虑。3. 注重学习者因素：学习者是起决定作用的因素，学习者之间在动机、兴趣、感情、性格、年龄、性别、智力水平、学习潜能、学习方法等方面均存在差异，这些差异对教学效果产生重要影响。因此70年代以后出现的一些新的教学方法都致力于调动学生的积极因素：如，自然法, 沉默法，暗示法，集体语言学习法，全身动作反应

3、法等，都表明了人们对学习者因素的注重。外语教学的今天与明天1从教师教学生 教师和学生互相学习；2从学生被动地吸收答案 主动地寻求答案；3从师生严格地执行教学计划 师生灵活地进行活动；4从以教师为主的课程设置向着 有学生参与的集体课程设置转变；5从孤立、割裂的学科转向互相联系的跨学科内容；6从检测死记硬背书本知识转向评价学生应用所学分析问题、解决问题的能力；7从强调课本教学转向 利用多种信息资源和生活经验补充书本；8从把学生看作由教师进行信息处理的接受器 把他们看作与教师共同进步的伙伴；9教学环境发生变化：从教师做决定，期待学生去执行决定， 在不远的将来，学生将有权选择自己的学习内容和学习方式。

4、2. 当今课程的发展趋势1从强调学科内容到强调学习者的经验和体验2从强调目标、计划到强调过程本身的价值3从强调教材的单因素到强调教师、学生、教材、环境四因素的整合4从强调显形课程到强调显性课程与隐性课程并重5从强调实际课程到强调实际课程和“空无课程”并重6从只强调学校课程到强调学校课程与校外课程的整合3. 外语教学研究发展的趋势1. 从语言学理论上讲，指导外语教学的语言学理论，从结构主义转成了功能交际主义；2. 从心理学上讲，从行为主义心理学转到了认知心理学；3. 教学重点从注重语言形式到注重意义和功能；4. 教学模式从教师为中心到以学生为中心；5. 学习方式从被动学习到自主学习；6. 从评估

5、方面看，原来强调客观测试，近十年强调主观测试；7. 授课方式从面授到多媒体的、甚至远距离的同步学习；国际学术背景1. 研究对象从客体（语言、教材、教法、老师等）逐渐转向了主体学生：（A，第二语言学习的心理过程：SLA；B，个人差异：ID）；2.支持外语教学的理论从普通语言学一种发展到了多个学科：心理语言学、社会语言学、文化语言学、语用学、计算机语言学、神经语言学、人类语言学等；3. 技能教学转向内容教学：人是一种智能系统，到了一定时候智能得不到满足，学习很快会产生厌倦；4. 从劳动密集型教学到高科技密集型教学，从过程管理到目标管理。如何理解如下关系1知识与能力的关系2教师与学生的关系3结果与过

6、程的关系4句子与语篇的关系5. 教学与测试的关系.讲解与探索的关系（讲解与练习、机械性操练与自由练习、鼓励与批评、中国文化与外国文化 等） 4. 二十一 世纪的中学英语教学教学是由1）教师，2）学生，3）教材，4）环境四大要素构成的一个动态过程.4.1 21 世纪的中学英语教材 1更符合社会发展的要求和学生的兴趣- 教学内容有时代气息- 注重学科融合- 更有利于学生思想素质和人文素质的提高2加大了信息量和容量- 话题内容有所增加- 词汇量有所增加- 听读说的时间量增加- 配套的教学资源更丰富3突出语言运用：功能、结构、话题相结合- 任务型教学- 以话题为核心- 从活动中体验 遵循“知识- 技能

7、- 经验”的学习过程- 语言知识系统有所加强4注意智力开发，培养思维、创造和自主学习 能力- 有弹性、灵活性较大- 提供了评价系统。4.2 学生包括: 动机,态度,性格,学习方法,智力等因素1） 动机: 构成动机的基础：（Ausbel ）探索需求； 控制需求； 活动需求； 刺激需求； 知识需求； 自我提高需求Maslow的等级需求则包括：最基本的胜利需求和较高级的精神需求，如安全、认同、自尊、及自我实现等等 2）激发动机的教学策略1 期望激励2目标激励3及时反馈4评价激励5成功体验6竞争合作7提高诱惑力8引起好奇9积极归因10兴趣迁移3） 学习策略记忆策略,认知策略,补救策略,元认知策略,情感

