英语教法发展及分类.ppt

1、English Language Teaching Methodology,The method concept in language teaching: the notion of a systematic set of teaching practices based on a particular theory of language and language learning,ELT Methodology: It mainly studies the fundamental tenets, basic principles, common methods, practical te

2、chniques and popular means of ELT.,Methodology is that which links theory and practice,Theory statements would include theories of what language is and how language is learned or，more specifically，theories of foreign language/second language acquisition（SLA） Such theories are linked to various desig

3、n features of language instruction,These design features might include stated objectives，syllabus specifications，types of activities，roles of teachers， learners，materials，and so forth Design features in turn are linked to actual teaching and learning practices as observed in the environments where l

4、anguage teaching and learning take place,Practice and Theory,1. ELT Practice,2. ELT Methodology,3. ELT Practice,4. ELT Methodology,Unit 1 Language and Learning,How do we learn languages ?,1 ) How do we learn our own language ?,Language acquisition,Language learning,Language acquisition: the process

5、where a language is acquired as a result of natural and largely random exposure to language.( a subconscious process),Krashen describes this process as a natural one, where there is no conscious focusing on linguistic forms. According to his argument, acquisition refers to the way children learn the

6、ir native language.,Language learning: the process where the exposure to language is structured through language teaching. Learning is a conscious process, and it usually takes place in the language classroom.,2 ) How do we learn foreign language ?,(1) People learn language for different reasons.,(2

7、) People learn language in different ways.,(3) People have different understanding about language learning.,(4) People have different capabilities in language learning.,1) What is language ?,II. Views on language.,Language is a system of structures: structural learning, formal instruction of grammat

8、ical structures.,Language is a means of communication: instruction focused on the functions and notions of language; learning through using.,Language is the reflection of cultures: instruction on cultures and focus on appropriateness of speech.,Structural View :,It sees language as a linguistic syst

9、em made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items. To learn a language means to learn these structural items so a s to be able to understand and produce language .,Functional View :,It sees langu

10、age as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities : offering , suggesting , advising, apologizing, etc. Therefore , learners learn a language in order to do things with it . To perform functions , learners need to kno

11、w how to combine the grammatical rules and the vocabulary to express notions that perform the functions.,Interactional View :,It consider language as a communicative tool , whose main use is to build up and maintain social relations between people. Therefore , learners not only need to know the gram

12、mar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.,III. Views on language learning,1) What are the psycholinguistic and cognitive process involved in language learning ? 2) What are the conditions that need to be met in orde

13、r for these learning process to be activated ?,Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.,Condition-oriented theories emphasize the nature of the human and physical

14、context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.,Behaviourist theory (行为主义学习理论）,Proposed by behavioural psychologist Skinner, who applied the theory of conditioning to the way humans acquire language.,La

15、nguage is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.,-learning as habit formation,The key point of the theory of conditioning “You can train a animal to do anything(within reason) If you follow a certain procedure which has three major sta

16、ges, stimulus, response,and reinforcement”.,One influential result is the audio-lingual method（听说, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetion and the reinforcement of the teacher. Mistakes are immediately cor

17、rected, and correct utterances are immediately praised,Cognitive theory (认知主义学习理论）,The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.,If all language is a learned behaviour, how can a child produce a sentence that has never been said

18、 by others before?,According to Chomskys theory, language is not a form of behaviour, it is an intricate rule-based system .,One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.,According to the cognitive

19、theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.,Constructivist theory（建构主义学习理论）,Learning is a complex cognitive process in which the learner constructs me

20、aning based on his or her own experiences and What he /she already knows.,Receiving information,Processing information,Constructing new meanings,Input (listening, reading),Decoding (解码）,Relating what learners already know with the received information,(Listening/reading) comprehension,output,Implica

21、tions for classroom teaching,Teaching should be built based on what learners already know and engage learners in learning activities.,Teachers need to design activities to arouse learners interests and curiosity for learning,To provide the background information to activate learners schema(激活图式）; To

22、 motivate students by making the topic relevant and interesting to them.,Socio-constructivist theory Sociocultural theory(社会文化理论）,Represented by Vygotsky (维果茨基),It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development

23、(ZPD, 最近发展区) and scaffolding (support).,In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.,It is the distance between the actual developmental level as determined by independent problem solving and the level of potentia

24、l development as determined through problem solving under adult guidance or in collaboration with more capable peers（Vygotsky 1978 ：86）,Zone of Proximal Development (ZPD 最近发展区),“最近发展区” 理论：前苏联心理教育学家维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独立地解决

25、任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的距离就是“最近发展区”。把握好最近发展区，能加速学生的发展。,最近发展区(ZPD) A B,独立解决 问题的水平,在教师指导下解决问题的水平,the actual developmental level as determined by independent problem solving,the level of potential development as determined through problem solving under adult guidance,Implications for classr

26、oom teaching,“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。,Learnability (可学性）: the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either

27、. Doing things that are beyond or below the students coping ability will diminish their motivation.,Acquisition is dependent on the learners obtaining comprehensive input. For learning to take place , there must be exposure to the target language, following the principle of i+1.,Krashens second lang

28、uage acquisition theory (第二语言习得理论）,The concept of scaffolding originates with the work of Wood et al（1976）and it serves as a metaphor for the novice-master interaction in a problem-solving task,Scaffolding (支架理论）,According to Wood et al，“scaffolding involves the expert taking control of those portio

29、ns of a task that are beyond the learners current level of competence ，thus allowing the leaner to focus on the elements within his or her range of ability”,IV. What makes a good language teacher?,Are you ready for your future teaching?,the would-be teachers,What preparations have you made for your

30、career? What qualifications have you obtained now? What will you do if you havent got the required qualifications?,A good English teacher should .,What qualities do you think a good English teacher should have?,Preparations in knowledge,Content knowledge（专业知识）,Pedagogic content knowledge（专业教育知识）,Sup

31、port knowledge（支持知识）,Pedagogic knowledge（教育知识）,Professional qualities,Resourceful, well-informed, professionally trained, creative,Ethic devotion,warm-hearted, hardworking, responsible enthusiastic, caring,kind, well-prepared,flexible, patient, humourous, attentive, dynamic,(positive) Personal style

32、:,Craft Model(技艺模式）,Applied science model（应用科学模式）,The apprentice-expert model,learn-the theory-and-then-apply-it model,V. How can one become a good language teacher?,Reflective model（反思性模式）,Stage I: language development All English teachers are supposed to have a good command of English.,Why are Sta

33、ge 1 and Stage 2 interrelated by a double arrow line?,Teachers should always make a point of updating their command of English because language is always changing.,Live and Learn.,Lifelong learning(终身学习）,Language training,Pre-service training (职前培训） In-service training（在职培训）,Stage II: professional development three sub-stages: learning practice reflection,The learning stage involves:,(a) learn from others experience (empirical knowledge,(b) learn received knowledge ( such as language theories, psycholinguistics; sociolinguistics; educational psycho- logy, etc.,(c) learn fr