English Teaching英語教學法教程考試必考的知識點

Unit1Furtherreading?ApproachesandMethodsinLanguageTeaching:JackC.Richards&TheodoreS.Rodgers

外語教學與研究出版社，2000?Howtobeagoodteacher:Scrivener,J.LearningTeaching.Heinemann1994,Chapter1?CommunicativeLanguageTeaching:Nunan,D.DesigningTasksfortheCommunicativeClassroom.CambridgeUniversityPress1989?Howtoplanlessons:Ur,P.ACourseinLanguageTeaching.CambridgeUniversityPress.1996.Module15?ClassroomManagement:Gower,R.,Phillips,D.andWalters,S.TeachingPracticeHandbooknewedition.Heinemann1995

?Howtoteachlistening:Underwood,M.TeachingListeningSkill.Longman.1989.?Howtoteachspeaking:Harmer,J.ThePracticeofEnglishLanguageTeaching.newedition.Longman1991.Chapter8?Howtoteachreading:Grellet,F.DevelopingReadingSkills.CambridgeUniversityPress.1981

Harmer,J.ThePracticeofEnglishLanguageTeaching.newedition.Longman.1991.Chapter10Howtoteachwriting:Tribble,C.Writing.OxfordUniversityPress.1996.

Harmer,J.ThePracticeofEnglishLanguageTeaching.newedition.Longman1991.Chapter7&8?Howtousetextbooks:Grant,N.MakingtheMostofYourTextbook.Longman.1987.?KeithJohnson.AnIntroductiontoForeignLanguageLearningandTeaching.ForeignLanguageTeachingandResearchPress.2003?《外語教學法叢書》

20本

ShanghaiForeignLanguageEducationPressThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=

thesystemofsounds+

thesystemofwords+

thesystemofgrammar

Thefunctionalview

(Thefunctional-notionalview)ThefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthingsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).?Theinteractionalviewseeslanguageprimarilyasmeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingtransactionsbetweenindividuals.?ThetargetoflanguagelearningislearningtoinitiateandmaintainconversationwithotherpeopleTwothingsareneededforcommunication?Rulesoflanguageform

(grammar&vocabulary)?Rulesoflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext?)ViewsonLanguageLearning

BehaviorismThreebasicbehavioristideasaboutlearning?1.Conditioning(Pavlovandthedribblingdogs):learningisseenasaquestionofdevelopingconnections(knownasstimulus-responsebonds)betweenevents.?2.Habitformation(Skinnerandthesportypigeon)?3.Theimportanceoftheenvironment(writingonacleanslate)organism:personoranimalthatdoesthelearning?Environment:anevent,asituationoranotherperson(teacherorparent)