8、策略,社会策略;e.g. 会查字典就是很重要的初级学习技能之一，它至少有三个好处：- 强化对字母的认知- 通过阅读解释、定义，学会用英语思维；- 便于自学，查词典本身就是学习。 影响外语教学的因素外语教育政策外语教育目标教师学生大纲方法教材教学辅助手段考试与评估陶行知先生的教学做合一的思想 Education of life：生活所原有 Education by life：生活所自营 Education for life：生活所必需“教学做合一”是生活法，也是教育法，其含义是： 教的方法根据学的方法，学的方法要根据做的方法。教而不做，不能算是教；学而不做，不能算是学。教与学都以做为中心。1）建

9、立教育立场下的知识观在教育活动中，真正的知识不是一种“事实存在”，不能作为“展品”直接展示在学生面前，而是基于师生的合作而产生的新的意义系统。真正的教育，“出发点不是知识的结构，而是知识是如何被共同活动着的人们所生产，这种观点一直关注的是师生的课堂实践”，并且“知识不再被当作是为了让教师进行分配和传递而从学术发现者处传递下来的私有财产，知识成为师生合作工作的产物”。（麦克杨）2）发展性教学A.发展性的达成 知识的意义是由学习者自己建构起来的，知识的意义是无法通过直接传递而实现的。教学不是传递东西或者产品。要说教师在传递的话，教师充其量只是传递了语言文字符号信息，至于这些信息在学生头脑中是什么意

10、思，最终还是由学习者决定的、建构的。 8/8/202222B.深度教学：“4R”教学 Richness,丰富性教学。教学的深度、意义的层次、多种可能性； Recursion, 回归性教学。具有回归性的教学应当能使“一个人通过与环境，与他人，与文化的反思性相互作用形成自我感”； Relations,关联性教学。知识中的联系-赋予知识以丰富的背景、经验和逻辑；教育活动中的知识流动，依存于特定的经验和背景。 Rigor,严密性教学。课程中内在的学术逻辑、科学观察、精确性等成分，导致解释性与不确定性的存在。 8/8/2022245. 英语教师的职业素质（Professionalism）1、建立英语教学

11、信念，树立科学的教育观2、英语教师应具备的知识3、英语教师应具备的能力 5.1 信念信念制约着教师的行为- 教师若把学生看作知识的接受者，他就会单纯向学生传授知识；- 若把学生看成合作伙伴，他就会吸引学生参与学习内容与活动的决策。这里涉及到诸如如何看待学生，如何看待教育，如何看待知识与能力，情感因素及教师的角色等问题。5.2 英语教师应具备的知识 1.普通文化知识 2.学科知识 本民族语言知识： 英语专业知识 语言学基本知识及与外语教学相关的分类学科知识3. 一般教学法知识 外语教学同样受普通教育教学规律的制约，与其他学科的 教学有共性的地方，如由浅入深，启发性教学等。4. 英语教学论知识 外

12、语教学有其特性的一面，语言既是知识又是技能，因此 要重视其实践性，交际性，重视师生间的交流。5. 个人实践知识教师专业知识的构成Shuman, 1987学科内容知识(content knowledge)；通识教学法知识(general pedagogical knowledge)；课程知识(curriculum knowledge)；学科教学知识(pedagogical content knowledge)；关于学生及其特点的知识(knowledge of learners and their characteristics)；教育环境的知识(knowledge of educational

