英语教学理论与实践.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Welcome to English Methodology!,By Ma Bingjun,Foreign Languages School,of,Fuyang Teachers College,English Teaching Theory and Practice,Unit 1 Language and Language Learning,1.,When did you start learning the foreign language(s)?,2.How do you feel about learning a language?,3.Why do you learn a foreign language?,4.In what way are you learning a foreign language?,Do you think youre efficient/successful learner?,5.Do you like the way you learnt the foreign,lg,?,6.How do you think youll teach in the future?,Language and Language Learning,1.People started learning a foreign language at different ages.,2.Different people have different experiences in learning a foreign language.,3.Different people have different reasons in learning a foreign language.,4.People learn a foreign,lg,in different,lgs,.,5.Different people have different capabilities,6.The way you learn is the way you teach.,Structural View(1),The structural view of,lg,:,1)Phonology,(,语音学,),2)Morphology,(,形态学,/,词法,),3)Syntax,(,句法学,),(,phrases,clauses,sentences,),Phonological units(phonemes),Grammatical units(phrases,clauses,sentences),Grammatical operations(adding,shifting,joining or transforming elements),Lexical items(function words and structure words),Structural View(2),Areas of research drawn on,Here are some of the areas of research in this view of language:,Linguistic analysis,Textual discourse analysis,Target of language learning,The target of language learning,in the structural view,is the mastery of elements of this system.,Structural View(3),Methods based on this view,Some of the language learning methods based on this view of language are:,The Audio-lingual method,Total Physical Response,The,Silent Way,Structural View(4),Summary,1.The language system consists of various,subsystems:,phonetics,grammar and vocabulary,2.We teach the language,we teach the structure and we teach learners the,mastery of the elements,of this system.,3.The follow methods based on the structural view,1)The Audio-lingual method,2)Total Physical Response,3)The Silent Way,Functional View,Johnson&Morrow(1981):,1.Syllabus based on,Communicative functions,2.Functional view,a.,Lg,:linguistic system,b.Means for doing things,3.Functional activities,a.Offering,b.Suggesting,c.Advising,d.Apologizing,e.Expressing thanks,f.Asking the way,g.Dating,2.What is function?,3.What is the notion?,Examples of notions:,a.Notions of time,b.Certainty and possibility,c.Roles,instruments and,Special relationships,Functional View,Areas of research drawn on,sociolinguistics,pragmatics,semantics,Target of language learning,To learn to express communication functions and categories of meaning.,Approaches and methods based on this view,communicative approaches,functional-notional syllabuses,The Natural Approach,Interactional View,Interactional view:,Communicative tool,Establish social relations,Maintain social relations,Learners tasks:,Grammar,Vocabulary,Rules for using them,In a whole range of,Communicative contexts,Summary:,Structural view:,Structural rules and voc.,Functional view:,To use the rules and voc.,Interactional view:,Appropriancy,:To knowwhat/how/when/,where,to,do,The process-oriented language learning theory,A process-oriented language learning theory is a theory built on describing learning processes,such as the following:,1.habit-formation,2.induction,3.Making inferences,4.hypothesis-testing,(,假设检验的方法,),5.generalization(,概括,),The condition-oriented language learning theory,Condition-oriented language learning theories emphasize the human and physical context in which language learning takes place.,1.Number of students,2.The input learners receive,3.The atmosphere,Behaviorist Theory,Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and,discounts(neglects),mental activities.,Behavior theorists define learning as nothing more than the acquisition of new behavior.,Behaviorist Theory,Watson an,Raynor,:,a stimulus-response theory of psychology,According to the theory:,Forms of,bebaviour,such as motions,habits,etc.are seen as,elements that can be observed and measured,.,Behaviorist Theory,“,You can train an animal to do anything(within reason)if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement,.”,(,Harmer.1983:30),Behaviorist Theory,Stimulus,Organism,(beings),Response Behavior,Reinforcement,(behavior likely to occur again,and become a habit),No Reinforcement,(behavior not likely to occur again),Behaviorist Theory,Skinner:,Language is also a form of behaviour.,Language teaching in USA:,The,Audio-Lingual Method,(,the“listen-and-repeat”drilling activities).,In ALM,mistakes were immediately corrected.,The Cognitive,Theory,Chomsky:,Language is not a form of behaviour.It is an intricate(complicated)rule-based system.