王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解

绗?绔犮€€璇█鍜岃瑷€瀛︿範

1.1銆€澶嶄範绗旇

 

鏈珷瑕佺偣锛?/p>

1Thewaywelearnlanguages

鎴戜滑涔犲緱璇█鐨勬柟寮?/p>

2Viewsonlanguage

璇█瑙傜偣

3Thestructuralviewoflanguage

缁撴瀯涓讳箟璇█鐞嗚

4Thefunctionalviewoflanguage

鍔熻兘涓讳箟璇█鐞嗚

5Theinteractionalviewoflanguage

浜や簰璇█鐞嗚

6Commonviewsonlanguagelearning

鍏充簬璇█瀛︿範鐨勬櫘閬嶈鐐?/p>

7Process-orientedtheoriesandcondition-orientedtheories

寮鸿皟杩囩▼鐨勮瑷€瀛︿範鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範鐞嗚

8Thebehavioristtheory

琛屼负涓讳箟瀛︿範鐞嗚

9Cognitivetheory

璁ょ煡瀛︿範鐞嗚

10Constructivisttheory

寤烘瀯涓讳箟瀛︿範鐞嗚

11Socio-constructivisttheory

绀句細寤烘瀯涓讳箟鐞嗚

12Qualitiesofagoodlanguageteacher

涓€涓ソ鐨勮瑷€鑰佸笀蹇呭鐨勭礌鍏?/p>

13Teacher鈥檚professionaldevelopment

鏁欏笀涓撲笟鎶€鑳藉彂灞?/p>

 

鏈珷鑰冪偣锛?/p>

鎴戜滑濡備綍涔犲緱璇█锛涚粨鏋勪富涔夎瑷€鐞嗚锛涘姛鑳戒富涔夎瑷€鐞嗚锛涗氦浜掕瑷€鐞嗚锛涘叧浜庤瑷€瀛︿範鐨勬櫘閬嶈鐐癸紱寮鸿皟杩囩▼鐨勮瑷€瀛︿範鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範鐞嗚锛涜涓轰富涔夊涔犵悊璁猴紱璁ょ煡瀛︿範鐞嗚锛涘缓鏋勪富涔夊涔犵悊璁猴紱绀句細寤烘瀯涓讳箟鐞嗚锛涙垚涓轰竴涓ソ鐨勮瑷€鑰佸笀鎵€瑕佸叿澶囩殑鍩烘湰绱犺川锛涙暀甯堜笓涓氭妧鑳藉彂灞曞浘銆?/p>

 

鏈珷鍐呭绱㈠紩锛?/p>

鈪?/span>.Thewaywelearnlanguages

鈪?/span>.Viewsonlanguage

1Thestructuralviewoflanguage

2Thefunctionalviewoflanguage

3Theinteractionalviewoflanguage

鈪?/span>.Viewsonlanguagelearningandlearningingeneral

1Researchonlanguagelearning

2Commonviewsonlanguagelearningandlearningingeneral

(1)Behavioristtheory

(2)Cognitivetheory

(3)Constructivisttheory

(4)Socio-constructivisttheory

鈪?/span>.Qualitiesofagoodlanguageteacher

鈪?/span>.Developmentofagoodlanguageteacher

鈪?/span>.Anoverviewofthebook

 

Thischaptercontainsthefoundationofthismethodologycourse,discussingissuescoveringthedefinitionoflanguageandthelanguagelearningtheories,aswellastheimpactofthesetheoriesonteachers鈥?teachingmethodsaswellaslearners鈥?learningways.Moreover,thischapterdiscussesthequalitiesthatagoodEnglishteachershouldpossesstohelplanguageteachingparticipantsestablishtheproperteachingawareness.