13、contexts)；教育目的、价值、哲学及历史背景的知识(knowledge of educational ends, purposes, and values, and their philosophical and historical grounds). Richards, 2001实践知识（practical knowledge）：教师关于课堂管理的技能和技巧的知识。学科知识（content knowledge）：教师关于外语学科教学的知识。如：语法教学，语音知识，教学理论，第二语言习得，以及与外语教学相关的语言和术语。教学环境知识（contextual knowledge）：对教学或

14、校园环境的熟悉程度，校规及管理方式，对学生的了解、对校园文化及相关信息的了解。教学知识（pedagogical knowledge）：组织学科知识教学的能力，计划、修改和改进教学的能力。个人知识（personal knowledge）：教师自身的信念、原则以及教学的路子。反思知识（reflective knowledge）：教师反思和评价自己的教学的能力。5.3 英语教师应具备的能力英语教育能力；英语作为交际语言的运用能力和英语作为教学语言的运用能力；课堂教学能力和教材处理能力；创造、鉴别、运用英语教学方法和手段的能力；洞察、协调能力和科研能力；健康的个性心理。教育质量（10）= 学生（1）+

15、教材（2）+环境（4）+ 教法（3）x 教师 (n) 有效教学时间 课堂教学效率=- 100% 实际教学时间 6.语言知识的教学与语言技能的培养6.1 Developing phonological competencea) The ability to recognize and discriminate significant sound features.b) The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.c) The ability to inte

16、rpret written language phonologically, as in reading aloud, and to recreate spoken language graphically, as in written from dictation and note-taking.Perception and productionImplicit:exposure - imitation -speech training - practical phonetics Explicit: practical phonetics - speech training - imitat

17、ion - exposure6.2 Vocabulary: What it means to know a word?a. recognize it in written and spoken form;b. recall it at once;c. relate it to appropriate object or concept;d. use it in appropriate grammatical form;e. use it in correct collocation;f. use it at appropriate level of formality;g. pronounce

18、 it in a recognizable way;h. spell it correctly;i.be aware of its connotation.Why do we forget?One theory of forgetting suggests that information stored in the memory falls into disuse unless it is activated fairly regularly. This is called the decay theory.In opposition to this theory is the notion

19、 of cue-dependent forgetting, which asserts that information does in fact persist in the memory but we may be unable to recall it. In other words, the failure is one of retrieval rather than storage. One final point about forgetting is the rate at which we forget. It is generally believed that of th

20、e information we get, 80% is lost within 24 hours of initial learning. Organization - the key to memoryNew knowledge is most effectively absorbed when it is associated to the already known, and when the appropriate conceptual framework or schemata are activated in the mind of the learner. Schemata a

21、re structured frameworks of knowledge, about the world and about the language.We cant do without memorization, but we should try not to use it all the time. If vocabulary is presented in a meaningful context, in an interesting way, if students have the chance to work out meaning for themselves, to p

22、ractice using words in real situations, if they are exposed to new words frequently and not allowed to forget them, the role of memory will be much reduced. Practical implications1. meaningful tasks2. guided discovery3. imagery4. rote learning5. recycling6. written storage system for learners Genera

23、l principles for vocabulary teaching-Teach spoken form first; -Teach words in context; -Teach lexical items rather than individual words; -Present words in a memorable way;-Revise often;-Check understanding.6.3 What does grammar learning involve?Intake: notice and re-notice - structure and restructu

24、re - proceduralization The gradual proceduralization of language is promoted through experience of language use and motivated by communicative need, enabling us to signal useful meanings which recur frequently.How to organize grammar teaching?1.Presentation: begin by presenting the class with a text

25、 in which the grammatical structure appears. The aim is to get the learners to perceive the structure - its form and meaning - in both speech and writing and to take it into short-term memory.2. Isolation and explanation: focus on the grammatical items themselves to see what rules govern them. The o

26、bjective is for learners to understand the various aspects of the structure: form, meaning and function. 3. Practice: consists of exercises done both in the classroom and for home assignments, whose aim is to cause the learners to absorb the structure thoroughly; 4. Test: The main objective is to pr

