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1.Structuralviewonlanguage:seeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology); thediscreteunitsofmeaningproducedbysoundcombinations(morphology), thesystemofcombiningunitsofmeaningforcommunication(syntax). Eachlanguagehasafinitenumberofsuchstructuralitems. Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Whenwascombinedwiththestimulus-responseprinciplesofbehavioristicpsychology,theaudiolingualapproachtolanguagelearningemerged.2,Interactionalviewonlanguage:tobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.learnersnotonlyneedtoknowthegrammarandvocabularybuthowtousethelanguageappropriayincommunicativesituations.3,Communicativecompetence:ThegoalofCLTistodevelopstudents'….,whichincludesboththeknowledgeaboutthelanguage&howtousethelanguage yincommunicativesituations. 5maincomponentsof…:linguisticcompetence,pragmatic…,discourse…,strategic…,TaskinEnglishlanguageteaching:TBLTisafurtherdevelopmentofCLT.Itbelieveslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.H,ithasstressedtheimptocombineform-focusedteaching&communicative-focusedteaching.Overalllanguage Languagelearning: phonetics;gra;voca; ponentsofalesson1,backgroundinformation,2,teachingaims//3,languagecontentsandskills4,stagesandprocedures 5,teachingaids, 6,endoflessonsummary,//7,optionalactivitiesandassignments,8,after-lessonreflection.Theroleoftheteacher:assessor,controller,facilitators,guides,anizer,prompter,participant,resource-provider,researchers(9)Errorsthelearnerslanguagecompetence.不因carelessnessnorhesitation,而是lackofknowledgeinthelanguage.cannotbeself-corrected(nomatterhowmuchattentionisgiven.)Mistakesthelanguagecompetence,atemporarybreakdown.(反之Thegoalofteachingpronunciation:Consistency:shouldbesmoothandInligibility:。understandabletothelisteners; efficiency:。helpconveythemeaningthatisintendedbythespeaker.順懂意Principlesforteachingspeaking:1,balancingaccuracy-based,&fluency-basedpractices;(準、順,2,contextualisingpractice,3. alisingpractice//4,confidence;,5,isingmeaningfulinteractions;/,6,helstudentsdevelopspeakingstrategies;,7,利用classroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.(7)Mechanicalpractice:involvesactivitiesaimedatformaccuracy.Byng,thestudentspayrepeatedattentiontoakeyelementinastructure.SubstitutionandtransformationdrillsaremostfrequentlyusedMeaningfulpractice:thefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents'keepaneyeon'thewaynewlylearnedstructuresareusedintoprocess. usuallycomesaftermechanicalpractice.Thedeductivemethod:reliesonreasoning,yzingandcomparing.1st,writesanexampleonth或drawsattentiontoanexampleinthetextbook.2,explainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralterms.Sometimes,comparisonsaremadebetweenthenativelanguage&thelanguagethenewlypresentedstructure&previouslylearnedstructure.3,thestudentspracticeapplyingtheruletoproducesentenceswithgivenprompts.Guideddiscoverymethodtheinductivemethod(thestudentsareinducedtodiscoverrulesbythemselves)butdifferent(因theprocessofthediscoveryiscarefullyguidedandassistedbytheteacher,therulesarethenelicitedandtaughtexplicitly.)2keytheoreticalissuesrelatedtothismethod:theroleofexplicitknowledgeinlanguagelearning&thevalueofdiscoveryasageneralmethodofKnowingaword:knowpronunciationandstress;spellingandgrammaticalproperties;///itsmeaning;howandwhentouseittoexpresstheintendedVocabularyconsolidationactivities:labelling;spotthedifference;describeanddraw;playagame;usewordseries;wordbingo;wordassociation;///findsynonymsandantonyms;categories;usingwordnet-work useadictionary, ////guessmeaningfromcontext,managestrategyuse(5)24Thewritingcreatingfreewriting,outlining,drafting,////editing,revising,proofreading,conferencingDenotativemeaningofawordofalexicalitem=thosewordsthatweusetolabelthingsasregardsrealobjectsinthephysicalworld.Thisisusuallytheprimarymeaningofawordandmayseemrelativelyeasytolearn.Connotativemeaningofaword:=theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader'sinterpretationoftheword. Thesewouldincludewordsthatmayexpressapositiveornegativeattitudeorsubtlefeelingstowardssomething.Top-downmodeloflistening:listeningfistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Bottom-upmodeloflistening:listeningcomprehensionstartswithsoundandmeaningrecognitions.(=weuseinfointhespeechtotrytocomprehendthemeaning).Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear.Thisprocessoflisteningexpectsthelistenertohaveaveryeffectiveshort-termmemory(因theyhavetomakesenseofeverysoundinordertofigureoutthemeaningofwords,phrasesandstructures.)Ifthereareunfamiliarsounds,listenerswillfinditveryhardtokeepupwiththespeaker.21,Sightvocabulary:Words(oneisabletorecogniseimmediay)areoftenreferredtoassightvocabulary.willbethosewordsthatyoucanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrain.22Thetransitiondevice:Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Sometransitiondevicesthatareoftenusedinteachingreadingare:pictures,drawings,maps,tables,treediagrams,cyclicdiagrams,piecharts,barchartsflowcharts,chronologicalsequence,subtitlesandnotes.Mostofthetransitiondeviceslistedabovemakeuseofvisualaidssothatinformationintextformisvisualized.目的:FocusattentiononthemainmeaningoftheBeabletosimplifysophisticatedinputsothat esthebasisforAllowstudentstoperformtaskswhiletheyareHighlightthemainstructuralan
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