王蔷英语教学法重点

1Unit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearningLearningcanbeaffectedbythewayhowlanguageistaughtLearningisaffectedbythedegreeofsuccessoneisexpecttoachieve.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.1.2Whatarethemajorviewsoflanguage?1)Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.2)Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.3)Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1.3ViewsonLanguageLearningTwobroadlearningtheories：Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.BehavioristtheoryB.F.SkinnerAstimulus-responsetheoryofpsychologyAudio-lingualmethodTheideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.B.CognitivetheoryInfluencedbyNoamChomsky(revivalofstructurallinguistics)Languageasanintricaterule-basedsystemAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.2Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.ConstructivisttheoryJeanPiaget(1896—1980)Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheoryVygotsky“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.1.5Howcanonebecomeagoodlanguageteacher?Wallace’s(1991)‘reflectivemodel’(Figure1.1,p.9)Stage1:languagedevelopmentStage2:learning,practice,reflectionThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:1.Learningfromothers’experience2.Learningthereceivedknowledge3.Learningfromone’sownexperiencesThepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducation3TeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteaching2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?LanguageusedinreallifeLanguagetaughtintheclassroomToperformcertaincommuntcativefunctionsTofocusonforms(structuresorpatterns)Useallskills,bothreceptiveskillsandproductiveskillsTofocusononeortwolanguageskillsandignoreothers.UsedinacertaincontextToisolatelanguagefromitscontext2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition:Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning.Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext.Discoursecompetence（语篇能力）One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiccompetence（策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Fluency（流利性）One‘sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’2.3ImplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.2.4PrinciplesofCLT4ThreeprinciplessuggestbyRichardandRodgers：1Communicationprinciple：involverealcommunication2Taskprinciple：Carryoutmeaningfultasks3Meaningfulnessprinciple：MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Strongversion“languageisac