Environment

OrganismTheCognitivetheory?Chomsky:?Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)?Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)Studentsshouldbeaskedtothinkratherthansimplyrepeat.Constructivistviews?Learningisaprocessinwhichthelearnerconstructmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.?Constructivismisabroadtermusedbyphilosophers,curriculumdesigners,psychologists,educators,andothers.Mostpeoplewhousethetermemphasize“thelearner’scontributiontomeaningandlearningthroughbothindividualandsocialactivity”.Socialconstructivism?Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Vygotsky’stheory?Vygotsky’conceptofthezoneofproximaldevelopment:achildcansolveaproblemwiththehelp(scaffolding)ofanadultormoreablepeer.?Vygotsky’sworkformedthebasisforthecooperativelearningprograms.Heevenrecommendedpairingmorecompetentstudentswithlesscompetentstudentstoelevatethelatter’scompetence.scaffolding?Scaffolding:thetechniqueofchangingthelevelofsupportoverthecourseofateachingsession;amore-skilledperson(teacherormore-advancedpeerofthechild)adjuststheamountofguidancetofitthestudent’scurrentperformance.Whenthetaskthestudentislearningisnew,theteachermightusedirectinstruction.Asthestudent’scompetenceincreases,lessguidanceisprovided.?Thinkofscaffoldinginlearninglikethescaffoldingusedtoconstructabuilding.Thescaffoldingprovidessupportwhenneeded,butitisadjustedandgraduallyremovedasthebuildingapproachescompletion.Researchersfoundthatwhenscaffoldingisusedbyteachersandpeersincollaborativelearning,students’learningbenefits.TeachinggrammarGrammarteachingdependsoncertainvariables(learnerandinstructional)inthelanguageteaching/learningcontextGrammarpresentationmethods-deductivemethod:reliesonreasoning,analyzingandcomparingteachingprocedure:teacher’sexampleontheboard,teacher’sexplanationoftherules(instudent’snativelanguage),student’spracticeapplicationoftherules.Advantages:goodforselectedandmotivatestudents;savetimetoexplaincomplexrules;increasestudents’confidenceinexamination.Disadvantages:grammaristaughtisolatedly;littleattentionispaidtomeaning;thepracticeisoftenmechanical-inductivemethod:teachingprocedure;authenticlanguagepresentation(givegrammarexamples);letstudentsobserve,analyse,compareexamples;helpstudentsinductgrammarrules,Advantages:inspirestudents’thinkingactivities;motivatestudents’learninginterests;grammaristaughtincontext.Disadvantages:thepresentationofgrammarismorecomplexandtimeconsumption;grammarisnottaughtdirectly;somerulescannotbeinducedeasily-guideddiscoverymethod:Similartotheinductivemethod:thestudentsareinducedtodiscoverrulesbythemselves(similar);theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different)Implicitandexplicitknowledge:Implicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort;Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analyseitandapplyitinconsciousways.Learningandacquiring(secondlanguageacquisitiontheory)Thesynthesisapproachestogrammaticalpedagogy:Collocational:grammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.Constructive:one’sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.Contextual:Elementsandstructuresaretaughtinrelationtotheircontext.Syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.Contrastive:grammarinvolvesdrawingthelearner’sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguage.Grammarpractice:Pre-learning;Volumeandrepetition:Success-orientation.Heterogeneity.Teacherassistance.Interest1.Mechanicalpractice:activitiesthatareaimedatformaccuracy.Bydoingmechanicalpractice,studentspayrepeatedattentiontoakeyelementinastructure.formofpractice:Substitutionandtransformationdrills2.Meaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.3.Usingpromptsforpractice:Thepromptscanbepictures,mimes,tables,chartsorkeywords,etc.Agoodpresentationshouldincludebothoralandwrittenandformandmeaning

VisualmaterialscanaidcomprehensionIt’stheteacher’sinvolvementandhisorherabilitytopersonaliseteachingandmakeactivitiesengagingthatoftenpromotessuccessfullearning.TeachingvocabularyThefirstquestionneedtoknowiswhatdoesknowingawordinvolve.Aword:knowingitspronunciationandstress;spellingandgrammaticalproperties;meaning;howandwhentouseittoexpresstheintendedmeaning

