英语二学历 语言学的课件Introduction and unit1

1、English Teaching Methodology,Introduction by Chang Hong,Welcome,Contents,The name of this course The nature of language teaching The significance of learning this course An overview of the textbook Methodology of English Teaching and other subjects,I. The name of this course.,1)Methodology of Englis

2、h Teaching 2)Methodology of English teaching at middle school/secondary school 3) TEFL & TESL Teaching English as a Foreign Language (作为外语的英语教学 ) Teaching English as a Second Language (作为第二语言的英语教学) 4) How to teach English (怎样教英语),1998年,英国著名语言教育家杰里米哈默提出了著名的ESA语言教学理论。所谓ESA，指的是语言教学的三大要素，即“Engage（投入）” “

3、Study（学习）”和“Activate（运用）”。,Jeremy Harmer,English Teaching Methodology: It mainly studies the fundamental tenets, basic principles, common methods, practical techniques and popular means of English Teaching.,II. The definition of English Teaching Methodology,II. The definition of English Teaching Met

4、hodology,Whats English teaching methodology at middle school/secondary school ? English Teaching Methodology at middle school /secondary school is a set of methods used for study or action in English teaching. It is the science to research the teaching rules at middle school, which will guide our te

5、aching to develop the students communicative competence.,III. The significance of learning this course.,Teaching is a highly demanded art. (4 skills : sing, play, draw and make) “ 外语教学是科学，也是技术，更是艺术。”,Different kinds of teachers,An average teacher TELLS.普通教师告诉学生。 A good teacher EXPLAINS.好一点的教师解释给学生听。

6、 A better teacher DEMONSTRATES.再好一点的教师演示给学生看。 A great teacher INSPIRES.最好的老师激励学生学。,III. The significance of learning this course.,The aims of this course. a) to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of Engli

7、sh teaching. b) to help you to clear the importance as well as the aims of English teaching at middle school in present China.,III. The significance of learning this course.,c) to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the

8、 textbook and to learn the syllabus for middle school English. d) to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students 4 skills.,III. The significance of learning this course.,e) to help you to solve some pr

9、oblems concerning the classroom instruction (课堂教学). f) to make some preparations for the coming teaching practice (教学实习, 试教).,IV. An overview of the textbook,Unit 1 :How to be a good teacher Unit 2 : How to be a good learner Unit 3 : How to manage teaching and learning Unit 4 : How to describe learn

10、ing and teaching Unit 5 : How to describe language,英语作为外语教学 的基本组成部分： 1. 教授主体 2. 学习主体 3. 课堂教学组织 4. 英语语言的教与学 5. 英语语言,Part I:,IV. An overview of the textbook,Part II: Unit 6: How to teach language Unit 7: How to teach reading Unit 8: How to teach writing Unit 9: How to teach speaking Unit 10: How to te

11、ach listening,Four skills of language: Listening ,speaking , reading and writing,Three components of language: pronunciation, vocabulary, grammar,Part III: Unit 11: How to use textbooks Unit 12: How to plan lessons Unit 13: What if ?,IV. An overview of the textbook,影响英语教学 的相关因素： 1. 如何使用教材 2. 课堂教学设计

12、3. 常见问题处理,V. The relationship between methodology of English Teaching and the other subjects.,Linguistics（语言学） Psychology（心理学） Pedagogy（教育学） Philosophy（哲学）,Some basic knowledge we should know,How do we learn language? What are the common views on language ? What are the common views on language lear

13、ning ? What are the qualities of a good language teacher?,How do we learn languages ?,Language acquisition,Language learning,Language acquisition: the process where a language is acquired as a result of natural and largely random exposure to language.( a subconscious process),According to Krashens a

14、rgument, acquisition refers to the way children learn their 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.,1) What is language? To give a co

15、ncise definition of language has always been difficult for linguists and philologists. There is no authoritative answer has been given to “ What is language?” But here is a generally acceptable definition of language.,A Generally Acceptable Definition,Language is a system of arbitrary vocal symbols

16、used for human communication. 语言是人类用来交际的任意性的语言符号的体系。,Further Explanation,Language is a system. Language is arbitrary. Language is vocal. Language is symbolic. (Words are symbols.) Language is human specific.,Elements of language are combined according to rules. e.g. 1)“ abcd is not a possible word ”

17、 2)“been be wounded has ”is not an acceptable sentence.,Language is a system,Language is arbitrary,No intrinsic connection between the word “pen” and the thing we use to write with. Different languages have different sounds (words) for the same object.,Language is vocal,Because the primary medium is

18、 sound for all languages. Writing systems came into being much later than the spoken form. Language must be vocal. Any means of communication that exist only in written or non-vocal form cannot be recognized as language.,Language is symbolic,Every word within a language refers to something in the na

19、tural or virtual world, although the words have been selected in an arbitrary way. Words are associated with objects , actions, and ideas by social convention.,“A rose by any other name would smell as sweet.”,Language is human specific,Language is a tool for human communication. It is different from