杩欎竴绔犱粙缁嶇殑鏄暀瀛︽硶鐨勫熀鏈柟娉曡锛屾帰璁ㄧ殑闂娑电洊璇█鐨勫畾涔夊拰璇█瀛︿範鐨勮鐐癸紝浠ュ強杩欎簺瑙傜偣瀵规暀甯堟暀瀛︽柟寮忓拰瀛︿範鑰呭涔犳柟寮忕殑褰卞搷銆傚彟澶栵紝鏈珷杩樻帰璁ㄤ簡涓€涓ソ鐨勮嫳璇暀甯堝簲鍏峰鐨勭礌璐紝浠ュ府鍔╄瑷€鏁欏鍙備笌鑰呮爲绔嬪簲鏈夌殑鏁欏鎰忚瘑銆?/p>

鈪?/span>.Thewaywelearnlanguages锛堟垜浠範寰楄瑷€鐨勬柟寮忥級

Manyhumanbehaviorswillshowtheinfluenceofpersonalpastexperience,includinglearningforeignlanguages.Thelanguagelearningmodethatthelanguageteachersacceptedwillaffecttheirlaterteachingmethodsintheclass.

Thedifficultyoflanguageteachingistoenablelearnerswithmanydifferencestosuccessfullyacquirethenewlanguage.

璁稿浜虹被琛屼负浼氭樉鐜板嚭涓汉杩囧線缁忛獙鐨勫奖鍝嶅姏锛屽涔犲璇篃鏄姝ゃ€傝瑷€鑰佸笀鎺ュ彈杩囩殑璇█瀛︿範妯″紡浼氬奖鍝嶄粬浠箣鍚庡湪璇惧爞涓婄殑鏁欏鏂瑰紡銆?/p>

璇█鏁欏鐨勯毦鐐瑰湪浜庡敖閲忎娇瀛樺湪璁稿涓嶅悓涔嬪鐨勫涔犺€呮垚鍔熶範寰楁柊璇█銆?/p>

鈪?/span>.Viewsonlanguage锛堣瑷€鐞嗚锛?/p>

銆愯€冪偣锛氱粨鏋勪富涔夎瑷€鐞嗚銆佸姛鑳戒富涔夎瑷€鐞嗚銆佷氦浜掕瑷€鐞嗚鐨勫畾涔夊強鍏蜂綋搴旂敤銆?/span>

Threeviewsaboutthenatureoflanguage:Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichareexplicitlyorimplicitlyreflectedincurrentapproachestolanguagelearning.

鍏充簬璇█鏈川鐨勪笁绉嶈鐐癸細鍦ㄨ瑷€鐨勬湰璐ㄤ笂鏈夊緢澶氭綔鍦ㄧ殑璇█瑙傜偣锛屽綋鍓嶈瑷€瀛︿範鐨勬柟娉曠洿鎺ユ垨闂存帴鍙嶆槧浜嗕笁绉嶄笉鍚岃鐐广€?/p>

 

1Thestructuralviewoflanguage锛堢粨鏋勪富涔夎瑷€鐞嗚锛?/p>

Thestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.

缁撴瀯涓讳箟璇█鐞嗚璁や负璇█鏄竴涓敤浜庝紶閫掓剰涔夌殑绯荤粺锛屽叾涓悇鍥犵礌鍦ㄧ粨鏋勪笂鐩镐簰鑱旂郴銆?/p>

(1)Theelementsoflanguagesystem

鈶?/span>phonologicalunits(phonemes)

鈶?/span>grammaticalunits(phrases,clauses,sentences)

鈶?/span>grammaticaloperations(adding,shifting,joiningortransformingelements)

鈶?/span>lexicalitems(functionwordsandstructurewords)

(1)璇█绯荤粺鐨勫洜绱?/p>

鈶?/span>璇煶鍗曚綅锛堥煶绱狅級

鈶?/span>璇硶鍗曚綅锛堣瘝缁勩€佷粠鍙ャ€佸彞瀛愶級

鈶?/span>璇硶鎿嶄綔锛堝娣汇€佺Щ浣嶃€佸悎骞舵垨鏀瑰彉鎴愬垎锛?/p>

鈶?/span>璇嶉」锛堝姛鑳借瘝鍜岀粨鏋勮瘝锛?/p>

(2)Targetoflanguagelearning

Thetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.

