《英语教学法》王蔷

1Unit1LanguageandLearning1.1Howdowelearnlanguage？1.Welearnlanguageatdifferentages2.Peoplehavedifferentexperiences3.Peoplelearnlanguagesfordifferentreasons4.Peoplelearnlanguagesindifferentways5.Peoplehavedifferentcapabilitiesinlanguagelearning6.Learningcanbeaffectedbythewayhowlanguageistaught7.Learningisaffectedbythedegreeofsuccessoneisexpecttoachieve.8.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.1.2Whatarethemajorviewsoflanguage?1)Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntax.Tolearnalanguageistolearnitsvocabularyandstructuralrules.2)Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.3)Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1.3ViewsonLanguageLearningTwobroadlearningtheories：Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.BehavioristtheoryB.F.SkinnerAstimulus-responsetheoryofpsychologyAudio-lingualmethodTheideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.B.CognitivetheoryInfluencedbyNoamChomsky(revivalofstructurallinguistics)Languageasanintricaterule-basedsystemAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.ConstructivisttheoryJeanPiaget(1896—1980)Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheoryVygotsky“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto2threegroups: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/shefinishesformaleducationTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteaching2.1Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?LanguageusedinreallifeLanguagetaughtintheclassroomToperformcertaincommunicativefunctionsTofocusonforms(structuresorpatterns)Useallskills,bothreceptiveskillsandproductiveskillsTofocusononeortwolanguageskillsandignoreothers.UsedinacertaincontextToisolatelanguagefromitscontext2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition:Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)31.Linguisticcompetence（语言能力）a)Theknowledgeoflanguageitself,itsformandmeaning.2.Pragmaticcompetence（语用能力）a)Theappropriateuseoflanguageinsocialcontext.3.Discoursecompetence（语篇能力）One’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem4.Strategiccompetence（策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.5.Fluency（流利性）One’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation’2.3ImplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.2.4PrinciplesofCLTThreeprinciplessuggestbyRichardandRodgers：1Communicationprinciple：Involverealcommunication2Taskprinciple：Carryoutmeaningfultasks3Meaningfulnessprinciple：MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Str