20、 the communication system like bird songs and bee dances.,2) Different views on language :,a). the structural view 结构主义语言理论 b). the functional view 功能主义语言理论 c). the interactional view 交互语言理论,Structural View :,It sees language as a linguistic system made up of various subsystem : phonology, morpholog

21、y and syntax. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language .,The structural view SystemofLanguage,3 sub-systems,Sounds,Words,Grammar,Functional View :,It sees language as a li

22、nguistic 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 know how to com

23、bine the grammatical rules and the vocabulary to express notions that perform the functions.,The functional view (The functional-notional view),The functional view sees language as a linguistic system and as a means for doing things.,Interactional View :,It considers language as a communicative tool

24、 , whose main use is to build up and maintain social relations between people. Therefore , learners not only need to know the grammar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.,The interactional view,The interactional vi

25、ew sees language as a communicative tool (to build up and maintain relations between people).,Four major views on language learning,Behaviourist theory :行为主义学习理论 Cognitive theory :认知学习理论 Constructivist theory :建构主义学习理论 Socio-constructivist theory： 社会- 建构主义学习理论,Behaviourist theory :(行为主义学习理论）,Propose

26、d by behavioural psychologist Skinner, he suggested that language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method（听说法）,which involves

27、endless “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised.,The key point of the theory of conditioning,You can

28、train an animal to do anything (within reason) if you follow a certain procedure which has three major stages：stimulus,（刺激），response（反应）and reinforcement（强化 ）. (Harmer. 1983:30),The Behaviourist theory,B.F. 斯金纳 Skinner, Burrbus Frederick (1904 1990 ）美国心理学家。是行为主义学派最负盛名的代表人物，也是世界心理学史上最为著名的心理学家之一，直到今天，

29、他的思想在心理学研究、教育和心理治疗中仍然被广为应用 , 成为行为主义的领袖。,The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat. It is Noam Chomsky theory.,The Cognitive theory,The Cognitive theory,Chomskys question: If all language is a learned behaviour, how can a chil

30、d produce a sentence that has never been said by others before? e.g. 五岁女孩：“中国队加油！外国队漏油！” (2005.05.05晚上9:30),According to Chomskys theory, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a fin

31、ite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.,Cognitive theory :(认知

32、学习理论）,艾弗拉姆诺姆乔姆斯基 Avram Noam Chomsky (1928年 )美国著名语言学家。乔姆斯基的生成语法被认为是20世纪理论语言学研究上最伟大的贡献。他对斯金纳所著口语行为的评论，发动心理学的认知革命，挑战1950年代研究人类行为和语言方式中占主导地位的行为主义。,Constructivist theory （建构主义学习理论）,Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and What

33、 he/she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned.,Receiving information,Processing information,Constructing new meanings,Input (listening, reading),Decoding (解码）,Relating what learners already know with the received information

34、,(Listening/reading) comprehension,output,Constructivist theory,建构主义观点是由瑞士心理学家让皮亚杰于1966年提出的，他创立的学派被称为“皮亚杰派”，是认知发展领域中最有影响的学派。现代建构主义的直接先驱是皮亚杰和维果茨基的智力发展理论。皮亚杰在1970年发表了发生认识论原理，其中主要研究知识的形成和发展。他提出了认识是一种以主体已有的知识和经验为基础的主动建构，这正是建构主义观点的核心所在。,让皮亚杰（Jean Piaget，18961980），瑞士心理学家，发生认识论创始人。,Socio-constructivist the

35、ory 社会-建构主义理论,It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development (ZPD,最近发展区) and scaffolding (support, 支架). In other words, learning is best achieved through the dynamic interaction between the teacher and the le

36、arner and between learners.,It is the distance between the actual developmental level as determined by (视而定) independent problem solving and the level of potential (潜在的) development as determined through problem solving under adult guidance or in collaboration with more capable peers. （Vygotsky 1978

37、 ：86）,Zone of Proximal Development (ZPD 最近发展区),Vygotsky 维果茨基（1896-1934年）前苏联著名的社会文化历史理论的创始人，其理论对前苏联乃至世界心理学都产生了非常广泛的影响。,最近发展区(ZPD),the actual developmental level as determined by independent problem solving,the level of potential development as determined through problem solving under adult guidance,I

38、mplications for classroom 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”。,The concept of scaffolding originates with the work of Wood (1976).and it serves as (充当, 担任) a metaphor for the novice-master interaction in a proble

39、m-solving task,Scaffolding (支架理论）,支架的理论依据,举个简单的例子，虽然不能完全解释以 上四种理论，但可以有助于我们对它们 的理解： 一个大人教一个儿童玩积木（行为的） 一个儿童独自玩积木（认知的） 一个大人指导一个儿童玩积木（建构的） 一个大人指导一群儿童玩积木（社会建构的）,A good English teacher should .,IV. What qualities do you think a good English teacher should have?,Teachers are important!,“A teacher Takes a h

40、and Opens a mind Touches a heart Shapes the future” -Author unknown,There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion (道德奉献) professional qualities (职业品质) personal styles (个人风格),Ethic devo

