美國(guó)外語教學(xué)5個(gè)C

1、Dr. Janice DowdBeijing Language and Culture UniversityMay 25, 2012Grammar TranslationWorld War IIDirect Method1950sBehaviorism and ALMTransformational Grammar & ChomskyCommunicative Approach1996ACTFL, AATF, AATG, AATSP1999included AATI, ACL, ACTR, CLASS/CLTA, NCSTJ/ATJ2007revised and added Arabi

2、cNational Standards for Foreign Language LearningCommunication運(yùn)用語言交際溝通Cultures 體認(rèn)文化和習(xí)俗Connections 與其他學(xué)科貫連Comparisons比較語言文化特性Communities 參與社會(huì)實(shí)踐享受學(xué)習(xí)樂趣社區(qū)應(yīng)用社區(qū)應(yīng)用溝通溝通文化文化貫連貫連比較比較What students should know and be able to doFor ALL students to learn how, when, and why to say what to whom in ChineseWhat? How?

3、When?Why?To whom?Source: /flnaep/review.html1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.1.2 Students understand and interpret written and spoken language on a variety of topics in Chinese.1.3 Students pre

4、sent information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Chinese Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedStandard 2.2 Students demonstrate an understanding of the

5、 relationship between the products and perspectives of the culture studiedPERSPECTIVESPRACTICESPRODUCTS(Meanings, attitudes, values, idea)(Patterns of social interactions)(Books, tools, foods, laws, music, games)Product?Practice?Perspective?Standard 3.1 Students reinforce and further their knowledge

6、 of other disciplines through the foreign languageStandard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesStandard 4.1 Students demonstrate understanding of the nature of language through comparisons of t

7、he language studied and their ownStandard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Standard 5.1 Students use the language both within and beyond the school settingStandard 5.2 Students show evidence of becoming life-lo

8、ng learners by using the language for personal enjoyment and enrichment.1.1 Interpersonal Communication1.2 Interpretive Communication1.3 Presentational Communication2.1 Practices of Culture2.2 Products of Culture3.1 Making Connections3.2 Acquiring Information4.1 Language Comparisons4.2 Cultural Comp

9、arisons5.1 School and Community5.2 Life-long learnersAttention getting techniqueWhat are the five goals?Which goal do you think is the hardest to achieve?Use the tell your neighbor technique in classesInterpersonalInterpretivePresentationalHow many modes are there?Name two modesHow many skills are t

10、here?Interpersonal mode tasks are two-ways, spontaneous exchanges that involve negotiation of meaning between peopleThe tasks are unrehearsed, unrefined, non-scriptedMay be based on information acquired in the interpretive modeMemorized material such as a skit or a dialog is not an interpersonal mod

11、e task.A drill for sentence patterns or tones A recitation of a memorized dialogOnly one correct answer for the question asked Focused on language without connection to the contentBased on how many characters students have learned Comprehension of words, concepts, ideas, meaning of entire pieceOne w

12、ay between the person and the pieceLearners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videosTranslation is not an interpretive mode.Presentational mode tasks allow learners time to rehearse, revise, rewrite

13、, consult sources, or otherwise prepare ahead of timeThese tasks require learners to u se the language for a real world purpose other than display for the teacher or classroomPresentational mode tasks allow learners to use language in new and different contextsTalk with a friend about what to do on

14、the weekend. Watch a travel video and jot down places of interest.Prepare a poster about your favorite sport.Send a letter to an e-pal. Create a graphic organizer for new vocabulary.Create a skit where you buy something in the market.Talk with a friend about what to do on the weekend. Interpersonal

15、Watch a travel video and jot down places of interest.InterpretivePrepare a poster about your favorite sport.PresentationalSend a letter to an e-pal. PresentationalCreate a graphic organizer for new vocabulary. InterpretiveCreate a skit where you buy something in the market. PresentationalListen for

16、the gist (main idea).Have a (face to face) telephone conversation.Ask directions. Create a radio spot.Write a travel brochure about XiAn.Listen for the gist (main idea). InterpretiveHave a (face to face) telephone conversation. InterpersonalAsk directions. InterpretiveCreate a radio spot. Presentati