(2)璇█瀛︿範鐨勭洰鏍?/p>

缁撴瀯涓讳箟璁や负璇█瀛︿範鐨勭洰鏍囨槸鎺屾彙璇█绯荤粺鐨勫悇鍥犵礌銆?/p>

(3)Methodsbasedonthisview

鈶?/span>theAudiolingualmethod

鈶?/span>TotalPhysicalResponse

鈶?/span>theSilentWay

(3)鍩轰簬璇ョ悊璁虹殑璇█瀛︿範鏂规硶

鈶?/span>鍚娉?/p>

鈶?/span>鍏ㄨ韩鍙嶅簲娉?/p>

鈶?/span>娌夐粯娉?/p>

 

2Thefunctionalviewoflanguage锛堝姛鑳戒富涔夎瑷€鐞嗚锛?/p>

Thefunctional,orcommunicativeviewoflanguageistheviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.

Inordertomeetthecommunicativeneedsoflanguagelearners,BritishlinguistsJohnsonandMarrowproposedfunctionalviewin1981.Thetheoryholdsthatlanguageisawayofdoingthings,notjustamerelinguisticsystem.

Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealsoincluded.

鈶?/span>Herearesomeoftheareasofresearchinthisviewoflanguage:sociolinguistics,pragmatics,semantics.

鈶?/span>Targetoflanguagelearning:Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaning.

鈶?/span>Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

Communicativeapproaches;

Functional-notionalsyllabuses;

TheNaturalApproach.

鍔熻兘涓讳箟璇█鐞嗚涔熷彨璇█浜ら檯鐞嗚锛屽畠璁や负璇█鏄〃杈惧姛鑳芥剰涔夌殑宸ュ叿銆?/p>

涓轰簡婊¤冻璇█瀛︿範鑰呯殑浜ら檯闇€姹傦紝鑻卞浗璇█瀛﹀Johnson鍜孧arrow浜?981骞存彁鍑轰簡鍔熻兘涓讳箟瀛︿範鐞嗚銆傚姛鑳戒富涔夌悊璁鸿涓鸿瑷€鏄竴绉嶅仛浜嬬殑鏂瑰紡锛岃€屼笉浠呬粎鏄崟绾殑璇濊绯荤粺銆?/p>

鐩歌緝浜庤娉曠壒寰侊紝鍔熻兘涓讳箟璇█鐞嗚鏇村姞娉ㄩ噸璇箟鍜屼氦闄呭眰闈紝灏界瀹冧篃娑电洊浜嗚娉曠壒寰併€?/p>

鈶?/span>鍔熻兘涓讳箟璇█鐞嗚鐨勭浉鍏崇爺绌堕鍩燂細绀句細璇█瀛︺€佽鐢ㄥ銆佽涔夊銆?/p>

鈶?/span>璇█瀛︿範鐨勭洰鏍囷細瀛︿範琛ㄨ揪浜ら檯鍔熻兘鍜屾剰涔夌被鍒€?/p>

鈶?/span>鍩轰簬鍔熻兘涓讳箟鐞嗚鐨勮瑷€瀛︿範鏂规硶锛?/p>

浜ら檯娉曪紱

鍔熻兘鎰忓康鏁欏澶х翰锛?/p>

鑷劧娉曘€?/p>

 

3Theinteractionalviewoflanguage锛堜氦浜掕瑷€鐞嗚锛?/p>

Theinteractionalviewoflanguageseeslanguageprimarilyasthemeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingsocialtransactionsbetweenindividuals.

鈶?/span>Herearesomeoftheareasofresearchinthisviewoflanguage:

Interactionalanalysis;

Conversationalanalysis;

Ethnomethodology.

