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2010年首都师范大学876英语学科教学考研真题及详解
2011年首都师范大学876英语学科教学考研真题及详解
2012年首都师范大学876英语学科教学考研真题及详解
2013年首都师范大学876英语学科教学考研真题及详解
2014年首都师范大学876英语学科教学考研真题及详解
2015年首都师范大学876英语学科教学考研真题及详解
2016年首都师范大学876英语学科教学考研真题及详解
2017年首都师范大学876英语学科教学考研真题及详解
2018年首都师范大学876英语学科教学考研真题及详解
2010年首都师范大学876英语学科
教学考研真题及详解
一、请用英语解释下列名词,并举例说明:(每题8分,共40分)
1.secondlanguage
【参考答案】Aperson’ssecondlanguageorL2isalanguagethatisnot
thenativelanguageofthespeaker,butthatisusedinthelocaleofthat
person.Forexample,Englishisusedprimarilyassecondlanguagefor
Chinesestudents.Moreinformally,asecondlanguagecanbesaidtobeany
languagelearnedinadditiontoone'snativelanguage,especiallyinthe
contextofsecond-languageacquisition(thatis,learninganewforeign
language).
2.negativetransfer
【参考答案】
Languagetransfer(alsoknownasL1interference,linguistic
interference,andcross-linguisticinfluence)referstospeakersorwriters
applyingknowledgefromonelanguagetoanotherlanguage.Itisthetransfer
oflinguisticfeaturesbetweenlanguagesinthespeechrepertoireofa
bilingualormultilingualindividual,whetherfromfirsttosecond,secondto
firstormanyotherrelationships.
Whentherelevantunitorstructureofbothlanguagesisthedifferent,
linguisticinterferenceasasourceoferrorscanresultinnegativetransfer.For
example,Germanlearnerswhosaid‘Ihavehungry’for‘Iamhungry’would
bedisplayingnegativetransfer.
3.informalL2learning
【参考答案】InformalL2learningisanyL2learningthatisnotformal
learningornon-formallearning,suchasself-directedlearningorlearning
fromexperience.Informallearningisorganizeddifferentlythanformaland
non-formallearningbecauseithasnosetobjectiveintermsoflearning
outcomesandisneverintentionalfromthelearner’sstandpoint.Forall
learnersthisincludesheuristiclanguagebuilding,socialization,enculturation,
andplay.Informallearningisapervasiveongoingphenomenonoflearning
viaparticipationorlearningviaknowledgecreation,incontrastwiththe
traditionalviewofteacher-centeredlearningviaknowledgeacquisition.
4.interpersonalcompetence
【参考答案】Interpersonalcompetenceistheabilitytochooseatypeof
communicationthatismosteffectiveinagivensituation.Suchcompetency
empowersindividualstoachievethegoalsofanycommunicationinamanner
thatisbestsuitedforallpartiesinvolved.Theoristshavebrokendown
interpersonalcompetenceintospecificcategoriesasfollows:knowledge,skill
andmotivation.Knowledgepointstotheabilitytoknowwhatkindsof
actionsarebestsuitedtoasocialsituation.Skill,inthissense,signalsthe
abilitytobestchooseandfollowthroughwithabehavioraccordingtothe
situation.Motivationisthedrivetocommunicateinamannerbestsuitedfor
thecontext.Forexample,refusalskillsincludetheabilitytosay“no”
repeatedlytoadangerousoffer,askquestionsfromapersonwhoispushinga
hazardousactivityonanother,providereasonsagainstengaginginunsafe
behavior,andrelyonlight-heartedremarkstodiffuseatensesituation.
5.feedback
【参考答案】Feedbackreferstoanyinformationorcriticismthatis
giventosomeonetosaywhatcanbedonetoimproveaperformance,
product,etc.Thepurposeoffeedbackistoprovideinformationand
observationsaboutaperformance,apaperoranotherproject.Teachersand
employersprovidefeedbacktostudentsandemployeestohelpthemimprove
inthefuture.
