课程与教学论知识点总结-期末复习

11:languageandlanguageteachingWhatislanguage?1.Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.2.Theanswertothisquestionisthebasisforsyllabusdesign,teachingmethods,teachingandassessmentproceduresintheclassroom.3.Differentviewsonlanguagegeneratedifferentteachingmethodologies.CommonViewsonlanguage1.Structuralview（languagecompetence）—Thefounder:Saussure—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems(Larsen-Freeman&Long,1991):phonology,morphology,andsyntax.—Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,whicharegenerallydefinedintermsofphonologicalunits(e.g.,phonemes),grammaticalunits(e.g.,clauses,phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),andlexicalitems(e.g.,functionwordsandstructurewords).—Learningthelanguageistolearnthestructuralitems,studytheinnerstructureandruleoflanguage,ignorethesocialfunctionsofthelanguage.2.Functionalview—Representative:Johnson,Marrow,swaincanal(thecore:grammar)—Itviewslanguageasavehiclefortheexpressionoffunctionalmeaning,ameansofdoingthings/combininggrammaticalrulesandvocabularytoexpressidea.3.Interactionalview（communicativecompetence）—Emphasis:appropriateness—Itviewslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.—Languageisseenasacommunicativetoolforthecreationandmaintenanceofsocialrelations.—LearnersneedtoknowtherulesforusingthelanguageincertaincontextsWhatmakesagoodlanguageteacher?1.Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.Howcanonebecomeagoodlanguageteacher?Wallace’s(1991)‘reflectivemodel’1.Stage1:languagedevelopment2.Stage2:learning,practice,reflection1)Thelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice.Thispreparationcaninclude:2Learningfromothers’experienceLearningthereceivedknowledgeLearningfromone’sownexperiences2)Thepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducation3)Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing3.Goal:professionalcompetence2:theoryoflanguagelearningandlanguagelearners1.Fluency1)Differentlevelsoffluency：[1]time-filling[2]qualityofspeech[3]appropriacyofspeech[4]aestheticcapability2)Intermsofsecondorforeignlanguageenvironment,fluencymeansalevelofproficiencyincommunication(Richards,1992).3)Fourkindsofabilities:[1]theabilitytoproducespokenlanguagewithease;[2]theabilitytospeakwithagoodbutnotnecessarilyperfectcommandofintonation,vocabulary,andgrammar;[3]theabilitytocommunicateideaseffectively;[4]theabilitytoproducecontinuousspeechwithoutcausingcomprehensibledifficultiesorabreakdownincommunication.2.Accuracy1)Accuracyreferstotheabilitytoproducegrammaticallycorrectsentencesbutmaynotincludetheabilitytospeakorwritefluently.3.Interaction1)Interactionpusheslearnerstoproducemoreaccurateandappropriatelanguage,whichitselfprovidesinputforotherstudents.(Hedge,2002)2)FormsofInteraction[1]Teacher—Students[2]Students—StudentsPairworkGroupwork3)Advantagesofgroupworkandpairwork:[1]Studentsaremoreinvolved.[2]Morelanguagepractices[3]Generatinginteractivelanguage.3[4]Offeringanembracingaffectiveclimate.[5]Developingco-operativelearning[6]Promotinglearnerresponsibilityandautonomy.4)Problemsofgroupworkandpairwork[1]Theteacherisnolongerincontroloftheclass.[2]Theclassisnoisy.[3]Studentswillusetheirnativelanguage.[4]Students'errorswillbereinforcedinsmallgroups.[5]Teachercannotmonitorallgroupsatonce.[6]Somelearnersprefertoworkalone.[7]Therearedominantorsilentspeakers(chauffeursandhitchhikers).[8]Studentstalkaboutotherthings.[9]Notimetopracticefullyorfinishthetask.5)Typicalgroupworktasks[1]Games[2]Role-playandsimulations[3]Drama[4]Projects[5]Interview[6]Brainstorming[7]Informationgap[8]Jigsaw[9]Problem-solvinganddecision-making[10]Opinionexchange6)Beforethestartofgroupwork/pairworktasks[1]Introducethetechnique[2]Justifytheuseofpairsorsmallgroupsforthetechnique[3]Modelthetechnique[4]Giveexplicit,detailedinstructionsarestatementofthepurposerulestofollowstaywithyourgroupshareideasandinformationlistentootherpeople'sideashelpeachotherEnglishonlyestablishatimeframeassignroles(ifany)tostudents[5]Dividetheclassintogroups[6]Checkforclarification[7]SetthetaskinmotionDonotsitatyourdeskandgradepapers.Donotleavetheroomandtakeabreak.Donotspendundueamountoftimewithonegroupattheexpenseofothers.Donotcorrectstudents'errorsunlessaskedtodoso.Donotassumeadominatingordisruptiverolewhilemonitoringgroups.4reportingdemonstratingworkingonpointswhichneedsimproving4.Learningandcommunicationstrategies1)Learningstrategiesarestepstakenbystudentstoenhancetheir