英语教学法知识点整理

1，Structuralviewoflanguageseeslanguagesasalinguisticsystemmadeupofvarioussubsystems(Larsen-Freeman&Long):Phonology,morphology,syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼&朗）：音位学、形态学、句法。2，Functionalview:communicativeneedsofthelearner(JohnsonandMarrow),thefunctionalviewnotonlyseeslanguagesasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,andapologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。3，Interactionalview:theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。4，Behaviouristtheory:thewayhumanacquireslanguage(Harmer).Basedontheirexperiments,WatsonandRaynorformulatedastimulus-responsetheoryofpsychology.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer)行为主义理论：人类获取语言的方式（哈默）。基于他们的实验，华生和雷诺制定了心理学的刺激反应理论。条件作用理论的关键是，“如果你遵循一个有三个主要阶段：刺激、反应和强化的特定程序，你可以训练一只动物做任何事情（在理性范围内）。”5，Cognitivetheory:thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat(NoamChomsky,Skinner)P5认知理论：认知主义这个术语经常被松散地用来描述要求学生思考而不是简单重复的方法（诺姆·乔姆斯基，斯金纳）p5。6，Constructivisttheory:itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners(JohnDewey)建构主义理论：人们认为教育是用来发展思想的，而不仅仅是用来死记硬背所学的东西。教师需要设计环境并与学习者互动，以培养创新性、创造性和批判性的学习者（约翰·杜威）7，Socio-constructivisttheory:representedbyVygotskyemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.社会建构主义理论：以维果茨基为代表，强调在“近端发展区”（ZPD）和“支架式”概念的基础上，在社会语境中与目标语言的互动和联系。换句话说，学习最好是通过教师和学习者之间以及学习者之间的动态互动来实现的。8，Agoodteachernotonlydependonhiscommandofthelanguagebutalsodependonethicdevotion,professionalqualitiesandpersonalstyles(Parrot)一个好的老师不仅取决于他对语言的掌握，还取决于他的道德奉献、职业素质和个人风格9，Teachers’professionalcompetencedevelopmentinvolvesstage1languagedevelopment,stage2(themostcrucialandmorecomplicated)learning,practiceandreflection,stage3goalprofessionalcompetence.P9教师职业能力发展包括第一阶段：语言发展、第二阶段（最关键、最复杂）学习、实践与反思、第三阶段目标职业能力。10，Theultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.Veryoftenthereisabiggapbetweenthelanguageusedinreallifeandthelanguagelearnedinclassrooms.外语教学的最终目标是使学生在必要时能在工作或生活中使用外语。在现实生活中使用的语言和在教室里学习的语言之间经常有很大的差距。11，ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtouselanguageappropriatelyincommunicativesituations.CLT的目标是培养学生的交际能力，包括语言知识和如何在交际情境中恰当使用语言的知识12，Hedgediscusses5maincomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetenceandfluency.P1813，CLT(communicativelanguageteaching)’sthreeprinciplessuggestedbyRichardsandRodgers:1)Communicativeprinciple:activitiesthatinvolverealcommunicationpromotelearning.2)Taskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.3)Meaningfulprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.理查兹和罗杰斯提出的CLT三项原则：1）交际原则：涉及真实交际的活动，促进学习。2）任务原则：用语言进行有意义的任务的活动，促进学习。3）有意义原则：对学习者有意义的语言支持学习过程14，Ellishaslisted6criteriaforevaluatinghowcommunicativeclassroomactivitiesare:1)Communicativepurpose,2)Communicativedesire,3)Content,notform,4)Varietyoflanguage,5)Noteacherintervention6)Nomaterialscontrol.15，Task-basedlanguageteaching(TBLT)P2616，Clark,ScarinoandBrownellbelievethatataskhas4maincomponents:1)Apurpose:makingsurestudentshaveareasonforundertakingthetask2)Acontext:thiscanbereal,stimulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors3)Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualizingandcommunicating4)Aproduct:therewillbesomeformofoutcome,ethervisibleorinvisible.克拉克、斯卡里诺和布劳内尔认为，一项任务有四个主要组成部分：1）目的：确保学生有理由承担该任务。2）语境：这可以是真实的、刺激的或想象的，涉及社会语言问题，如位置、参与者及其关系、时间和其他重要因素。3）过程：让学生使用诸如问题解决、推理、询问、概念化和交流等学习策略。4）产品：会有某种形式的结果，可见或不可见。17，PPP(Presentation,PracticeandProduction)18，Alessonplanningisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.课程规划是一个课程框架，在这个框架中，教师对他们希望实现的目标和希望实现的目标做出预先决定。19，Principlesforgoodlessonplanning:aim,variety,flexibility,learnabilityandlinkage.P53良好的课程规划原则：目标、多样性、灵活性、学习能力和联系20，Macroplanningvs.microplanningP5421，Macroplanninginvolves1)Knowingabouttheprofession2)knowingabouttheinstitution3)Knowingaboutthelearners4)Knowingaboutthecurriculums5)Knowingaboutthetextbook6)Knowingabouttheobjectives22，Teachingaimsarethecontentstobecovered,suchasgrammar,vocabularyorlanguage