正本清源颠覆创新

正本清源·颠覆创新

《新概念英语》的分析与解读刘鹰《新概念英语》三大悖论在国内广泛流行，真正了解其特点者甚少注译者的理念与NewConcept背道而弛知名的教学机构泡制迷思（myth）曲解经典十大NAQs(NeverAskedQuestions)

1.为什么NewConceptEnglish译为《新概念英语》是一个错误？2.《新概念英语》的原作者提倡是一种什么样的NEWCONCEPT?3.NewConcept与传统的英语教学理念的区别在哪里？《新概念英语》教程共有几册书？4.什么是《新概念英语》的教程设计的语言循环结构？5.作者设计教材时使用结构循环方式目的是什么？在教学中应当如何有效运用？6为什么《新概念英语》教材中没有专门讲解语法的内容？7.为什么《新概念英语》的原版本不附单词表？8.《新概念英语》中的练习设计原则是什么？9.如何在教学中最好地应用课本中的练习？10.《新概念英语》适用于什么样的学生，用来做什么样的语言能力训练？四大误区

误译、误导、误教、误学误译总标题及分册的误译误导注译者的误导知名教学机构的误导误教教师的误教：精读或泛读误学学生的误学：背诵NewConceptEnglish解读之一

一个族系的说明(gene)文化研究中的族系方法英语教学的族系语法翻译法直接法听说法结构情景法交际功能法任务型教学L.G.Alexander的三大教材NCE：介于结构与情景法与交际功能法之间FollowMe交际功能法MainlineEnglish交际功能法NewConceptEnglish解读之二

英语教学的理念与原则(一)Whyrestatethebasicprinciplestheimportantdifferencebetweenunderstandinghowalanguageworksandlearninghowtouseit.noonewouldseriouslyquestionthebasicprinciplesconsiderabledisagreementabouthowtheseprinciplescanbestbeimplemented.Despitethegreatprogress,teachersinmanypartoftheworldstillclingtoold-fashionedmethodsandtosomeextentperpetuatethesystemsbywhichtheythemselveslearntaforeignlanguage.NewConceptEnglish解读之二

英语教学的理念与原则(二)UseandperformanceLearningalanguageisnotamatterofacquiringasetofrulesandbuildingupalargevocabulary.Theteacher’seffortsshouldnotbedirectedatinforminghisstudentsaboutalanguage,butatenablingthemtouseit.Astudent’smasteryofalanguageisultimatelymeasuredbyhowwellhecanuseit,notbyhowmuchheknowsaboutit.NewConceptEnglish解读之二

英语教学的理念与原则(三)LanguageunitsandlearningofwordsInordertobecomeaskilledperformer,thestudentmustbecomeproficientatusingtheunitsofalanguage.Theunitofalanguageisnot,aswasoncecommonlysuppose,theword,butthesentence.Learningwordsirrespectiveoftheirfunctioncanbeawasteoftime,fornotallwordsareequal.Wemustdrawadistinctionbetweenstructuralwordsandlexicalitems.WordslikeI,you,he,etc.arestructural.Theirusecanbecloselydefined;theyarepartofagrammaticalsystem.Wordsliketree,plant,flower,etc.arepurelylexicalitemsandinnowaypartofagrammaticalsystem.Fromthelearner’spointofview,skillinhandlingstructuralwordsisthekeytomasteringalanguage,forthemeaningthatisconveyedinsentence-patternsdependslargelyonthefunctionofthestructuralwordsthatholdthemtogether.NewConceptEnglish解读之二

英语教学的理念与原则(四)Languageceilingandstudents’stateofreadiness

everystudentofaforeignlanguagehaswhatmightbecalleda“languageceiling”,apointbeyondwhichhecannotimproveverymuch.Ifweacceptthissupposition,ouraimmustbetoenableeverystudenttolearnasmuchasheiscapableoflearninginthemostefficientway.

