英语学科教育学 要点精编

BYMARCOTU英语学科教育学秦杰、田金平外语教学与研究出版社核心要点Chapter1BasicConcepts4Abriefsurveyofenglishteachingmethods 4.1grammar-translation 4.3thedirectmethodMaterialisfirstpresentedorally;themothertongueisneverused;questionsareansweredintargetlanguage;rulesaregeneratedfromthepracticeandexperience 4.4theaudio-lingualmethodAbundantuseoflaboratories,tapedandvisualaids4.6silentway Thelearnerdiscoversratherthanrememberorrepeats 4.9communicativelanguageteaching StressactivitiesthatengagedthelearnersinmoremeaningfulandauthenticlanguageChapter2HistoryofEnglishteaching1mainschoolsofenglishteachinginhistory 1.1GTmethod□Detialanaylsisofgrammarrules,followedbyapplicationofthisknowledgetothetaskoftranslatingsentencesandtextsintoandoutoftargetlanguage □Littleornosystematicattentionispaidtospeakingorlistening 1.2directmethod Instructionwasconductedexclusivelyinthetargetlanguage(includequestion-and-answerexchangebetweenteachersandstudents;grammarwastaughtinductively)1.4communicativelanguageteachingFocusnotonlyonlanguagebutalsoonthelearningprocessitself3currenttrendsinenglishteaching 3.1teachingforcommunication Weakversion:providelearnerswithopportunitiestouseEnglishforcommunicativepurposes Strongversion:acquirelanguagethroughcommunication 3.2task-basedEnglishteaching Accomplishopen-endedtaskswhicharenotpre-determined 3.4attentiontolearnerdifference Content;process;timeorage;goal Sincetheyhaveeverimprovingcapabilities Stretchthepotentialofallstudents 3.6developingautomaticityinEnglishteachingandlearning □Inductiveratherthandeductiveteaching □Comprehensibleandadequateinput □Attentiontolearners’affectivefactors □Task-basedapproach □Strategictraining 4astudyibtask-basedlanguageteaching 4.1introduction Traditionalway:masterthebuildingblocksofthelanguage;teacherpresentsthetargetlanguageinready-toassimilatepieces Bycontrast:errorsarenotnecessarilytheresultofbadlearning Engageinmeaningfulactivitiessuchasproblem-solving,roleplaying,discussion 4.2.3thefeatureofTBLT Objective-oriented;discoverrulesofgrammar;focusonmeaningratherthanform;bearresemblancetoactivitiespeoplecarryoutindailylife 4.3advantageofTBLT Teachingisnotthecontrollerandsoleknowledgesource;createthekindofatmospherewhichenhanceparticipation;stimulatecuriosity,raiseinterestandencouragestudentstopractice Chapter4TeachingofDifferentLanguageSkills1listeningintroductionlisteningskills:recognizestressandrhythmpatterns;guessunknownwordsorphrases;detectkeywords;predictwhatpeoplearegoingtotalk,etcprocess1.2.1threestagesoflistening Pre-listening:Strategies:buildnecessarybackgroundtosetpurposeforlistening(activateexistingknowledge;buildpriorknowledge;establishpurpose) Duringlistening: Whilelisteningactivities:clarifymeaning;question;makingpredictions Teacher’shelp:elicitsummaryateachstop;askforpredictionandwhystudentsmakeparticularpredictions;reviewpreviouspredictionandletthemchangetheirideasinvolveeveryonebylettingthemshowhandsortakesides Afterlistening:Activities:askQtoclarifytheirunderstanding;summarizeaspeaker’spresentationorally,inwriting;reviewnotesandaddinformation Tosumup:giveaclearleadinwhattheyaregoingtohear;usevisualbackupforthemtounderstand;givequestionsandtaskswhichhelpinlearning,notconfusing.Methodismteachingoflisteningdefaultmethod:pickoutaparticulargrammarpointorsomedifficultwordstoexplainintegratedmethod:useseveralskillswithinrealcontextandcommunicativeframeworkREFERTOPG104speakingintroduction Notjustinvolveputtingintopracticethegrammarandvocabularyskillorjustpronouncingandreadingaloud Interactive:facetoface Partialinteractive:lecture Noninteractive:watchingTV2.3howtoteachspeakingContentedorientedinput:focusoninformationFormorientedinput:focusonthewaysofusingthelanguageStructuredoutput:focusincorrectformCommunicativeoutput:focusonthemainpurposetocompleteatask 2.3.23keyissuesinspeakingclasses Formfocusesspeaking: □Repetitiondrill:teachersasklearnerstorepeataphraseorsentence