二、请用英语回答下列问题:(每题15分,共60分)
1.Whatistherelationshipbetweeninput,interactionandoutput?Please
baseyourdiscussiononanEFL(Englishasaforeignlanguage)classroom
setting.
【参考答案】
Therelationshipbetweeninput,interactionandoutputisclosely
interrelated.
Inputisoneofthemostimportantelementsintheprocessofsecond
languageacquisition(SLA).AsGass(1997)pointsout,second-language
learningsimplycannottakeplacewithoutinputofsomesort.Sincethen,
specificissueshavebeenactivelydebatedinSLAonthenatureofinputand
inputprocessing:
(1)Theamountofinputthatisnecessaryforlanguageacquisition,
(2)Variousattributesofinputandhowtheymayfacilitateorhinder
acquisition,and
(3)Instructionalmethodsthatmayenhanceinput.
Therearetwokindsofinput.Apperceivedinputcharacterizesthe
awarenessofnewL2informationthatisnotyetpartofthelearner’sL2
repertoire.Comprehendedinputgoesonestepbeyondrecognition.Itmaybe
analyzedandhasthepotentialofbeingassimilatedthroughtheprocessof
intake.Psycholinguisticprocessingoccursatthisstagewherenew
informationmaybematchedagainstexistingstoredknowledge.Thenext
stage,interaction,involvesstorageofnewinformationforlateruse,
hypothesisformulation,andconfirmationorreformulationofexisting
hypotheses.Thefinalstage,output,isan“overtmanifestation”ofthe
acquisitionprocess.Thedifferentstagesmaybeinfluencedbyanumberof
factors,suchassaliencyandfrequency,priorknowledge,andattention,as
wellasbyaffectivefactors.Thecentralityofinteractionisanessentiallink
betweeninputandoutputinL2development.Outputisthelearner’sovert
manifestationofL2knowledge,andmaybeinfluencedbyfactorssuchas
confidenceandstrengthofknowledgerepresentation.Inputservesasa
triggerforinnateprinciplesofUGandtosetlanguageUGandtoset
language-specificparameters.Allinternalknowledgecomesfrominteraction.
Outputishowthelearnermediateshighercognition.Interactionprovides
negativeevidence.
2.Whatarethekeyassumptionsoftask-basedlanguageteaching?
【参考答案】
Task-basedlanguageteachingisastudent-centeredapproachtosecond
languageinstruction.Itisanoffshootofthecommunicativeapproach,
whereinactivitiesfocusonhavingstudentsuseauthentictargetlanguagein
ordertocompletemeaningfultasks,i.e.situationstheymightencounterinthe
realworldandotherproject-basedassignments.Thisprojectcouldinclude
visitingthedoctor,makingaphonecall,conductinganinterviewinorderto
findanswerstospecificquestionsorgatheringinformationtomakeaposter
oradvertisement.
Intask-basedteaching,thecenterofthelearningprocessmovestothe
studentsthemselvesandallowsthemtocometotherealizationthatlanguage
isatooltotackleand(re)solvereal-worldproblems.Theprocessoftask-
basedlearningitselfteachesimportantskills.Studentslearnhowtoask
questions,howtonegotiatemeaningandhowtointeractinandworkwithin
groups.Withinthisgroupwork,theyareabletoobservedifferentapproaches
toproblemsolvingaswellastolearnhowothersthinkandmakedecisions.
Theseareallskillsthatourstudentswillneedinordertobesuccessfulinthe
realworld,regardlessofwhichlanguage(s)theyusethere.Inaddition,task-
basedteachingprovidesstudentswiththelinguisticcomponentstheywill
needtoaccomplishthesereal-worldtasks.Theseinclude:Howtointroduce
themselves,howtotalkaboutthemselves,theirfamilies,theirinterests,their
likesanddislikes,theirneeds,etc.intherightsocio-culturalcontext.By
movingthefocusawayfrommechanicaldrills—althoughsuchdrillsdostill
havetheirplaceeventodayinlanguageteaching,especiallywhenteaching
highlyinflectedlanguages—task-basedteachingfocusesoncommunication
andinteraction,usingappropriatelanguageatthecorrecttime.
