英语教学论讲义【舒白梅】

内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。它涉及到大纲、课程、教师、学生、教学环境等诸多方面。因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。参与本书编写的是华中师范大学英语系的部分教师。舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。初稿完成后由舒白梅和向宗平统稿，修改并定稿，并由华中师范大学陈佑林教授审稿。由于编写时间紧迫，加之编者水平有限，疏漏错误在所难免。望各位学者，教师，学生以及其他读者批评指正，以便将来进一步修改提高。舒白梅二零零八年十二月于华师大桂子山Unit1ContextofForeignLanguageTeachingandLearningObjectives1.WhyweneedtostudyForeignLanguageTeachingMethodology?2.Howismethodologyrelatedtocurriculumdevelopmentandsyllabusdesign?3.Whatdisciplinescontributetoforeignlanguageteaching?4.Whatfactorsinfluenceforeignlanguageteaching?Warm-up1.Whydoweneedtostudyforeignlanguageteachingmethodology?2.Doesknowingalanguagemeanthatyoucanteachthelanguagewell?3.Doyouthinkgreatforeignlanguageteachersjustteachbasedtheirexperience?KeyContents1.Whydoweneedtostudyforeignlanguageteachingmethodology?2.Whatismethodology?3.Whatdisciplinescontributetoforeignlanguageteaching?4.Whatfactorsinfluenceforeignlanguageteaching?5.FourkeyconceptsUnit2AspectsofForeignLanguageTeachingObjectives1.Explainhowdifferentviewoflanguagecontributetolanguageteaching2.Understandchangesinforeignlanguageteaching3.Describedifferenttypesofsyllabuses4.Defineforeignlanguageteachingobjectives5.UnderstandandapplyforeignlanguageteachingprincipleinyourownteachingWarm-up1.Workwithapartner.Trytoagreeonfiveimportantcharacteristicsofgoodteaching.Writethemdown.2.Nowchoosetheoneyouthinkismostimportant.Circletheletterbeforeit.3.Evaluateyourselforateacherofyours.Howfararethesefivecharacteristicstrueofyourown(orhis/her)teaching?KeyContents1.2viewsofLanguageandForeignLanguageTeaching2.ForeignLanguageTeachingSyllabus2.1.Typesofsyllabuses2.2.SyllabusDesign2.3ChangesinForeignLanguageTeachingandtheImplications3.PrinciplesofForeignLanguageTeaching3.1.Cognitive,Affective,andLinguisticPrinciples3.2.AimsandobjectivesUnit3UnderstandingForeignLanguageLearningObjectives1.Howdoyouunderstandthedifferencebetweenacquisitionandlearning?2.WhatimplicationsdoesChomsky’sUGhaveforEnglishlanguageteachingingeneral?3.Whocanbethebetterlearner,thechildortheadult?Why?4.Whatisthedifferencebetweenlearningstylesandlearningstrategies?5.Howarelearningstylesandstrategiesrelated?6.WhyarelearningstylesandstrategiesimportantforEFLteacherstounderstand?Warm-up1.Watchvideo:ObstaclestoEFL“They(students)donotadapttoyou.Youhavetoadapttothem.”Doyouagree?WhatarethemajorobstaclesStephentalkedabout?Whichonesdoyouhave?Arethereanyothersthathedidnotmentionwhilewhichyouthinkyouoryourclassmateshave?2.Morequestionsfordiscussion:Howdoyoulearnalanguage?ArethereanydifferencesbetweenlearningyourfirstlanguageandlearningEnglish?Whatarethey?ManypeoplethinkiftheyliveintheUnitedStatesorBritainforayearortwo,theywillbeabletospeakgoodEnglish.What’syouropinion?KeyContents1.Behaviorismvs.Mentalism2.TheMonitorModelofSecondLanguageDevelopmentFivehypothesis3.IndividualLearnerDifferences(1)CognitiveStyles(2)LearningStrategies(3)Distinctionbetweenstylesandstrategies(4)KeyLearnerVariables(5)SuccessfulsecondlanguagelearnersUnit4MethodsandApproachesofForeignLanguageTeachingObjectives1.Evaluatethethreemethodsandapproachesinquestion2.Chooseappropriatemethodandapproachforaspecificsetting3.Understandthatfewteachersadhererigidlytoonemethodorapproach4.Understandthestrengthsofthetraditionalmethod5.ExplainthepedagogicalrisksconnectedwiththeCLTWarm-up1.Thepictureofmethodologicalambitionanddisappointment2.EricHawkins(1987)listsover40‘namesofthegame’andherearesomeofthem:TheReformMethodTheNaturalMethodTheRationalMethodTheCorrectMethodTheSensibleMethodTheImitativeMethodTheAnalyticalMethodTheConversationalMethodTheAnti-classicalMethodTheAnti-grammaticalMethodTheAnti-translationalMethodTheEclecticMethodTheDualLanguageMethod3.Questionsfordiscussion:Whatisthe“bestmethod”forforeignlanguageteaching?Isthereamethodthatworksineveryclassroom?KeyContents1.TheGrammar-TranslationMethod2.TheAudiolingualMethod3.TheCommunicativeApproachUnit5TeachingandlearningpronunciationObjectivesBytheendofthisunityoushouldfamiliarizeyourselfwith1.recognizetherolepronunciationplaysinEnglishlearning2.definethegoalofpronunciationteachingandlearning3.understandaspectsofpronunciationtoteachandlearn4.followprinciplesforteachingandlearningpronunciation5.andbeabletodesignperceptionandproductionpracticeactivitiesWarm-up1.Whichdoyouthinkisthemostimportant,pronunciation,vocabular