27、ovide feedback.What is a good grammar teacher?1. Be capable of putting across a sense of how grammar interacts with the lexicon as a communicative system. 2.Be able to analyze the grammatical problems that learners encounter.3. Have the ability and confidence to evaluate the use of grammar, especial

28、ly by learners, against criteria of accuracy, appropriateness and expressiveness. 4. Be aware of the contrastive relations between native language and foreign language. 5. Understand and implement the processes of simplification by which overt knowledge of grammar can best be presented to learners a

29、t different6.4 Teaching discourse: Text coherence In order to be able to understand different types of writing and to reproduce it, students must learn 1. to identify main ideas, sub-points and supporting details, 2. to recognize the rhetorical devices that typically go with different types and meth

30、ods of development of ideas in writing and 3. to recognize those structural patterns which are typical of specific types of writing.Discourse at lexical level The relations between vocabulary items in texts (lexical cohesion) described by the Halliday and Hasans (1976) model are of two principal kin

31、d: reiteration and collocation. Collocation only refers to the probability that lexical items will co-occur, and is not a semantic relation between words. Lexical reiteration is a significant feature of textuality. Reiteration means either restating an item in a later part of the discourse by direct

32、 repetition or else reasserting its meaning by exploiting lexical relations. Lexical relations are the stable semantic relationships that exist between words. In the following sentence, lexical cohesion by synonymy occurs: e.g. The meeting commenced at 6:30. But from the moment it began, it was clea

33、r that all was not well.Discourse-organizing wordse.g. There was a fine old rock-chair that his father used to sit in, a desk where he wrote letters, a nest of small tables and a dark, imposing bookcase. Now all this furniture was to be sold (super-ordinate) e.g. Here I want to spend some time exami

34、ning this issue. First, I propose to look briefly at the history of interest in the problem, then spend some time on its origins and magnitude before turning to an assessment of the present situation and approaches to its solution. Finally, I want to have a short peek at possible future prospects. D

35、iscourse-organizing words operate predictively in text as well as retrospectively. Lexical reiteration in problem-solution writingThe following example shows how organizing words are used to “wrap round” a long problem-solution text: e.g. Headline: TV violence: No simple solution.Opening sentence: T

36、here is no doubt that one of the major concerns of both viewers and broadcasters is the amount and nature of violence on our television screens. Closing sentence: The chief lesson of all our viewing, reading and discussion is that there is no simple solution to the problem of violence on television.

37、 A sample task Topic sentence:Weathering and erosion of rock exposed to the atmosphere constantly remove particles from the rock.Supporting sentences:1. a. These rock particles are called sediment. b. Sediment is what these rock particles are called. c. What these rock particles are called is sedime

38、nt.2. a. The upper layers press down on the lower ones as sediments accumulate. b. As sediments accumulate, the upper layers press down on the lower ones.3. a. Sediments that stick together form sedimentary rocks. b. Sedimentary rocks are formed by sediments that stick together.8/8/202247Free templa

39、te from 4. Concluding sentence: a. Such rocks have been able to survive the test of time only in this way. b. Only in this way have such rocks been able to survive the test of time. 8/8/202248Free template from 6.5 Developing receptive skills Predictive skill;Extracting specific information;Getting

40、the general picture;Inferring opinion and attitude;Deducing meaning from context;6. Recognizing function and discourse patterns and markers.Bottom-up and Top-down Model The bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from

41、the smallest meaningful units to complete texts. The alternative, top-down view, suggests that the listener actively reconstructs the original meaning of the speaker using incoming sounds as clues. In this reconstruction process, the speaker uses prior knowledge of the context and situation within w

42、hich the listening task takes place to make sense of what he hears. Schema theoryThe knowledge we carry around in our heads is organized into interrelated patterns. They are like stereotypical mental scripts or scenarios of situations and events, built up from numerous experiences of similar events.