Allinall,keyassumptionsoftask-basedlanguageteachingareas
follows:
(1)Focusonprocess.
(2)Emphasisoncommunicationandmeaning.
(3)Languagelearnedbyinteractingcommunicativelyandpurposefully.
(4)Activitiesandtaskscanbeachievedinreallifeandhavea
pedagogicalpurpose.
(5)Activitiesandtasksofatask-basedsyllabusaresequencedaccording
todifficulty.
3.Pleasedescribeordesignaclassroomactivitythatisinlinewiththe
principlesofcommunicativelanguageteaching.
【参考答案】
Communicativelanguageteaching(CLT),orthecommunicative
approach,isanapproachtolanguageteachingthatemphasizesinteractionas
boththemeansandtheultimategoalofstudy.Languagelearnersin
environmentsutilizingCLTtechniques,learnandpracticethetargetlanguage
throughtheinteractionwithoneanotherandtheinstructor,thestudyof
“authentictexts”(thosewritteninthetargetlanguageforpurposesotherthan
languagelearning),andthroughtheuseofthelanguagebothinclassand
outsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,
andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammar,in
ordertopromotelanguageskillsinalltypesofsituations.Thismethodalso
claimstoencouragelearnerstoincorporatetheirpersonalexperiencesinto
theirlanguagelearningenvironment,andtofocusonthelearningexperience
inadditiontothelearningofthetargetlanguage.
AccordingtoCLT,thegoaloflanguageeducationistheabilityto
communicateinthetargetlanguage.Thisisincontrasttopreviousviewsin
whichgrammaticalcompetencewascommonlygiventoppriority.CLTalso
focusesontheteacherbeingafacilitator,ratherthananinstructor.
Furthermore,theapproachisanon-methodicalsystemthatdoesnotusea
textbookseriestoteachEnglish,butratherworksondevelopingsound
oral/verbalskillspriortoreadingandwriting.
Theprinciplesofcommunicativelanguageteachinginclude:
(1)AuthenticTextsintheForeignLanguageClassroom
Discussionsaboutreal-lifelanguageuseoftenmentiontheroleof
authentictextsandauthenticmaterials.Dr.Garzadefinesauthenticlanguage
as“languageproducedbynativespeakersfornativespeakerstobeconsumed
inanativeenvironment.”Butthisleadstofurtherquestionsaboutthe
appropriateuseofauthentictextsinaforeignlanguageclassroom.Afterall,
theclassroomisnottobeconfusedwiththe“nativeenvironment.”
(2)Integration
Despitecontinuedreferencetoseparatelanguageskills(e.g.,speaking,
listening,reading,andwriting)withintheteachingprofession,moreand
moreforeignlanguageeducatorsemphasizeanintegratedcurriculum.In
otherwords,mostteachersrecognizethatthefourlanguageskillssupport
eachotherandarefoundtogetherinreal-lifelanguageuse.Somepedagogues
suchasDr.Garzacallfortheintegrationofallfourskillsbyemphasizingthe
over-archingconstructofculture.Tohim,culturetieslanguageskillsanduse
togetherintoamorecoherentcurriculum.
(3)Sequencing
Regardlessoftheparticularmodule(e.g.,speaking,reading,pragmatics,
grammar,etc.),instructorsstresstheimportanceofsequencingactivitiesto
formalogicalprogression.Despiteitsimportanceforlearning,novice
teachersseemtofindtheconceptofpedagogicalsequencing,orlayering,
challengingattimesbecauseitrequirestheteachertohavethebigpicture—
howthepiecesofeachactivitybuildonpreviousactivitiesandleadtoafinal
whole.
4.Howdoyouunderstandthedifferencesbetweenthe“methodsera”
andthe“post-methodsera”?