(freestandingandboundmorphine)Vocabularylearninginvolvesateleasttwoaspectsofmeaning:theunderstandingofitsdenotativeandconnotativemeaning;andunderstandingthesenserelationsamongwordsDenotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsrealobjectsConnotativemeaningofawordrefersto‘theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Thiswordsthatmayexpressapositiveornegativeattitudeorsubtlefeelingstowardsomething.Collocationsreferstowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Itisbelievedthatteachingwordcollocationsisamoreeffectivewaythanjustteachingonesinglewordatatime.Synonymsrefertoitemsthatmeanthesame,ornearlythesame.Antonymsrefertoitemsthatmeantheoppositeofaword.HyponymsrefertowordswhichcanbegroupedtogetherunderthesamesuperordinateconceptReceptiveandProductivevocabularyPassivevocabulary:thewordstheyknow.Activevocabulary:thewordstheyuseSothejobfortheteacheristoguidethestudentstothosewordswhichwillhelpthemtoaddtotheiractivevocabularies,andtodistinguishthosewordsfromthemuchlargernumberofpassiveitems.Atthebeginningoflanguagelearning,allthewordswhicharetaughtmustbeacquiredforactiveuse,later,atintermediateandadvancedlevels,mostofthewordsstudentsmeetwillonlybeneededforpassiveuse.Waysofconsolidatingvocabulary:labelling,spotthedifference,descibeanddraw,playagame,usewordseries,wordbingo,wordassociation,findasynonymsandantonym,categories,usingwordnet-work,usingtheInternetresourcesforsomeideasDevelopingvocabularybuildingstrategies:reviewregularly,guessmeaningfromcontext,Organizevocabularyeffectively,usingadictionary,managestrategyuseTeachinglisteningListeningproblems:lackofteachingmaterials,bothwithprintmaterialsandaudioorvideotapes,lackofequipmentinsomeschools;lackofreal-lifesituations:lackofprofessionalqualifiedinstructorsAnumberofpeoplehavefrequentlymadethepointthatofthetotaltimeanindividualisengagedincommunication:approximately9%isdevotedtowriting,16%toreading,30%tospeaking,45%tolisteningListeningandreadingarereceptiveskills,butlisteningcanbemoredifficultthanreading.DifferentspeakersproducethesamesoundsindifferentwaysThelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;Spokenmaterialisoftenheardonlyonceandinmostcases，wecannotgobackandlistenagainaswecanwhenweread;Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading;Speechismorelikelytobedistortedbythemediawhichtransmitsoundsorbackgroundnoisethatcanmakeitdifficulttohearclearly;Thelistenersometimeshastodealsimultaneouslywithanothertaskwhilelistening,suchasformalnote-taking,writingdowndirectionsormessagesfromtelephonecalls,oroperatingwhilelisteningtoinstructions.Characteristicsofthelisteningprocess,formalorinformal?rehearsedornon-rehearsed?canthelistenerinteractwiththespeakerornot?Listeningcharacteristics:Spontaneity,Context,visualclues,listener’sresponse,speaker’sadjustmentListeningpurpose:forsocialreasons,toobtainandexchangeinformationPrinciplesandmodelsofteachinglisteningFocusonprocess:(theyhavetohearwhatisbeingsaid,theyhavetopayattentionandconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow;it’salsopossibletohearpeopletalkingwithoutpayingattention;wealsoknowthatifwedon’thaveenoughpreviousknowledgeofwhatisbeingsaid,it’smoredifficulttomakesenseofwhatissaid)Combinelisteningwithotherskills;Focusonthecomprehensionofmeaning;GradedifficultylevelappropriatelyDesigninglisteningactivity:giveaclearpurpose,aspecifictask,anappropriatecontextfordoingthemBottom-upmodel:Listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Inotherwords,‘weuseinformationinthespeechitselftotrytocomprehendthemeaning’Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear.Top-downmodel:listeningforgistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasised.Inotherwords,listeningcomprehensioninvolves‘knowledgethatalistenerbringstoatext,sometimescalled‘insidethehead’information,asopposedtotheinformationthatisavailablewithinthetextitself’Insuchacase,listenerscanunderstandbetteriftheyknowsomethingaboutthespeaker,thesetting,thetopicandthepurposeofthetalk.priorknowledgeorschematicknowledge—mentalframeworksforvariousthingsandexperienceweholdinourlong-termmemoryPre-listeningactivities:aimtomotivatestudents,toactivatetheirpriorknowledge,andtoteachkeywordsorkeysentencestothestudentsbeforelisteningbegins

predicting,settingthescene,listeningforthegistandspecificinformationWhile-listening:nospecificresponses,listenandtick,listenandsequence,listenandact,listenanddraw,listenandfill,listenandtakenotesPost-listening:multiple-choicequestions,answeringquestions,note-takingandgap-filling,dictogloss(preparationdictationreconstructionanalysisandcorrection)Integratelisteningwiththepracticeofotherlanguageskills,roleplay,debate,discussion,writingbackTeachingspeakingSpeechcharacteristic:spontaneous,fulloffalsestartsrepetitionsincompletesentencesshortphrases

time-constraintspokenlanguagesfeatures:Usinglesscomplexsyntax;Takingshortcuts,(incompletesentences);Usingfixedconventionalphrases/chunks.Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.Bothlearnersandteachersneedtolearntoacceptrepetitions,rephrase,hesitations,incompletesentences,fillersorpauses.thisdoesn’tmeanwedon’tencouragefluentspeaking.Intrainingstudents’speakingskills,featuresofnaturalspeechshouldbeaccepted.thisdoesn’tonlyhaveimplicationforteachingspeakingbutalsoforassessingspeaking.EncouragestudentstospeakupisthefirstandmostimportanttaskPrinciples:Balancingaccuracy-basedwithfluency-basedpractices,Contextualisingpractice,Personalisingpractice,Buildingupconfidence,Maximisingmeaningfulinteractions,HelpingstudentsdevelopspeakingstrategiesDesigningspeakingtasks:meaningful