鈶?/span>Targetoflanguagelearning:Thetargetoflanguagelearningintheinteractionalviewislearningtoinitiateandmaintainconversationswithotherpeople.

鈶?/span>Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:strategicinteractionandcommunicativeapproaches.

鈶?/span>TeachingMethodsintheLanguageClassroom:FLteachersmustprovidestudentswithadequateteachingmethodologyandtime,aswellasappropriatevocabularyandlearningactivitiesthatwillallowforthedevelopmentofverbalskills.

Thereisnosingle鈥淏ESTWAY鈥?toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives/goals.

浜や簰璇█鐞嗚涓昏灏嗚瑷€鐪嬪仛鏄缓绔嬪拰缁存寔浜洪檯鍏崇郴鐨勫熀鏈墜娈碉紝骞跺饱琛屼汉涓庝汉涔嬮棿绀句細浜ら檯鐨勫姛鑳姐€?/p>

鈶?/span>浜や簰璇█鐞嗚鎵€瑕佺爺绌剁殑棰嗗煙鏈夛細

浜や簰鍒嗘瀽锛?/p>

浼氳瘽鍒嗘瀽锛?/p>

姘戞棌鏂规硶瀛︺€?/p>

鈶?/span>浜や簰璇█鐞嗚鐨勮瑷€瀛︿範鐩爣鏄浼氬彂璧峰苟缁存寔涓庝粬浜虹殑瀵硅瘽銆?/p>

鈶?/span>鍩轰簬浜や簰璇█鐞嗚鐨勮瑷€瀛︿範鏂规硶鏈夛細绛栫暐浜掑姩鍜屼氦闄呮硶銆?/p>

鈶?/span>璇█璇惧爞鐨勬暀瀛︽柟娉曪細鏁欏笀搴旇缁欏鐢熸彁渚涘厖瓒崇殑鏁欏鏂规硶璁哄拰鏃堕棿銆侀€傚綋鐨勮瘝姹囧拰瀛︿範娲诲姩锛屾潵鎻愬崌浠栦滑鐨勫彛璇妧鑳姐€?/p>

骞朵笉瀛樺湪鏌愪釜鍗曚竴鐨勬渶濂界殑鏁欏鏂规硶锛屾暀甯堣鎬濊€冪殑闂鏄浣曞湪涓嶅悓鐨勬暀瀛﹂樁娈甸€夋嫨鏈€閫傚悎鐨勬柟娉曟潵淇冭繘瀛︿範浠ュ強鏍规嵁鏈€缁堢洰鏍囨潵璁捐璇剧▼鍜屾暀瀛﹁鍒掋€?/p>

 

鈪?/span>.Viewsonlanguagelearningandlearningingeneral锛堝叧浜庤瑷€瀛︿範鍜屼竴鑸涔犵殑鐞嗚锛?/p>

銆愯€冪偣锛氬己璋冭繃绋嬬殑璇█瀛︿範鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範鐞嗚锛涜涓轰富涔夊涔犵悊璁猴紱璁ょ煡瀛︿範鐞嗚锛涘缓鏋勪富涔夊涔犵悊璁猴紱绀句細寤烘瀯涓讳箟鐞嗚銆?/span>

1Researchonlanguagelearning锛堣瑷€瀛︿範鐨勭爺绌讹級

Generallyspeaking,alanguagelearningtheorycovers:theanalysisoflanguagelearningpsychologyandcognitiveprocess,andtheconditionsthatstimulatetheabovelearningprocess.

Thestudyoflanguagelearningcontains:process-orientedtheoriesandcondition-orientedtheories.

Process-orientedtheoriesemphasizeprocessinvolvesthewayourbrainsorganizenewinformation,suchashabitformation,induction,inference,hypothesistesting,andgeneralization.