(Language is rule-governed,.,),There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.,(,Language is generative.,),The impact of,Chomskys theory on language teaching,One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.,This idea is clearly in opposition to the Audio-Lingual Method.,Constructivist Theory,Characteristics:,1.Learning is a process.,2.Constructing meaning based on,a.Ones knowledge,b.Ones experience,3.Constructivism is widely applicable to learning in general.,4.Education is used to develop mind.,Constructivist Theory,John Dewey provided a foundation for constructivism.,John Dewey(1859-1952)believed that learning was active and schooling unnecessarily long and restrictive.His idea was that children came to school to do things and live in a community which gave them real,guided experiences which fostered their capacity to contribute to society.For example,Dewey believed that students should be involved in real-life tasks and challenges:,maths,could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule,history could be learnt by experiencing how people lived,geography,what the climate was like,and how plants and animals grew,were important subjects,John Dewey,Dewey had a gift for suggesting activities that captured the center of what his classes were studying.,Deweys education philosophy helped forward the progressive education movement,and spawned the development of experiential education programs and experiments.,Deweys philosophy still lies very much at the heart of many bold educational experiments,such as Outward Bound.Read more about,John Dewey,father of the experiential education movement,.,Learning by doingnature of John Dewey,John Dewey,Achambault,Teachers need to design environments and interact with learners to foster inventive,creative,critical learners.,Achambault(1964):,Tt,:To balance an understanding of the habits,characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning.,Socio-constructivist Theory,Vygotsky:,Interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development(ZPD)and scaffolding.,i.e,the dynamic interaction between,Tt,and Ss and between learners,With the,Tts,scaffolding through questions and explanations,or with more capable peers support,the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.,1.4 What makes a language teacher?,(Martin Parrot:Tasks for language teachers),Excellent,Tt,Qualities:,1.Ethic devotion,a.What b.Why c.How,2.Professional qualities,a.What b.Why c.How,3.Personal styles,a.What b.Why c.How,(What to do and how to do),General Tts Qualities:,1.Ethic devotion,a.What b.Why c.How,2.Professional qualities,a.What b.Why c.How,3.Personal styles,a.What b.Why c.How,(What to do and how to do),What makes a good language teacher?,Ethic devotion,Professional quality,Personal style,kind,dynamic,authoritative,speaking clearly,creative,patient,well-informed,hardworking,resourceful(,having the ability to find a way round the difficulty,),attentive,warm-hearted well-prepared,flexible,intuitive,accurate,enthusiastic,humorous,caring,disciplined,professionally-trained,(Parrot.1993),Teaching:is it,a craft,or is it,an applied science,?,If we take teaching as a,craft,then we would believe that a novice teacher can learn the profession by,imitating the experts techniques,just like an apprentice.,If we take teaching as an applied science,then we would believe that,knowledge and experimentation,are necessary.,1.5 How can one become a good language teacher?,1.The most important and the most difficult part of the making of a good language teacher:the development of professional competence-the state/quality of adequately qualified for the profession and armed with a specific range of skills,strategies,knowledge,and ability.,How can one become a good language teacher?,skills,strategies,knowledge,and ability,1.Knowledge:a good command of knowledge,1.1 Received knowledge,a.,lg,learning theories;,b.educational psychology,c.educational pedagogy,d.,lg,teaching methodology,e.across culture knowledge,f.social knowledge f.natural science,g.aviation,aerospace,and navigation/voyage,How can one become a good language teacher?,1.2 Experiential knowledge(,实践知识,),Personal experiences as a learner/teacher,a.Learning experiences,b.Teaching experiences,1.3 Others experience(empirical knowledge),a.Reading(journals,newspapers,media),b.Observations(Watching courses),c.Academic exchanges,How can one become a good language teacher?,1.4 Strategies,a.Learning strategies,b.Teaching strategies,1.5 Skills,a.Linguistic skills,b.Professional skills,1.6 Abilities,a.Able to know different learners,b.Able to know curricular standards,c.Able to know the content of teaching material,d.Able to design lesson plans,e.Able to use multimedia,f.Able to assess the Ss,g.Able to do self-reflection,h.Able to use the textbook creatively,i.Able