1、中学英语教学法中学英语教学法第一次导学课主讲：陈道明（华南师范大学外文学院）第一次导学课导学内容IntroductiontothecourseUnit1Unit2Introduction1.本课程的学习途径2.本课程的学习内容3.本课程的评估方法4.学习建议1、本课程的学习途径教材网络课件导学课BBS（“交流园地”或“课程交流”）（1）教材）教材英语教学法教程，王蔷主编.高等教育出版社2000.第一版；2006.第二版（2）网络课件登录网院主页（登录网院主页（http:/）的的网络教室网络教室:http:/ and(language)Learning要考Unit2Unit2Communicat
2、ive Principles and Activities（and Task-Based Language Teaching）要考Unit3The National English Curriculum本学期不考Unit4Unit3Lesson Planning 自学，要考Unit5Unit4Classroom Management自学，要考Unit6Unit5Teaching Pronunciation要考Unit7Unit6Teaching Grammar要考Unit8Unit7Teaching Vocabulary要考第二版第一版内容Unit9Unit8Teaching Listenin
3、g要考Unit10Unit9Teaching Speaking要考Unit11 Unit10Teaching Speaking要考Unit12Unit11Teaching Writing要考Unit13Unit12Integrated Skills要考Unit14Moral Learning本学期不考Unit15Unit13Assessment in Language Teaching自学，要考Unit16Learner Differences and Learner Training本学期不考Unit17Using and Creating Resources本学期不考Unit18Unit1
4、4Evaluating and Adapting Textbooks自学，要考3、本课程的评估方法本课程的评估方法登录BBS（本课程的“交流园地”）占5%；学习中心打分占5%；网上作业（不计时、但有递交期限）占20%;期末考试占70%。如果总评不及格，需重修。4、学习建议1.一定要利用网络课件学习；2.要在线听“导学课”（共四次），或通过学习中心下载导学课的“录像”(也可以在我给你们开的公共邮箱下载)，重看录像；3.在BBS上下载“导学课”的PPT，复习PPT上的内容；4.学习英语教学法教程的相关章节；5.在BBS上下载“自测题”，解压，做题。理解题目的意思；6.经常访问BBS，提出问题，参与
5、讨论；7.按时完成网上作业。Unit1Language and LearningViewsonlanguageViewsonlanguagelearningWhatisagoodlanguageteacher,andhowcanonebecomesuch?相相关关学学科科理理论论（语语言言学学、心心理理学学、心心理理语语言言学学、社社会会语语言言学学、教教育学等）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View
6、s on languageThreedifferentviewsoflanguageThestructuralview,Thefunctionalview,TheinteractionalviewThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammarThestructuralviewSystemofLanguage3sub-systemsSoundsWordsGrammar
7、ThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSyntacticsystem(phrases&sentences)Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThe functional view(Thefunctional-notionalview)The functional view se
8、es language as a linguistic system and as a means for doing things.Functionsoflanguagee.g.offering,suggestion,advising,apologizing,etc.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notionse.g.present time,past time,and futuretime;certaintyandpossibility;agentandinstrument;relationsh
9、ipbetweenpeopleandobjectsThe interactional viewTheinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:Rulesoflanguageform(grammar&vocabulary)Rulesoflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext?)Vi
10、ewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.ViewsonlanguagelearningTheProcess-orientedtheories，andtheCondition-orientedtheoriesTheBehaviouristtheory,andtheCognitivetheoryTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.e.g.h
11、abitformation,induction,makinginference,hypothesistesting,generalizationTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.numberofstudents,whatkindofinputlearnersreceive,learningatmosphereTheCondition-orientedtheoriesTheBehaviouristtheorya
12、ndtheCognitivetheoryTheBehaviouristtheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.TheBehaviouristtheory“Youcantrainananimaltodoanything(withinreason)ifyoufollowa
13、certainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)TheBehaviouristtheoryStimulus Organism Response BehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)No Reinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheorySkinner:Languageisalsoaform
14、ofbehaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).InALM,mistakeswereimmediatelycorrected.Chomsky:nLanguageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)nThereareafinitenumberofgrammaticalrulesinthesystema
15、ndwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)The Cognitive theoryTheimpactofChomskystheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontothe
16、Audio-LingualMethod.Whatmakesagoodlanguageteacher?kind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourceful(havingtheabilitytofindawayroundthedifficulty),attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humourous,caring,disciplined,