43、 In short, schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.Content schemata include cultural knowledge, topic familiarity, and previous experience with a field. Formal schemata have to do with peoples kno

44、wledge of discourse forms: text type, rhetorical conventions, and the structural organization of prose. Native Speaker Listening ComprehensionExpectation: interpreting a message by using previous knowledge and contextual cluesRecognition: know which are central and which are peripheralReducing the l

45、oad: processing information by chunking, and prediction, channeling our attention to specific parts Selection: selecting the more important or new information Listening to a Foreign LanguageSpeech is not usually very organized and may contain redundancy, hesitation, ungrammatical utterances and sudd

46、en changes of topic. The listener cannot look back at what he has heard, and cannot control the content or speed. The listeners vocabulary is limited, fails to recognize the signals, or discourse markers in speech. - lack of cultural knowledge of the target language. - lack of attentiveness, motivat

47、ion, interest in and knowledge of the topic, etc. Principles of developing Listening SkillsLessons must have definite goals, carefully stated. be constructed with careful step-by-step planning. should demand active overt student participation provide a communicative urgency should stress conscious m

48、emory work should “teach”, not “test” Students shouldnt have to do too much writing activity should be realistic Schema-building tasks should precede the listening Strategies should be incorporated into the materials. Understanding reading comprehensionWe use knowledge of the language and knowledge

49、of the world to get at meaning;We read for meaning by using the minimum number of clues;Reading is an active and interactive process;Reading is a creative art. More is contributed by the reader than the text;Reading is a selective process. It involves partial use of available language clues.Cognitiv

50、e and affective dimensions of reading comprehension1. literal comprehension: focus on ideas and information explicitly stated in the selection;2. reorganization: to analyze, synthesize, and /or organize ideas or information explicitly stated;3. inferential comprehension: use the ideas or information

51、 explicitly stated, his intuition and his personal experience as a base for conjectures and hypothesis;4. evaluation: response from students which indicates his evaluative judgment by comparing ideas in the selection, against external and internal criteria. It deals with judgment and focuses on qual

52、ities of accuracy;5. appreciation: It deals with the psychological and aesthetic impact of the selection on the reader.6.6 Developing productive skillsPrinciples of Teaching and Learning Speaking The students should have a desire to communicate.They should have some kind of communicative purpose.The

53、ir attention should be centered on the content (meaning-based) of what is being said. They will have to deal with a variety of language rather than just one grammatical construction.The teacher should not intervene. This would undermine the communicative purpose of the activity. There is no material

54、 control. By restricting the students options the materials are denying the language variety characteristic of genuine communication.What is writing?Writing is the process of selecting, combining, arranging and developing ideas in effective sentences, paragraphs, and often, longer units of discourse

55、. The process requires the writer to cope with a number of variables:The range of knowledge that a writer requires when undertaking a specific writing task can be summarized into four categories:- Content knowledge: knowledge of the concepts involved in the subject area; - Context knowledge: knowled

56、ge of the context in which the text will be read;- Language system knowledge: knowledge of those aspects of the language system necessary for the completion of the task;- Writing process knowledge: knowledge of the most appropriate way of preparing for a specific writing task.What writers need to kn

57、ow?Possible steps in doing writinglist possible ideas select and expand the ideamake an outlinewrite a draftcorrect and improve the draft e.g. Paragraph developmentWomen are self-critical creatures. We can always find reasons to hate ourselves. Single women believe they are failing if they dont have

58、 a loving, permanent relationship; working mothers are conflicted about leaving their children; divorced women experience guilt over the break-up of their marriages; career women are wretched if they arent advancing; and everyone is convinced she is too fat!Parallel writing (Students work)Man are am

59、bitious people. There seems to be not even for a second in their lives that they feel fully contended. While enjoying the victory in the war-games, little boys of five or six yeas old are dreaming of being generals. Schoolboys, however, will proudly claim that they are the future Einsteins, regardle

60、ss of all the Cs they have received. University students, male of course, are all itching to have a try to win the heart of the School Beauty Queen. When these young lads become fathers, they have great confidence in making their sons president of the country, or their daughters the First Lady. All