17、onalWrite a travel brochure about XiAn.PresentationalInterpretive ModeAcquire new information, perspectivesInterpersonal ModeOrganize ideas, share information, reactions.Presentational ModeCreate a product, recreate textSource: Adapted from SFLI, 1996Units are organized by grammar topics.Learning ab

18、out the language is the main goal.Units are organized around grammar points.Grades are almost exclusively based on paper and pencil tests.Units are organized by theme.Using the language to learn subject matter is the main goal.Units are organized around situations and scenarios that can be applied t

19、o real life.Grades are based on performance and production of materials as well as paper and pencil tests.Standards-based classes are proficiency drivenThere are ACTFL (American Council on the Teaching of Foreign Languages) proficiencies for all four skillsOral proficiency is importantProficiency is

20、 a measure of ones ability to use language.Novice LowMidHigh IntermediateLowMidHigh AdvancedLowMidHigh SuperiorSpeakers can communicate only in common, highly predictable daily situations using memorized and formulaic speech. They may be difficult to understand, even by those accustomed to interacti

21、ng with nonnative speakersWord levelRespond to simple questions on the most common features of daily lifeConvey minimal meaning to interlocutors experienced with dealing with foreigners by using isolated words, list of words, memorized phrases, and some personalized recombinations of words and phras

22、esSatisfy a very limited number of intermediate needsSpeakers can ask and answer questions and can maintain simple conversations on familiar topics using sentences and strings of sentences. They can usually be understood by those accustomed to nonnative speakers, although some repetition may be need

23、ed.Sentence levelParticipate in simple, direct conversation on generally predictable topics related to daily activity and personal environmentCreate with the language and communicate personal meaning to sympathetic interlocutors by combining language elements in discrete sentences and strings of sen

24、tences.Obtain and give information by asking and answering questionsSustain and bring to a close a number of basic, uncomplicated exchanges, often in a reactive modeSatisfy simple personal needs and social demands to survive in the target language cultureSpeakers can converse fluently and discuss to

25、pics of personal interest. They can describe and narrate events in the past, present, and future using paragraph-like discourse. They can be understood without difficulty, even by those unaccustomed to nonnative speakers.Paragraph levelParticipate actively in conversations in most informal and some

26、formal settings on topics of personal and public interestNarrate and describe in major time frames with good control of aspect Deal effectively with unanticipated complications through a variety of communicative devisesSustain communication by using, with suitable accuracy and confidence, connected

27、discourse of paragraph length and substanceSatisfy the demands of work and/or school situationsSpeakers can participate effectively in most formal and informal conversations on practical, social, professional, and abstract topics. They can explain in detail, hypothesize, and support their opinions.

28、At this level, errors never interfere with communication.Situation with a complicationCollege-educated discourse (use academic language)Participate fully in conversations in formal and informal settings on topics related to practical needs and areas of professional and/or scholarly interestsProvide

29、a structured argument to explain and defend opinions and develop effective hypotheses within extended discourseDiscuss topics concretely and abstractlyDeal with a linguistically unfamiliar situationMaintain a high degree of linguistic accuracySatisfy the linguistic demands of professional and/or sch

30、olarly lifeAfter six years of study Intermediate-mid levelTeachers need to be aware of what they are asking students to doIf all answers are only one word answers, they remain at the novice levelTeachers need to encourage students to talk In most classrooms, teachers talk 75% of the time; how do stu

31、dents practice? Engaging Motivating Student-Centered Meaningful contextPurposeful activitiesPartners and small groupsNegotiation of meaning, for example an information gapContent-based teaching (learn material other disciplines in the TL)“Recent research in second language acquisition found that lea

32、rners reached higher levels of achievement when grammar practice included the processing and negotiation of meaning”Having “fun” and not focusing on language Activities have real meaning to studentsCurrent, up-to-date activities (songs, ideas, pictures)Activities students can relate to, that are int

33、eresting to them“Grammatical structures are more than forms; therefore their acquisition must entail more than learning how to form the structures. It must also include learning what they mean and when and why to use them as well.” (1995)Balance between skill getting and skill usingTeacher acts as t

34、he facilitatorSafe and culturally embedded environment Students do most of the talking in TL Students show knowledge of the target culture when communicatingSwimming analogyFocus is on the students learning, not the teachers teachingTeachers role is as a facilitator, not a lecturerNot a free-for-all