17、professionally-trained(Parrot.1993)Ethic devotionProfessional qualityPersonal styleHowcanonebecomeagoodlanguageteacher?Teaching:isitacraft,orisitanappliedscience?Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexpertstechniques,justlikeanapprentice.Ifw
18、etaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.AcompromisebetweenthetwoviewsbyWallace(1991)Stage1:LanguagetrainingStage2:3sub-stages:1)learning;2)practice;3)reflectionStage3:Goal(professionalcompetence)SummaryofUnit1ViewsonlanguageThestructuralview,thef
19、unctionalview,andtheinteractionalviewViewsonlanguagelearningTheProcess-orientedtheoriesandtheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryQualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyleThethreestagesofbecomingagoodlanguageteacherUnit2Communica
20、tivePrinciplesandTask-BasedLanguageLearningTopicstofocusonLanguageuseinreallifev.s.traditionalpedagogy;Communicativecompetence;CommunicativeLanguageTeaching;Task-basedLanguageTeachingLanguage use in real life vs.traditional pedagogyTheultimategoalofforeignlanguageteachingis:toenablethelearnerstouset
21、heforeignlanguageinworkorlifeTherefore,weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy:(pp.14-15)Inreallife:?Thetraditionalpedagogy:?Theconsequence:?Inreallife:Languageisusedtoper
22、formcertaincommunicativefunctions.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetrad
23、itionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.Inreallife:Languageisalwaysusedinacertaincontext.Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassiveTheconsequence:Thestudentsarepuzzledabouthow
24、tousethelanguageinaparticularcontext.Communicative competenceThegoalofCLTistodevelopstudentscommunicativecompetence.CommunicativeCompetenceAccording to Hedge(2000:46-55),5 main components of CC:Linguistic competence:knowledgeaboutlanguageformandmeaningPragmatic competence:appropriateuseofthelanguage
25、Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discourse competence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategic competence:strategiesemployedwhenthereiscommunicationbreakdownFluencyCommunicativecompetenceIm
26、plicationstoforlanguageteachingLinguistic competenceTeachersneedtohelplearners-achieveaccuracyinthegrammaticalformsofthelanguage-Pragmatic competenceTeachersneedtohelplearners-learntherelationshipbetweengrammaticalformsandfunctions-Discourse competenceTeachersneedtohelplearners-taketurnsinspeaking,u
27、sediscoursemarkersandlearnhowtoopenandcloseconversations-Strategic competenceTeachersneedtohelplearners-totakerisksinusingthelanguageFluencyTeachersneedtohelplearners-CommunicativeLanguageTeaching(CLT)RichardsandRodgers(1986:72)threeprinciplesofCLT:Communicativeprinciple;Taskprinciple;Meaningfulness
28、principleCLTandtheteachingoflanguageskillsStudentsshouldhaveopportunitiestolistentoandproducewhatismeaningful,authentic,unpredictableandcreativeifpossible;InCLTreadingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess;Studentsshouldhavethechancetowritetoexp
29、resstheirownfeelingsordescribetheirownexperience.CommunicativeactivitiesLittlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationL
30、arge-scalesimulationactivitiesImprovisation(即兴表演)etc.Littlewood.1981.Communicative Language Teaching.CambridgeUniversityPress.Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.RodEllis(1990)sixcriteriaforcommunicativeactivities1.Communicativepurpose;(inf
31、ormationgap)2.Communicativedesire;(realneed)3.(Focuson)Content,notform;(message)4.Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)5.Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedontheproductoroncommunicativepurposeratherthanonthelanguage.)6.Nomaterialcontrol.ForexamplespleaserefertoWangQiangsbook:2000:pp.20-232006:pp.24-26Task-basedLanguageTeaching(tobecontinued)Seeyounexttime!PleasevisitourBBSregularly!
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