《英语教学法教程》(王蔷)Unit-1-Language-and-language-Learning

中学英语教学法第一次导学课《英语教学法教程》，王蔷主编.高等教育出版社2000.第一版；2006.第二版Unit1LanguageandLearning•Viewsonlanguage•Viewsonlanguagelearning•Whatisagoodlanguageteacher,andhowcanonebecomesuch?相关学科理论（语言学、心理学、心理语言学、社会语言学、教育学等）教学研究环境M1M2M3教学实践教学目标、教学大纲与课程设置、课程大纲、教材教学原则（教学道路或称指导思想）相关理论研究者的活动领域应用语言学工作者的活动领域应用语言学工作者与外语教师共有或合作的领域外语教师的活动领域ViewsonlanguageThreedifferentviewsoflanguage•Thestructuralview,•Thefunctionalview,•TheinteractionalviewThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammarThestructuralviewSystemofLanguage3sub-systemsSoundsWordsGrammarThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThefunctionalview(Thefunctional-notionalview)Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.Functionsoflanguagee.g.•offering,•suggestion,•advising,•apologizing,•etc.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notionse.g.•presenttime,pasttime,andfuturetime;•certaintyandpossibility;•agentandinstrument;•relationshipbetweenpeopleandobjectsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:•Rulesoflanguageform(grammar&vocabulary)•Rulesoflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext?)Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.Viewsonlanguagelearning•TheProcess-orientedtheories，andtheCondition-orientedtheories•TheBehaviouristtheory,andtheCognitivetheoryTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.e.g.•habitformation,•induction,•makinginference,•hypothesistesting,•generalizationTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.•numberofstudents,•whatkindofinputlearnersreceive,•learningatmosphereTheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryTheBehaviouristtheory•WatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.TheBehaviouristtheory•“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)TheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheory•Skinner:Languageisalsoaformofbehaviour.•LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).•InALM,mistakeswereimmediatelycorrected.Chomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheCognitivetheoryTheimpactofChomsky’stheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.Whatmakesagoodlanguageteacher?kind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourceful(havingtheabilitytofindawayroundthedifficulty),attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humourous,caring,disciplined,professionally-trained(Parrot.1993)EthicdevotionProfessionalqualityPersonalstyleHowcanonebecomeagoodlanguageteacher?Teaching:isitacraft,orisitanappliedscience?•Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.•Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.AcompromisebetweenthetwoviewsbyWallace(1991)•Stage1:Languagetraining•Stage2:3sub-stages:1)learning;2)practice;3)reflection•Stage3:Goal(professionalcompetence)SummaryofUnit1•Viewsonlanguage–Thestructuralview,thefunctionalview,andtheinteractionalview•Viewsonlanguagelearning–TheProcess-orientedtheoriesandtheCondition-orientedtheories–TheBehaviouristtheoryandtheCognitivetheory•Qualitiesofagoodlanguageteacher–Ethicdevotion,professionalquality,andpersonalstyle–ThethreestagesofbecomingagoodlanguageteacherUnit2CommunicativePrinciplesandTask-BasedLanguageLearningTopicstofocusonLanguageuseinreallifev.s.traditionalpedagogy;Communicativecompetence;CommunicativeLanguageTeaching;Task-basedLanguageTeachingLanguageuseinreallifevs.traditionalpedagogy•Theultimategoalofforeignlanguageteachingis:toenablethelearnerstousetheforeignlanguageinworkorlife•Therefore,weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.Gapsbetweentheuseoflanguageinreallifeandthetraditi