35、Goal-based; do the students achieve the goal? Everyone can get an “A.”Most often experientialstudents see, hear, and DO in a natural context“Experience has also shown that primarily or exclusively grammar-based approaches to teaching do not guarantee that learners develop high levels of accuracy and

36、 linguistic knowledge The results from these studies support the claim that learners require opportunities for communicative practice.” (1993)Mechanical drillsstudents do not need to understand the meaning of what they say, one correct answerMeaningful drillsno authentic communication, no negotiatio

37、n of meaning, and one correct answer, formulaic and structured format Communicative drillscontains new and unknown information, no right or wrong answer, do have a formulaic and highly structured format, part prompted by allows for students personal opinions and creativity 老師說：蘋果 學(xué)生說：這是蘋果。老師說：桃子學(xué)生說:

38、 這是桃子。老師說：西瓜學(xué)生說: 這是西瓜。Match the sentences老師說：Teacher says:我累了。I am tired.我有點(diǎn)兒困。I am sleepy.我渴了。I am thirsty.我有點(diǎn)兒餓。I am a little hungry學(xué)生說：Student says:你吃點(diǎn)兒飯吧。Go and get something to eat.你坐一會(huì)兒吧。Take a seat for a while.你去睡一會(huì)吧。Go and sleep for a while.你喝兒點(diǎn)水吧。Go and drink some water.老師：老師： 你喜歡吃水果嗎？你喜歡吃水

39、果嗎？ Teacher: Do you like to eat fruits?學(xué)生：我喜歡吃。學(xué)生：我喜歡吃。Student: I like fruits.老師：你喜歡吃什么水果？老師：你喜歡吃什么水果？Teacher: What fruit do you like to eat?學(xué)生學(xué)生 甲：我喜歡吃蘋果。甲：我喜歡吃蘋果。Student A: I like to eat apples.學(xué)生學(xué)生 乙：我你喜歡吃桃子。乙：我你喜歡吃桃子。Student B: I like to eat peaches.學(xué)生學(xué)生 丙：我喜歡吃西瓜。丙：我喜歡吃西瓜。Student C: I like to ea

40、t watermelon.Today we celebrate the people that we consider the most notable of the year. With a partner, prepare a list of five to ten categories for which you would like to give an award. Then, nominate five candidates for each category and state why that person should be nominated. Work in pairs

41、and choose a famous person. Each pair will then describe that person to the other class members, who must try to guess who it is by asking no more than 20 questions. Why have drills? What purpose do they serve?Can they ever be useful? WhenReview swimming analogy and other sports, singingWarm up is i

42、mportantSIHEYUAN - CHINESE FAMILY RESIDENCE (1)In Boston, Ms. Lins second year Chinese class at Snowden International School learns about the Siheyuan, a traditional dwelling with four-sided enclosed courtyards. Students view pictures presented by the teacher and discuss the physical structure of th

43、e Siheyuan. Students identify common features of traditional Chinese architecture and make a Venn diagram to compare the Siheyuan to homes in their own neighborhoods. SIHEYUAN - CHINESE FAMILY RESIDENCE (2)At the end of the unit, each student makes a floor plan of his/her own dream home. Students ma

44、ke visual presentations of their dream homes. They talk about the way in which the family hierarchy and family values were reflected in the layout of the Siheyuan, the application of “fengshui” for selecting home sites that are harmonious with nature, and the changing role and responsibilities of ea

45、ch member within the family in China today.Novice level: list, label, simple sentences, memorized phrasesIntermediate level: full sentences, create language, attempt time changesAdvanced level: use paragraph level, narrate an imaginative story, create/play with language Use global issues Environmental issues Issues of interest to students全球經(jīng)濟(jì)全球經(jīng)濟(jì) Global Economy 防止核擴(kuò)散防止核擴(kuò)散 Nuclear Proliferation糧食安全糧食安全 Food Safety 保護(hù)環(huán)境保護(hù)環(huán)境 Climate Change 氣候變化氣候變化人口問題人口問題 Population醫(yī)療健康：愛滋病，甲型流感醫(yī)療健康：愛滋病，甲型流感 Health , Ai