Theold-fashionedtranslationandgrammar0rulemethodsareextremelywastefulandinefficient,forthestudentisactuallyencouragedtomakemistakes:heisaskedtoperformskillsbeforeheisadequatelyprepared.Teacherswhousesuchmethodsunwittinglycreatetheveryproblemstheyseektoavoid.Atsomepointinthecoursetheirstudentsinevitablybecomeincapableofgoingon,theyhavetogoback.Theyhavebecomeremedialstudentsandtheteacherisfacedwiththeproblemofremedyingwhathasbeenincorrectlylearnt.Thestudentshouldbetrainedtolearnbymakingasfewmistakesaspossible.Heshouldneverberequiredtodoanythingwhichisbeyondhiscapacity.Awell-designedcourseisonewhichtakesintoaccountwhatmightbecalledthestudent’s“stateofreadiness”:thepointwherehecanproceedfromeasytodifficult.Ifthestudentistomakethemosthecanproceedfromeasytodifficult.Ifthestudentistomakethemostofthisabilities,hemustbetrainedtoadoptcorrectlearninghabits.NewConceptEnglish解读之二

英语教学的理念与原则(五)WhathastobelearntThestudentmustbetrainedadequatelyinallfourbasiclanguageskills:understanding,speaking,readingandwriting.Inmanyclassroomcoursestheemphasisiswhollyonthewrittenlanguage.Thestudentistrainedtousehiseyesinsteadofhisearsandhisinabilitytoachieveanythinglikecorrectpronunciation,stressandintonationmustbeattributedlargelytothetyrannyoftheprintedword.Nothingshouldbespokenbeforeithasbeenheard.Nothingshouldbereadbeforeithasbeenspoken.Nothingshouldbewrittenbeforeithasbeenread.Speakingandwritingarethemostimportantoftheseskills,sincetosomeextenttheypresupposetheothertwo.NewConceptEnglish解读之三

教程设计思路与方案（一）核心教程第一册二、三册第四册辅助教程听说阅读写作NewConceptEnglish解读之三

教程设计思路与方案（二）核心教程的多功能课文ThemultipurposetextInordertodoalltheexercisesoutlinedabove,thestudentmustworkfromspecially-writtentexts.Eachtextmustbeusedtotrainthestudentinthefollowingskills:Listeningcomprehension.Oralpractice(progressiveandstaticpatterns.Readingaloud.Oralcomposition.Dictation.Controlledcomprehension,summarywritingandcompositionpractice(simple,compoundandcomplexsentences).Writtengrammarexercisesinrecall.NewConceptEnglish解读之三

教程设计思路与方案（三）Ifthesetextsaretobesuitableforsomanypurposes,theymustbespeciallydevised.Thenewpatternthataretobetaughtmustbecontextualized,thatis,theymustbebuiltintoeachtext.Thesereiteratedpatternsshouldbeunobtrusive:theiruseshouldstrikethelistenerasbeinginevitableratherthanartificiallysuperimposed.Thereisalsoanotherveryimportantrequirement:thetextsmustbeinterestingoramusingsothattheywillentertainthestudent,holdhisattention,andminimizetheinevitabledrudgeryinvolvedindrillwork.Ifthetextsareaccompaniedbyillustrations,theywillbeevenmoreappealing.Atthebeginner’slevel,illustrationsaremorefunctionalthandecorative.Atthislevel,thereverseistrue:thepre-intermediatestagemarksatransitionfromaudio-visualtechniquestoaudio-lingualones.NewConceptEnglish解读之三

教程设计思路与方案（四）SpeedandintensityTraditionalcoursesareoftendividedinto“lessons”,butthese“lessons”donottakeintoaccountwhatcanbedoneinanaverageteachingperiodofforty-fiveminutesoranhour.Theysimplyconsistof“anamountofinformation”andmayrunonforagreatmanypages.Intheclassroom,oneofthese“lessons”mightdragonforweeksbecausesomuchhastobedone.Alessonmustbepreciselywhatthe