1、English Subject Educology,for English majors,The structure of this course,Chapter 1 Basic concepts of English Language Educology Chapter 2 Survey of the History of English Teaching Chapter 3 English syllabus Evaluation and Design Chapter 4 Teaching of Different Language Skills Chapter 5 Learners Var
2、iables in English Teaching Chapter 6 Cultural Awareness and English Language Teaching Chapter 7 Classroom Practice Chapter 8 English Testing Chapter 9 Teacher Training in English Language Teaching,Discussion,Did you ever be a teacher or have any teaching experience? How do you teach? How do you thin
3、k of this course? Is it necessary for you? How do you think of this phenomenon: in middle schools, a lot of English teachers dont know any theories of English education, yet they still teach well. what do you think you can learn from this course?,The importance of English subject educology,To enable
4、 us to systematically master the general laws of English education; To enable us to solve the problems which are difficulties for English education at special levels; To explore and promote the theory of English curriculum and teaching; To enable us to identify the difficult nature of English subjec
5、t education.,Tell me and I forget. Teach me and I remember. Involve me and I learn.,Chapter one Basic Concepts of English Language Educology,Introduction to English language educology; The study of education and its relation to language educology; Language acquisition/learning theories; A brief surv
6、ey of English teaching models.,Introduction to English language educology,The definition of “educology” and “subject educology” Research objectscognitive competencethe development of the personal and socialCognition: the various mental processes used in thinking, remembering, perceiving, recognizing
7、, classifying, etc.,general education,Professional competence,Specific objects,Concepts: FL / SL/TEFL/TESL Foreign language: a language which is not the native language of large numbers of people in a particular country or region, is not used as a medium of instruction in schools and is not widely u
8、sed as a medium of communication in government, media, it is typically taught as school subjects for the purpose of communicating with foreigners or for reading printed materials in the language. Second language: a language that plays a major role in a particular country or region though it may not
9、be the first language of many people who use it. TEFL:teaching Engnlish as a foreign language, used to describe the teaching of English in situations where it is a foreign language.Curriculum: An overall plan for a course or The total programme of formal studies offered by a schoolor institutioin, a
10、s in the secondary school curriculum,objects: To develop integrated personality, to establish a curriculum system balancing consistency and difference, to realize the integration of the knowledge system and to carry out multi-cultural education.,English subject learning:learning is an important mean
11、s of fitting into the society, seeking self-actualization and striving for self-perfection, is to develop integrated persons. English subject teaching: To realized students overall development; to lay emphasis on individualized learning; to help students. Learn knowledge positively, actively and ind
12、ependently, and to form a knowledge structure with their own individualized characters.,Assessment/Testing,Assessment: a systematic approach to collecting information and to making inferences about the ability of a student or the quality or success of a teaching course on the basis of various source
13、s of evidence. It may be done by test, interview, questionnaire, observation, etc. Testing: one of the various means of assessment, a way to collect information through formal and standardized form.,Means-ends model:an approach to curriculum development ot to teaching in which a distinction is made
14、between ends and mens and which generally employs a cycle of planning activities involving,behaviorism,A theory of psychology which states that human and animal behavior can and should be studied only in terms of physical process, without reference to mind. It led to theories of learning which expla
15、ined how an external event (a stimulus) caused a change in the behavior of an individual (a response), Behavioristic view of language acquisition: language development is the process of habit formation, and the result of a set of habits.,Language acquisition/learning theories,Empiricism:(All knowled
16、ge comes from experience and practice, ultimately from our interaction with the environment through our reasoning or senses.) environmentalist theory (an organisms nurture, or experience is of more significance to development) The neo-behaviorist S-R learning theory: knowledge is the product of inte
17、raction with the environment through stimulus-response (S-R) conditioning.Nativism:language acquisition is innately determined and that we are born with a built-in device which predisposes us to acquire language and predisposes us to a systematic perception of language around us.Chomskys innatist la
18、nguage acquisition theory,Social constructivist theory,Discovery learning theoryVygotskys theories: : Social constructivist theory:knowledge is constructed through social interaction with others and reflects the learners culture, customs, beliefs as well as the historical, political, social and othe
19、r dimensions of the learning context.,zone of proximal development,Two developmental levels:,Egocentricity: Interaction:zone of proximal development: the distance between what a learner can do by himself or herself and what he or she can do with guidance from a teacher or a more capable peer.,Workin