Condition-orientedtheoriesfocusonthestudyofthehumancontextandthephysicalcontextinthelanguagelearningprocess.Thetheorybelievesthatthenumberofstudents,thetypeoflanguageinputandthelearningenvironmentwillaffecttheresultoflanguagelearning.

Someresearcherssummarizedthesetheoriesandformednewteachingmethods,includingtheNaturalApproach,TotalPhysicalResponse,andtheSilentWay.

涓€鑸€岃█锛岃瑷€瀛︿範鐞嗚娑电洊浜嗭細瀵硅瑷€瀛︿範蹇冪悊鍜岃鐭ヨ繃绋嬬殑鍒嗘瀽锛屼互鍙婃縺鍙戜互涓婂涔犺繃绋嬬殑鏉′欢銆?/p>

璇█瀛︿範鐨勭爺绌跺彲浠ュ垎涓轰袱涓柟闈細寮鸿皟杩囩▼鐨勭爺绌跺拰寮鸿皟鏉′欢鐨勭爺绌躲€?/p>

寮鸿皟杩囩▼鐨勮瑷€瀛︿範鐞嗚娑夊強澶ц剳缁勭粐鏂颁俊鎭殑鏂瑰紡锛岃濡備範鎯殑鍏绘垚銆佸綊绾炽€佹帹璁恒€佸亣璁炬楠屽拰姒傛嫭銆?/p>

寮鸿皟鏉′欢鐨勮瑷€瀛︿範鐞嗚娉ㄩ噸鐮旂┒璇█瀛︿範杩囩▼涓汉鏈澧冨拰瀹炰綋璇锛岃鐞嗚璁や负瀛︾敓鐨勬暟閲忋€佸涔犺€呰緭鍏ョ殑绉嶇被浠ュ強瀛︿範鐜閮戒細褰卞搷璇█瀛︿範鐨勬渶缁堟晥鏋溿€?/p>

鏈夌殑鐮旂┒鑰呮€荤粨杩欎簺鐞嗚锛屽舰鎴愪簡鏂扮殑鏁欏鏂规硶锛屽寘鎷嚜鐒舵硶銆佸叏韬弽搴旀硶鍜岄潤榛樻硶銆?/p>

 

2Commonviewsonlanguagelearningandlearningingeneral锛堣瑷€瀛︿範鍜屼竴鑸涔犵殑鏅亶瑙傜偣锛?/p>

(1)Behavioristtheory(Skinner)

Referringthestimulus-responsetheoryofpsychology,thebehavioralpsychologistSkinnercameupwiththeBehavioristtheory.Heclaimedthatlanguageshouldalsobelearnedasaformofbehavior.Humanlanguagelearningbehaviorissimilartotheprocessinwhichanimalsaretrainedtorespondtostimuli.Thistheoryoflearningisknownasbehaviorism.

Theaudio-lingualmethodisdeeplyinfluencedbybehaviorism.Thismethodbelievesthatlanguageisacquiredthroughcontinuousrepetitionandreinforcementbytheteacher,andthereforeencouragescontinuous鈥渓istenandrepeat鈥?practiceactivities.Whenstudentsmakelisteningandspellingerrors,theteacherwillcorrectthemintime.Whenstudentsareright,theteacherwillpraisethem.Thismethodisstillpopularinmanycountries.

(1)琛屼负涓讳箟瀛︿範鐞嗚锛圫kinner锛?/p>

鍙傝€冨埡婵€-鍙嶅簲鐨勫績鐞嗗鐞嗚锛岃涓哄績鐞嗗瀹禨kinner鎻愬嚭浜嗚涓轰富涔夊涔犵悊璁恒€備汉绫荤殑璇█瀛︿範琛屼负涓庡姩鐗╃粡杩囪缁冨鍒烘縺鏈夊弽搴旂殑杩囩▼绫讳技銆備粬鐨勫涔犵悊璁鸿绉颁负琛屼负涓讳箟銆?/p>