【参考答案】Kumaravadivelu(1994)identifiedwhathecalledthe
‘post-methodcondition’,aresultof‘thewidespreaddissatisfactionwiththe
conventionalconceptofmethod’.Ratherthansubscribetoasinglesetof
procedures,post-methodteachersadapttheirapproachinaccordancewith
local,contextualfactors,whileatthesametimebeingguidedbyanumberof
‘macro-strategies’.Twosuchmacro-strategiesare‘Maximiselearning
opportunities’and‘Promotelearnerautonomy’.Andinamuch-citedpaperin
1990,Prabhuarguedthatthereisnoonemethod,butthatindividualteachers
fashionanapproachthataccordsuniquelywiththeir‘senseofplausibility.’
三、论述题(请用英语作答):(每题25分,共50分)
1.Whataresomeofthesourcesoflearnerdifferencesinforeign
languagelearning?Pleaseillustrateyourpointswithexamplesrelatedtoyour
ownlearningexperienceand/orthoseofpeoplearoundyou.
【参考答案】
Thesourcesoflearnerdifferencesinforeignlanguagelearninginclude:
(1)LanguagePotential
Languagepotential,whichisanintrinsictalent,referstocognitive
abilityorthecapacitytolearnalanguage.Toimprovestudents’English
competencemeanstodeveloptheirphoneticcodingability,grammatical
sensitivity,inductivelanguagelearningabilityandassociativememory.
Phoneticcodingabilityisanabilityrelatedtoprocessingsounds.
Grammaticalsensitivityreferstotheabilitytoperceivepatternsand
formulaterulesfromsamplesoflanguage.Inductivelanguagelearningability
concernstheskillofcreatingorderfromlanguageinputs.Associative
memoryisabouttheabsorptionandassimilationofnewlearningmaterials.
Sincedifferentstudentshavedifferentlanguagepotentials,teachersshould
varytheirmethodsaccordinglytoachieveeffectiveresultsfromthelearning
process.
(2)CognitiveStyle
Cognitivestyleisusedtodescribeanindividual’scharacteristic
approachtoreceiving,saving,transferring,withdrawingandutilizing
information.Itencompassesnotonlydifferencesincognitiveprocessingsuch
asindividualconsciousness,memoryandthinkingpatterns,butalsoin
cognitivefunctionssuchasindividualattitudesandmotivation.Students’
cognitivestylesdictatehowtheyfunctioninthelearningprocess,andifthere
isconcordamongcognitivestyles,teachingstyles,andlearning
environments,studentswilltendtohavebetteracademicachievement.
Therefore,teachersshouldunderstandandvaluedifferentcognitivestylesin
studentssothatmoreeffectivelearningcantakeplace.
(3)Emotion
Studentsinelementaryandmiddleschoolarealsoaffectedbyemotional
elements,suchaslearningmotivation,attitudesandcharacter.
①Learningmotivation
Learningmotivationisaninnerprocessorpsychologicalstate,
stimulatinganindividual’slearningactivities,maintainingexistinglearning
activities,andboostingfocusonthelearninggoal.Itisaninnerdriveto
learn,anditisalsoakeyfactorinsuccessinlearning.Learningmotivationis
vitaltothestarting,maintainingandcompletingoflearningactivities.
Studentswithstrongmotivationhavedefinitelearninggoals,lasting
enthusiasm,focusedattentionandgoodacademicachievement.Conversely,
lackoflearningmotivationismorelikelytohaveanegativeeffecton
learning.
②Attitude
Attitudereferstothedefinitepurposesonehas,andeffortsonemakesin
certainconcreteactivities.Generallyspeaking,studentswhoareinterestedin
thetargetlanguagecountry’sculture,lifestyle,history,andsocialcustoms
usuallyholdpositiveattitudestowardthetargetlanguage,andasaresult,
attainrelativelyhighlearningefficiency.Ontheotherhand,studentswitha
hostileattitudefinditdifficulttolearnwell.Inaddition,theirattitudestoward
learningmaterials,theorganizationofactivitiesandteachersalsoaffecttheir
learningefficiency.