20、g with others,Doing on their own,scaffolding,The support provided to learners to enable them to perform tasks which are beyond their capacity. Initially in language learning, learners may be unable to produce certain structures within a single utterance, but may build them through interaction with a
21、nother speaker; A teaching/learning strategy where the teacher and learners engage in a collaborative problem-solving activity with the teacher providing demonstrations, support, guidance and input and gradually withdrawing htes as the learners becomes increasingly independent. S: oh T: what? S: Thi
22、s (point to an ant) T: Its an ant. S: Ant. Later, the child is able to produce the structure within a single turen: “oh, this is an ant.,Verbal behavior,Behaviorism: knowledge is the product of interaction with the environment through stimulus-response (S-R) conditioning S-R learning process:US UR (
23、RE) PRE,conditioned response (CR),:,CAH:the comparison of the linguistic system of two languages, and is based on the following assumption: 1. The main difficulties in learning a new language are caused by interference from the first language; 2. These difficulties can be predicted by contrastive an
24、alysis; 3. Teaching materials can make use of contrastive analysis to reduce the effects of interference,Mother tongue interference: errors come from the first language habits interfering,Cognitive development,Sensory-motor stage (0-2) 感觉运动阶段 Preoperational stage (2-7) 前运算期 Concrete operational stag
25、e (7-11) 具体运算期 Formal operational stage (11-adult) 形式运算期,Meaningful learning:to learn meaningfully, students must relate new knowledge to what they already know.advance organizer(课前组织教学 ）：an activity which helps students organize their thoughts and ideas as a preparation for leaning or studying sth.
26、 For example, a discussion which takes place before students listen to a lecture and which is intended to help them follow the lecture more easily, or preview of the main ideas covered in a reading passage before reading it.,Communicative competence,Knowledge of grammar and vocabulary, knowledge of
27、speaking, knowledge of how to use and respond to different types of speech act and social conventions, and knowledge of how to use language appropritely.,The speech act theory,1. propositional meaning (locutionary meaning).命题意义 （言内意义）。 This is the basic literal meaning of the utterance which is conv
28、eyed by the particular words and structures which the utterance contains. 2. illocutionary meaning (illocutionary act). This is the effect the utterance or written text has on the reader or listener. 言外意义（言外力量） Eg. I am thhirsty. Locutionary act （言内行为): saying of sth, which is meaningful and can be
29、understood. Illocutionary act（言外行为): using a sentence to perform a function. Perlocutionary act（言后行为): the result or effects that are produced by means of saying sth.,UG: every speaker knows a set of principles which apply to all languages and also a set of parameters that can vary from one language
30、 to another, but only within certain limits.,Acquisition/learning Comprehensible input (i+1),Main schools,Grammar-translation methoda method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities. It was the traditional wa
31、y Latin and Greek were taught in Europe. In the 19th it began to be used to teach modern languages such as French, German, and English, and it is still used in some countries today. Characteristics1. presenting grammatical rules and lists of vocabulary, and translating sentences and texts;2.putting
32、emphasis on reading and writing;3. emphasizing accuracy,Deductive learning/inductive learning (演绎学习法/归纳学习法),Deductive learning:an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language.
33、it emphasizes the study of the grammatical rules of a language. Inductive learning: learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language. it emphasizes use of the language rather than presentation of
34、 information about the language.,The direct method,Time: in the mid-nineteenth century Characteristics demerits,Situational language teching,Time: 1920s and 1930s A grammar-based method in which principles of grammatical and lexical Gradation are used and new teaching points presented and practiced
35、through situations. Characteristics,Audio-lingual method,This method is based on the principles of behavior psychology in which language learning is habit formation. it was prominent in the 1950s and 1960s It emphasizes the teaching of speaking and listening before reading and writing; uses dialogue
36、 and drills ;discourages use of the mother tongue in the classroom; often makes use of contrastive analysis.,analogy,In language learning, a process by which unknown forms are constructed according to the pattern of other forms that the leaner knows. For example, knowing that the past tense of sing
37、is sang, a learner might guess by analogy that the past tense of fling is flang.,Communicative language teaching,An approach to foreign or second language teacing which emphasizes that the goal of language learning is communicative competece and which seeks to make meaningful communication and langu
38、age use a focus of all classroom activities. it was developed particularly by British applied linguists in the 1980s as a reaction away from grammar-based approaches. The major principles: Learners use alanguafe through using it to communicate Authentic and meaningful communication should be the goal of classroom activities. Fluency and accuracy are both important goals in language learning. Communication involves the intergration of different language skills Learning is a process of creative construction and involves trial and error,