motivation

linguisticallyappropriate

cognitivelychallengeMaximumforeigntalk

evenparticipation

highmotivation

rightlanguagelevelPre-communicativeactivities:structural,quasi-communicative

Communicativeactivities:FunctionalcommunicativeandSocialinteractionRole-play:performindifferentmoods,changedifferentrolerelationship,actualwordcanbevaried,makethedialoguelongerLearnersshouldbehelpedmovefromformtousingwhatislearnedinmeaningfulcommunicationTheproblemisnothavingnothingtosaybutlackingtheopportunitytosayitTeachingreadingReadingaloudandsilentreading:Readingaloudcannotreplacesilentreadingasitinvolvesonlytheskillsofpronunciationandintonation.Realreadingabilityre-quiresthereadingskillsofskimming,scanning,predictingEffectivereading:clearpurposeinreading;readsilently;readphrasebyphrase,ratherthanwordbyword;concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts;usedifferentspeedsandstrategiesfordifferentreadingtasks;perceivetheinformationinthetargetlanguageratherthanmentallytranslate;guessthemeaningofnewwordsfromthecontext,orignorethem;usebackgroundinformationtohelpunderstandthetext.Readingcomprehensionmeansextractingtherelevantinformationfromthetextasefficientlyaspossible,connectingtheinformationfromwrittenmessagewithone’sownknowledgetoarriveatanunderstanding(constructionofmeaningfromprintedorwrittenmessage)Twobroadlevelsinreading:1)arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2)acognitivetaskofinterpretingthevisualinformation,relatingthereceiveinformationwithreader’sownknowledgeVocabularyrole:efficientreadingbeginswithalightening-likeautomaticrecognitionofword.thisinitialprocessofaccurate,rapidandautomaticrecognitionofvocabularyfreesone’smindtouseotherresources(reasoningabilities,,knowledgeabouttopic)toconstructmeaningSightvocabulary:youcanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrainFluentreadingdependsonanadequatesightvocabulary,ageneralknowledgeaboutthetargetlanguage,someknowledgeaboutthetopic,wideknowledgeabouttheworldandenoughknowledgeabouttexttypes.Teachingmodel:bottom-upmodel

top-downmodel

interactivemodelPre-reading:poolingexistingknowledgeaboutthetopic;predictingthecontentsofthetext,skimmingandscanningthetextorpartsofthetextforcertainpurpose;learningkeywordsandstructures(predictingsettingthesceneskimmingscanning)Whilereading:InformationpresentedinplaintextformisnotfacilitativeforinformationretentionThewaytotransferinformationfromoneformtoanotheriscalledatransitiondeviceReadingcomprehensionquestionsQuestionsforliteralcomprehension.directlyandexplicitlyavailableinthetext.Usuallyansweredinthewordsofthetextitself.Questionsinvolvingreorganizationorreinterpretation.obtainliteralinformationfromvariouspartsandputitto-getherorreinterpretQuestionsforinferences.Thistypeofquestionsrequirestudentstoconsiderwhatisimpliedbutnotexplicitlystated.Questionsforevaluationorappreciation.mostsophisticatedques-tionswhichinvolvemakingajudgmentaboutthetextintermsofwhatthewriteristryingtoconvey.Questionsforpersonalresponse.Theanswerstothesequestionsdependmostonthereader’sreactiontothecontentofthetext.Post-reading:discussionquestions,reproducingthetext,roleplay,gap-filling,discussion,retelling,writingTheteachingofreadingshouldfocusondevelopingstudents’readingskillsandstrategiesandonmaintainingstudents’motivationforreadingTeachingwritingWritingpurpose:getthingsdoneandtoform;maintainsocialrelationships;giveavoiceforshystudents;lessthreateningfo