41、tion,warm-hearted, hardworking, responsible ， enthusiastic, caring, kind, well-prepared,Professional qualities,Resourceful, well-informed (博识的), professionally trained, creative,flexible, patient, humourous, attentive(专心的), dynamic (不断变化的),(positive) Personal style,教师的角色,教师是学生成长的 引领者 教师是学生潜能的 唤醒者 教师

42、是教育内容的 研究者 教师是教育艺术的 探索者 教师是学生知识建构的促进者 教师是学校制度建设的参与者 教师是校本课程的 开发者,How to be a good teacher?,What makes a good teacher? How should the teacher talk to the students? How should the teacher give instructions? Who should talk in class? What are the best kinds of lessons?,What makes a good teacher?,Rate t

43、he following teacher qualities in order of importance? A. They are good looking. B. They are entertaining. C. They can control the class. D. They give interesting classes. E. They know their students. F. They can keep control. G. They prepare well. H. They know their subject.,Representative answers

44、of the students: 1. They should make their lessons interesting so that you dont fall asleep. 2. A teacher should love her job. If she really enjoys it, thatll make the lessons more interesting. 3. I like the teacher who has his own personality and dont hide it from the students so that he is not onl

45、y a teacher but a person as well - and it comes through the lessons. 4. I like teachers who has lots of knowledge, not only of his subject. 5. A good teacher is an entertainer and I mean that in a positive sense, not a negative one.,6. It is important that you can talk to the teacher when you have p

46、roblems and you don not get along with the subject. 7. A good teacher is somebody who has an affinity(亲合力) with the students they are teaching. 8. A good teacher should try and draw out the quiet ones and control the more talkative ones. 9. She should be able to correct people without offending them

47、. 10. A good teacher is someone who helps rather than shouts. 11. A good teacher is someone who knows our names. Conclusion: Good teachers care more about their students learning than they do about their own teaching.,How should teachers talk to students?,Rate the following statements: A teacher sho

48、uld speak very slowly and clearly to their foreign-language students. Teachers should always use well-constructed sentences when they speak to their students. Teachers should speak to their students like parents talk to their young children. Teachers should speak normally to their students-as if the

49、y were talking to their own friends. Teachers should only say things to students which the students will understand totally.,How do parents talk to their children? 1. They use more exaggerated (夸张的) tones of voice. 2. They speak with less complex grammatical structures. 3. They restrict their vocabu

50、lary. 4. They make more eye contact. 5. They use more body languages .,1. They adapting their language to the level of the students. 2. They use physical movement. 3.They naturally show their happiness and sadness.,How do experienced teachers talk to the students?,How should new teachers talk to the

51、 students? 1. Do as the experienced teachers do. 2. New teacher should concentrate their focus on their students comprehension . 3. How the teachers talk to their students is one of the teaching skill, so it is crucial for the new English teachers to train it, practice it. 4. It helps when the new t

52、eachers use the written dialogues instead of the oral ones after class.,How should teachers give instructions?(2),Two general rules for giving instructions: (1) asap (2) logical How should the new teachers give instructions? (1) Before giving instructions, asking the followings: a. What is the infor

53、mation I am trying to convey? b. What must the students know if they are to complete the activity successfully? c. Which information do they need first? d. Which should come next? (2)While giving instructions Check whether you are understood or not .,Who should talk in in class?,The students should

54、talk in class: (1)It is important to get the Ss to talk, by using the language they have learned. (2)Ss are the people who need practice. The teacher should talk in class: (1)Ss should be exposed to the language. (2)Comprehensible input is an important feature in language acquisition.,Who should tal

55、k in in class?,Conclusion: (1) Good teachers maximizes STT and minimizes TTT. (2) The best lessons are ones where STT is maximizes, where teachers talk at the appropriate time. (3) Good teacher use their common sense and experience to get the balance between TTT and STT.,What are the best kinds of l

56、essons?,What are the greatest enemies in teaching in class? What makes the Ss bored? How to make the lessons successfully? (1) Breaking the rules（打破常规） (2) Giving the Ss a star (3) Stimulating the Ss with varied diets (unexpected variety) （课堂活动的新奇性） (4) Avoiding too much chopping and changing (predi

57、ctable safety) (课堂模式的可预测性),Class is over,Thank you ! Goodbye !,Summary of Unit 1,Views on language The structural view, the functional view, and the interactional view. Views on language learning Behaviourist theory, Cognitive theory, Constructivist theory and Socio-constructivist theory.,Qualities

58、of a good language teacher Ethic devotion, professional quality, and personal style. The three stages of becoming a good language teacher Stage I: language development Stage II: professional development Stage III: professional competence,Summary of Unit 1,How should teachers give instructions?,Which

59、 of the followings ,do you think, is good? 1. Now I want you to work in pairsyes (gesturing)thats rightyou twoyou twoyou two. Good. Now listen carefully. I want you to read this text (holding up the book and pointing to it) on page 26 and answer the questionsOK? 2. OK, this is the deal-and I hope you really enjoy this cos I spent much time planning it, you know? I tho