③Character
Characterreferstotherelativelystable,butalsovariable,psychological
propertiesofaperson’sattitudesandbehaviors.Itisanimportantemotional
elementanditpartiallydetermineshowwellanEnglishlearnercanperform.
Charactercanbesub-dividedintointrovertandextroverttypes.Rod
Ellis(1994)pointedoutthatanextrovertedtypebringsbenefitsfor
communicativestudy,becausethepreferenceforcommunicationandless
concernoferrorscancreatemorelearningopportunities.Theintrovertedtype
hasmoreadvantagesincognitiveacademiccompetenceinlanguage-learning
becausethestabilityofthistypesuitsstudyinreadingandwriting.The
ultimatepurposeofanalyzingandresearchingstudents’characterdifferences
istomaketeachersfullyunderstandtheindividualdifferencesanddifferent
psychologicalstatesofstudents,soastoenhancethegainsfromany
particularteachingoccasion.
2.Secondlanguageacquisitionresearchseemstotaketwotrends:the
cognitivetrendfocusesmoreonthepsychologyofSLA,whilethe
socioculturaltrendfocusmoreonthesocialcontextsofSLA.Howdoyou
understandtherelationshipbetweenthetwotrends?
【参考答案】
Theyaretwotheoreticalframeworkofsecondlanguageacquisition.The
researchonsecondlanguageacquisitionbasedonsocioculturaltheorymainly
focusesonthemoderatingroleofsocialcultureinsecondlanguage
acquisition,andstudiestheinfluenceofsocialenvironmentfactorssuchas
tasktypeandinterlocutor’sgender,identityandstatusonsecondlanguage
output.Itemphasizesthecomplexityandvariabilityoflanguageacquisition
developmentandpaysmoreattentiontotheinteractionbetweenhumanand
socialculture.Thesocioculturaltheoryprovidesacomprehensiveperspective
forthestudyoflearners’language,andmakeslearnersintegratewithsociety,
whichisinseparablefromthestudyoflanguageknowledgeandlanguage
use.
Thestudyofsecondlanguageacquisitionfromtheperspectiveof
cognitionmainlyfocusesonthecognitiveprocessoflanguagelearnersand
itsinfluencingfactors,andprobesintotheproblemsoflanguageinputand
output,languagelearningabilityandstrategyapplicationabilityoflearners.
Theadvantageofsecondlanguageacquisitionresearchmethodsfrom
cognitiveperspectivetomeasureindividualfactorssuchaslearners’learning
ability,memory,strategiesistohighlightadvantagesbetweengroups,
describelanguagedevelopmentprocessfromamacrolevel.However,by
dividingthecomplexphenomenonofthelanguagecognitionintoasingle
parametertostudyrespectively,itignorestheinteractionofmultiplefactors,
andisoftenunabletocapturethedynamicchangesofthecognitiveprocess.
2011年首都师范大学876英语学科
教学考研真题及详解
一、请用英语解释下列名词,并举例说明:(每题8分,共40分)
1.Interlanguage
【参考答案】Interlanguageisdefinedasthesystematicknowledgeof
languagethatisindependentofbothsystemsofthelearner’sfirstlanguage
andthesecondlanguagethatheorsheistryingtoacquire.Itisaunique
languagesystembecauseitisneitherfirstlanguagenorsecondlanguage,but
atthesametimebearssomeresemblancestoboth.Accordingto
Interlanguagetheory,interlanguagefunctionsasarelativelysystematicand
dynamictransitionfrominitialknowledgeofalanguagetonativeproficiency
duringtheprocessoflanguagelearning,whichisalwaysregardedasan
unstablesetoflanguagecharacteristicsproducedbylearners.Itsfossilization
isauniversalphenomenoninsecondlanguageacquisition.