鍚娉曞彈琛屼负涓讳箟褰卞搷寰堟繁銆傝繖绉嶇悊璁鸿涓鸿瑷€鏄€氳繃鑰佸笀涓嶆柇鐨勯噸澶嶅拰寮哄寲涔犲緱鐨勶紝鍥犳榧撳姳涓嶆柇鐨勮繘琛屸€滃惉骞堕噸澶嶁€濈殑缁冧範娲诲姩銆傚鐢熷嚭鐜板惉璇婚敊璇椂鑰佸笀鍙婃椂鏇存锛屾纭椂鑰佸笀杩涜琛ㄦ壃銆傜洰鍓嶈繖涓柟娉曞湪璁稿鍥藉渚濈劧娴佽銆?/p>

 

(2)Cognitivetheory(NoamChomsky)

Thetermcognitivismistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontotheaudio-lingualmethod.

(2)璁ょ煡瀛︿範鐞嗚(NoamChomsky)

鈥滆鐭ヤ富涔夆€濊繖涓€鏈涓昏鎻忚堪鑰佸笀瑕佹眰瀛︾敓鎬濊€冪殑鏂瑰紡锛岃€岄潪浠呬粎閲嶅銆?/p>

璇█涔犲緱鑰呰幏寰楄兘澶熻鍏惰緭鍑鸿瑷€鐨勮瑷€鑳藉姏銆?/p>

涓€涓湁褰卞搷鐨勮鐐规槸鑰佸笀搴旇璁╁鐢熷湪鐞嗚В涓€浜涜鍒欑殑鍩虹涓婅嚜宸卞垱閫犲彞瀛愩€傝繖涓鐐逛笌鍚娉曟槑鏄剧浉宸︺€?/p>

 

(3)Constructivisttheory

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.

(3)寤烘瀯涓讳箟瀛︿範鐞嗚

寤烘瀯涓讳箟璁や负锛氬涔犳槸瀛︿範鑰呬緷鎹凡鏈夌粡楠屽拰宸叉湁鐭ヨ瘑寤烘瀯鎰忎箟鐨勮繃绋嬨€?/p>

绾︾堪路鏉滃▉璁や负锛屾暀瀛﹀簲璇ュ缓绔嬪湪瀛︾敓宸叉湁鐭ヨ瘑鍩虹涓婏紝璁╁鐢熷弬涓庡涔犳椿鍔ㄣ€傝€佸笀闇€瑕佸垱閫犵幆澧冿紝鍜屽鐢熶氦娴侊紝浠庤€屽煿鍏诲瘜鏈夊彂鏄庣簿绁炪€佸垱閫犲姏鍜屾壒鍒ゆ€ф€濈淮鐨勫鐢熴€?/p>

 

(4)Socio-constructivisttheory

Thesocio-constructivisttheorywasinspiredbytheconstructivism.TherepresentativefigureisVygotsky.Basedontheconceptof鈥淶oneofProximalDevelopment鈥?thesocio-constructivisttheoryencouragestheuseofscaffoldingteaching.Usingthetargetlanguagetocommunicatewithstudentsandcarryoutclassroomactivitiesforreachingtheactiveinteractionbetweenteachersandstudentsisthebestwaytoachieveteachinggoals.

(4)绀句細寤烘瀯涓讳箟鐞嗚

绀句細寤烘瀯涓讳箟鐞嗚鍦ㄥ缓鏋勪富涔夌悊璁虹殑鍩虹涓婂彂灞曡捣鏉ワ紝浠ｈ〃浜虹墿鏄淮鏋滆尐鍩恒€傜ぞ浼氬缓鏋勪富涔夌悊璁哄熀浜庘€滄渶杩戝彂灞曞尯鈥濊繖涓€姒傚康锛岄紦鍔遍噰鐢ㄦ敮鏋跺紡鏁欏銆傜敤鐩爣璇█涓庡鐢熶氦娴佸拰杩涜璇惧爞娲诲姩锛屽疄鐜板笀鐢熶箣闂寸殑娲昏穬浜掑姩鏄揪鍒版暀瀛︾洰鏍囩殑鏈€浣抽€斿緞銆?/p>