to manage the class,Teachers professional development,Stage 1 Language development(endless),Stage 2 Learning,practice and reflection,a.school learning ;life-long learning,b.pseudo practice(,模拟实习,),novice TP(,教育实习,),pre-service TP,（岗前培训）,in-Service TP,（教学实践）,Stage 3 Professional competence,To meet the changing needs of,a.Society b.education c.students d.T-requirements,A compromise between the two views by Wallace(1991),Teachers professional development,Stage 1:Language training,Stage 2:,3 sub-stages:,learning;,2)practice;,3)reflection,Stage 3:Goal(professional competence),Summary of Unit 1,Views on language,The structural view,the functional view,and,the interactional view,Views on language learning,The Process-oriented theories,and,the Condition-oriented theories,The Behaviourist theory,and,the Cognitive theory,Qualities of a good language teacher,Ethic devotion,professional quality,and personal style,The three stages of becoming a good language teacher,Unit 2 Communicative Principles and,Task-Based Language Learning,Topics to focus on,Language use in real life v.s.traditional pedagogy;,Communicative competence;,Communicative Language Teaching;,Task-based Language Teaching,Language use in real life vs.traditional pedagogy,The ultimate goal of foreign language teaching is:,to enable the learners to use the foreign language in work or life,Therefore,we should teach:,that part of the language that will be used;,in the way that is used in the real world,1.In real life:Language is used to perform certain communicative functions.2.The traditional pedagogy:focuses on forms rather than on functions.3.The consequence:The learners have learned a lot of sentences or patterns,but they are unable to use them appropriately in real social situations.,In real life:We use all skills,including the receptive skills and the productive skills.,The traditional pedagogy tends to focus on one or two language skills and ignore the others.,The consequence:The learners cannot use the language in an integrated way.,1.In real life,:,Language is always used in a certain context.,2.,The traditional pedagogy,tends to isolate language from its context.e.g.the passive,3.,The consequence,:,The students are puzzled about how to use the language in a particular context.,Communicative Competence,The goal of CLT is to develop students,communicative competence.,Communicative Competence,According to Hedge(2000:46-55),5 main components of CC:,Linguistic competence,:knowledge about,language form,and,meaning,Pragmatic competence,:,appropriate use,of the language(,Hymes,:when to speak,when not,what to talk about with whom,when,where and in what manner),Discourse competence,:,ability to create,coherent,written text or conversation and the ability to understand them(,Canale,and Swain,1980),Strategic competence:,strategies employed when there is communication breakdown,Fluency,Communicative competence,Implications,to for language teaching,Linguistic competence,Teachers need to help learners,-achieve accuracy in the grammatical forms of the language,-,Pragmatic competence,Teachers need to help learners,-learn the relationship between grammatical forms and functions,-,Discourse competence,Teachers need to help learners,-take turns in speaking,use discourse markers and learn how to open and close conversations,-,Strategic competence,Teachers need to help learners,-to take risks in using the language,Fluency,Teachers need to help learners,-,Communicative Language Teaching(CLT),Richards and Rodgers(1986:72)three principles of CLT:,Communicative principle;,Task principle;,Meaningfulness principle,CLT and the teaching of language skills,Students should have opportunities to listen to and produce what is meaningful,authentic,unpredictable and creative if possible;,In CLT reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process;,Students should have the chance to write to express their own feelings or describe their own experience.,Communicative activities,Littlewood(1981):,Functional communicative activities;,Identifying pictures,Discovering identical pairs,Discovering sequence or location,etc.,Social interactional activities.,Role-playing through cued dialogues,Role-playing through cues and information,Large-scale simulation activities,Improvisation(,即兴表演,),etc.,Littlewood.1981.,Communicative Language Teaching.,Cambridge University Press.,Reading and writing,Reading and writing are also communicative skills which are worth no less attention than listening and speaking.,Rod Ellis(1990)six criteria for communicative activities,Communicative purpose;(information gap),Communicative desire;(real need),(Focus on)Content,not form;(message),Variety of language;(not just one language form,free to improvise/create),No teacher intervention;(done by Ss;no correcting/evaluati