Meaningfocusedspeaking: □Presentssomenewvocabularyorgrammaticalfeatures; □Beforetakepartinanactivity;asklearnerstoworkinpairsorgroupsof3or4toprepare □Learnersaregiventopicstotalk(newspapertalks:insteadofreadingthearticlealoud,thelearnersmustdescribethemainideaofthearticlegiventothelearners) 2.4developingspeakingactivities Structuredoutputactivities:informationgapactivities Communicativeoutputactivities:roleplayswhichimitatelife;discussionteachingofreadingintroductionarepetitiveskillthathelpsbuildvocabularymicro-¯o-skillsmicro-skills:decipheringthescript;recognizevocabulary;figureoutthemeaning;maketheforegoinginference;predictoutcomesmacro-skills:planonthepurposetoread;evaluatethereadingspeed;monitorthegeneralreadingprocessetc3.1.1goalofteachingreading□Maximizecomprehensionoftext,identifyrelevantornonrelevantinformation□DeveloptheawarenessofreadingprocessandreadingstrategiesthreestagesofreadingBefore:setapurpose;knowlinguisticofbackgroundknowledgeDuring:verifypredictions;decidewhatisimportanttounderstandAfter:decidethestrategiesusedwereappropriate;evaluatecomprehension 3.2.3strategiesfordevelopingreadingskills 1)corereadingstrategies Preview:getasenseofstructureandcontent Predict:useknowledgeofsubjectmatter,ofthetexttype,abouttheauthor Skimmerandscanningaquicksurveyofthetext Paraphrasing:restatetheinformationandtheideasinthetext Byencouragingstudentstotalkaboutthestrategiestheythinkwillhelp 2)strategicreadingforcognition Readingisanessentialpartoflanguageinstructionateveryleveldevelopingreadingactivities3.3.2studentpreparationPre-readingactivities:□Givestudentsthebackgroundknowledgenecessaryforcomprehensionofthetextoractivatingtheexistingknowledge□Makestudentawareofthetypeofthetext□Provideopportunitiesforgrouporcollaborativeworkandforclassdiscussionactivities□Usethetitleorsubtitlestopredictthecontent□Lookatpictures,maps,diagramsorgraphsteachingofwriting4.1introduction4.1.3writingtolearnVSwritingtocommunicateGatherfactsandideastogether→aperiodofcriticalanalysis→adraftpaperPresentfactsandinferenceinthemostefficientmanner 4.2keywritingmodels 4.2.1introduction Productmodel:focusonerrorcorrectionandtellingratherthanshowing Processmodel:emphasizeactivitiesgearedtowarddiscoveringthingstosayaboutatopic,drafting,pausing,sharingworkinprocess,revisingandediting 4.2.2product-orientedVSprocess-orientedwriting product-oriented:correctandgrade;feedbackislimitedtogrammatical,structuralormechanicalerrors process-oriented:engagestudentsinclassroomactivitiestostimulatetheirideas;establishviewpointpurposefully(puttingdownideasandgetthefirstdraft→getfeedbackfromothers→producemoredraftuntilreceivesatisfactorycomments→handintheirproductandgetamoresincereandeffectiveevaluationfromteachers) summary:abalancebetweenprocessapproachandproductapproach 4.3trend4.3.1morefocusonprocess Respondtothecontentmorethantheform Helpwitherrorcorrectionandgiveorganizationaladvice Classroomactivities: Pre-writing:studentsaredividedintogroupstoproduceideasaboutthetopic;makeaplanbeforetheystart;generateideasaboutthetopic Focusingonideas:fastwritingwritequicklyonthetopicfor5-10minwithoutworryingaboutlanguageorpunctuation;Groupcompositionworkingroups,sharingideas Evaluating,structuringandediting 4.3.2peereditingREFERTOPG1675teachingofgrammarandvocabulary 5.1introductiontotheteachingofgrammar 5.1.1variousschoolsofgrammar Prescriptivegrammar;systematicfunctionalgrammar 5.2fundamentalsofgrammarteaching 5.2.3classroomgrammaractivities Grammaristaughtincontext,indiscourseandincommunicationtomaintainstudents’interest □Describegrammarpointandgiveexamples □Askstudentstopracticethegrammarpointincommunicationdrill □Havecommunicativetaskthatprovidestudentsopportunitiestousegrammarpoint 5.2.4textbookgrammaractivities Mechanicaldrill:eachprompthasonlyonecorrectresponse;completetheexercisewithoutattendongtomeaning Meanin