鈪?/span>.Qualitiesofagoodlanguageteacher锛堜紭绉€鑻辫鑰佸笀鍏峰鐨勭礌璐級

Languageabilityalonecannotdetermineteachingability.Anexpertinaforeignlanguagemaynotbeabletoteachaforeignlanguagewell,butapersonwithaverageforeignlanguageproficiencycouldbesuitableforteachingaforeignlanguage.

WhatgoodEnglishteachershaveincommonisexcellentmoralquality,attractivepersonalstyleandstrongprofessionalability.

璇█鑳藉姏鏈韩涓嶈兘鍐冲畾鏁欏鑳藉姏銆備竴闂ㄥ璇殑涓撳涓嶄竴瀹氳兘鏁欏ソ澶栬锛屽璇按骞虫櫘閫氱殑浜哄嵈鏈夊彲鑳藉叿澶囨暀濂藉璇殑鑳藉姏銆?/p>

濂界殑鑻辫鑰佸笀鐨勫叡鍚屼箣澶勬槸浼樼鐨勯亾寰风礌璐ㄣ€佹湁鍚稿紩鍔涚殑涓汉椋庢牸浠ュ強杩囩‖鐨勪笓涓氭妧鑳姐€?/p>

鈪?/span>.Developmentofagoodlanguageteacher锛堜紭绉€璇█鑰佸笀鐨勫彂灞曪級

銆愯€冪偣锛氭垚涓轰竴涓ソ鐨勮瑷€鑰佸笀鎵€瑕佸叿澶囩殑鍩烘湰绱犺川锛沇allace鐨勬暀甯堜笓涓氭妧鑳藉彂灞曞浘鐨勯樁娈靛強鍏蜂綋杩愮敤銆?/span>

1Elementsthatcontributetothequalitiesofagoodlanguageteacher锛堜紭绉€鐨勮瑷€鑰佸笀搴旇鍏峰鐨勭礌鍏伙級

(1)ethicdevotion

(2)professionalqualities

(3)personalstyles

Improvingprofessionalskillsisthedifficultyandthekeytotheprogressoflanguageteachers.Tobecomeaqualifiedandprofessionallanguageteacherrequiresawiderangeofprofessionalskills,teachingstrategies,knowledgeandabilities.

(1)閬撳痉绱犲吇

(2)涓撲笟鎶€鑳?/p>

(3)涓汉淇吇

鎻愰珮涓撲笟鎶€鑳芥槸璇█鏁欏笀鍙戝睍杩涙鐨勯毦鐐瑰拰鍏抽敭銆傛垚涓哄悎鏍煎拰涓撲笟璇█鏁欏笀闇€瑕佸叿澶囧箍娉涚殑涓撲笟鎶€鏈€佺瓥鐣ャ€佺煡璇嗕互鍙婅兘鍔涖€?/p>

 

2Teacher鈥檚professionaldevelopment锛堟暀甯堢殑涓撲笟鎶€鑳藉彂灞曪級

Wallace鈥檚(1991)鈥淩eflectivemodel鈥?(Figure1.1)

Thedevelopmentofone鈥檚professionalcompetencewillgothrough:Stage1,Stage2,andGoal.

鈶?/span>Thefirststageislanguagetraining.EnglishteachersmusthavecomprehensiveEnglishskills.Sincelanguageisconstantlychanging,Englishteachersneedtoacceptcontinuouslanguagetraining.

鈶?/span>Thesecondstageisdividedintothreesteps:learning,practiceandreflection.Learningreferstothepreparationbeforetheteachingpractice.Teachersneedtolearnfromtheexperienceofothers,masterpsycholinguistics,variouslanguageteachingmethodsandothertheoreticalkno