2.CriticalPeriodHypothesis
【参考答案】CriticalPeriodreferstoatimeduringanorganism’slife
spanwhenitismoresensitivetoenvironmentalinfluencesorstimulation
thanatothertimesduringitslife.AccordingtoCriticalPeriodHypothesis,
thereisanidealtimewindowtoacquirelanguageinalinguisticallyrich
environment,afterwhichfurtherlanguageacquisitionbecomesmuchmore
difficultandeffortful.Thecriticalperiodhypothesisstatesthatthefirstfew
yearsoflifeisthecrucialtimeinwhichanindividualcanacquireafirst
languageifpresentedwithadequatestimuli.Iflanguageinputdoesnotoccur
untilafterthistime,theindividualwillneverachieveafullcommandof
language—especiallygrammaticalsystems.Asforsecondlanguage
acquisition,thestrongestempiricalevidenceforthecriticalperiodhypothesis
isinthestudyofaccent,wheremajorityoftheolderlearnersdonotreacha
native-likelevel.
3.languagecommunity
【参考答案】Languagecommunityisaterminsociolinguisticsand
linguisticanthropologyforagroupofpeoplewhousethesamevarietyofa
languageandwhosharespecificrulesforspeakingandforinterpreting
speech.AccordingtoLabov,thespeechcommunityisnotdefinedbyany
markedagreementintheuseoflanguageelements,somuchasby
participationinasetofsharednorms;thesenormsmaybeobservedinovert
typesofevaluativebehavior,andbytheuniformityofabstractpatternsof
variationwhichareinvariantinrespecttoparticularlevelsofusage.Itshifts
theemphasisawayfromanexclusiveuseoflinguisticcriteriatoasearchfor
thevariouscharacteristicswhichmakeindividualsfeelthattheyaremembers
ofthesamecommunity.
4.pragmaticcompetence
【参考答案】Pragmaticcompetenceisonecomponentofthe
communicativecompetence,whichreferstotheappropriateuseofthe
languageinsocialcontext.Thatistosay,thechoiceofthevocabularyand
structuredependsonthesetting,therelativestatusofthespeakers,andtheir
relationships.
5.ContrastiveAnalysis
【参考答案】Contrastiveanalysisisaninductiveinvestigativeapproach
basedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonof
twoormorelanguagesorsubsystemsoflanguagesinordertodetermineboth
thedifferencesandsimilaritiesbetweenthem.Itcouldalsobedonewithin
onelanguage.Contrastiveanalysiscanbeboththeoreticalandapplied
accordingtovariedpurposes.Therearetwomajorkindsofcontrastive
analysis:intralingualoneandcross-linguisticone.Insecondlanguage
teaching,CAemphasizesdifferencesbetweenlanguagesratherthan
similarities;itcontrastsL1andL2viathelearner’sinterlanguageratherthan
directly;anditispedagogicallyorientedwiththeaimtodiscoverandpredict
learningproblemsanddifficulties.
二、请用英语回答下列问题:(每题15分,共60分)
1.Whatarelearnerdifferences?Pleaseelaborateononeofthem.
【参考答案】
(1)Peoplelearnindifferentways.Somepeoplehaveaninstinctiveear
andlikelearningfromhearingandlistening,whileotherspreferactionsuch
asmakingthingswiththeirhands,andwalkingabout.Thisisbecause
differentpeoplehavedifferentlearningstyles.Theyaredifferentlearners.
Theypreferdifferentactivitiesintheclass.
(2)Therearemajoreightdifferenttypesoflearners:visuallearners
(learnthrougheyes/seeing);auditorylearners(learnthroughtheear/hearing);
tactilelearners(learnthroughtouch/hands-onactivities);kinestheticlearners
(learnthroughbodyexperience;grouplearners(learnthroughworkingwith
others);individuallearners(learnthroughworkingalone);authorityoriented
learners(learnbylisteningtotheteacher).
(3)Taketactilelearnersforexample.Tactilelearnersarethetypeof
learnersthatlearnmoreeffectivelythroughtouch(hands-on).Thatistosay,
theylearnthingsbydoing.Theyneedtodothingswiththeirhands,e.g.
writingwithapenonapieceofpaperordoinghandcrafts.
【解析】首先解释什么是学习者差异,然后列出学习者差异的八种
类型,再任意选取其中一种作详细解释即可。
2.WhatarethegoalsofCooperativeLanguageLearning?
【参考答案】
(1)CooperativeLanguageLearningisgrouplearningactivityorganized
sothatlearningisdependentonthesociallystructuredexchangeof
informationbetweenlearnersingroupsandinwhicheachlearnerisheld
accountableforhisorherownlearningandismotivatedtoincreasethe
learningofothers.Itisworkingactivelyinsmallgroupstomaximize
learningtowardacommongoal.Cooperativelanguagelearningisbasedon
thestructuralandfunctionalmodelsaswellasinteractionalmodelsof
languageandonthecommunicativetheoryoflearning,thatis,learner
developcommunicativecompetenceinalanguagebyconversinginsocially
orpedagogicallystructuressituations.
(2)Thekeyelementsofsuccessfulgroup-basedlearning:positive
interdependent;groupformation;individualaccountability;socialskillsand
structuringandstructures.Therearethreetypesofcooperativelearning
groupswithdifferentgoals:formalcooperativelearninggroupsthatlastfrom
oneclassperiodtoseveralweeksandareestablishedforaspecifictaskand
involvestudentsworkingtogethertoachievesharedlearninggoals;informal
cooperativelearninggroupsthatlastfromafewminutestoaclassperiodand
areusedtofocusstudentsattentionortofacilitatelearningduringdirect
teaching;andcooperativebasegroupthatconsistsofheterogeneouslearning
groupswithstablemembershipwhoseprimarypurposeistoallowmembers
togiveeachotherthesupport,helpandencouragementtheyneedtosucceed
academically.
(3)Thecommongoalsofcooperativelanguagelearningarefostering
cooperationratherthancompetition;developingcriticalthinkingskills;
enhancinglearnermotivationandreducinglearnerstress;anddeveloping
communicativecompetence.Itrealizesthesegoalsbygivingteachers
freedomtomasternewprofessionalskills,particularlythoseemphasizing
communicationandprovidingopportunitiesforlearnersr=todevelop
successfullearningandcommunicationskills.
【解析】首先给出合作学习的含义以及理论基础;其次分析合作学
习的主要类型并分别分析各自的目标,最后分析合作学习的普遍目标以
及实现这些目标的方法。
3.HowdoyouunderstandtherelationsbetweenCommunicative
LanguageTeachingandTask-BasedLanguageTeaching?
【参考答案】
(1)Generallyspeaking.Task-basedLanguageTeachingisafurther
developmentofCommunicativeLanguageTeaching.Itsharesthesame
beliefsintheuseoflanguageinreallife,butstressestheimportanceto
combineform-focusedteachingwithcommunication-focusedteaching.
(2)CLTisanapproachtotheteachingofsecondorforeignlanguage
thatemphasizesinteractionasboththemeansandultimategoaloflearning
andteachingalanguage.Asasolutiontobridgethegapbetweenclassroom
languageteachingandreallifelanguageuse,thegoalofCLTistodevelop
students’communicativecompetence,whichincludeslinguisticcompetence,
pragmaticcompetence,discoursecompetence,strategiccompetence,and
fluency.AccordingtoCLT,teachingmustenablelearnerstograspthefive
componentsofcommunicativecompetence,notjustthelinguistic
competence,sotherearethreeprinciplesofCLT:communicativeprinciple
thatrequiresactivitiesthatinvolverealcommunication;taskprinciplethat
requiresactivitiesinwhichlanguageisusedforcarryingoutmeaningful
tasks;andmeaningfulnessprinciplethatrequirestoteachinglanguagethatis
meaningfultothelearners.
(3)TBLTontheotherhand,referstoanapproachbasedontheuseof
tasksasthecoreunitofplanningandinstructioninlanguage,whichiswidely
promotedinEnglishlanguageteachingnowadays.Task-basedLanguage
TeachingisafurtherdevelopmentofCommunicativeLanguageTeaching.It
sharesthesamebeliefsintheuseoflanguageinreallife,butstressesthe
importancetocombineform-
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