1、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 Introduction to the course Unit 1 Unit 2,Introduction,本课程的学习途径 本课程的学习内容 本课程的评估方法 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 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（http:/）的网络教室 : http:/ 通过当地学习中心下载，并刻录成学习光盘，然后用光盘在单机上学习。,网络课件
2、中的内容,课件中的主要内容： 精讲课：视频录像 + PPT 期末考试模拟试题（附答案）两套 课外阅读材料（参考资料）。,关于网络课件中“课外阅读”的材料,网络课件中“课外阅读”的材料内容不会作为考试题目的知识点，但： 建议同学们，尤其是已经在当英语教师的同学们，要在适当的时候阅读，这对英语教学实践和教研将有裨益。,（3）导学课,共四次导学课 语音教学系统地址：http:/218.19.140.194/main/index.jhtml 可以通过网院主页http:/ BBS （ “交流园地”或“课程交流” ）,BBS中“教学资源区” 上的主要资源： “导学课”的PPT（与网络课件的PPT有所不同）
3、； 自测题（网页文件，需解压）：,2、本课程的学习内容,英语教学法教程第二版和第一版的内容比较,3、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,一定要利用网络课件学习； 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； 在BBS上下载 “导学课”的 PPT ，复习PPT上的内容； 学习英语教学法教程的相关章节； 在BBS上下载“自测题”，解压，做题。理解题目的意思； 经常访问BBS，提
4、出问题，参与讨论； 按时完成网上作业。,Unit 1 Language and Learning,Views on language Views on language learning What is a good language teacher, and how can one become such?,相关学科理论（语言学、心理学、心理语言学、社会语言学、教育学等）,教学研究环境,M1,M2,M3,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
5、作的领域,外语教师的 活动领域,Views on language,Three different views of language,The structural view, The functional view, The interactional view,The structural view,The structural view sees language as a linguistic system. The system of language = the system of sounds + the system of words + the system of gramm
6、ar,The structural view System of Language,3 sub-systems,Sounds,Words,Grammar,The structural view,Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit),The structural view,Syntactic system (phrases & sentences) Morphological/Lexical system (morphemes & words) P
7、honological system (Phonemes ),Top,Bottom,The functional view (The functional-notional view),The functional view sees language as a linguistic system and as a means for doing things.,Functions of language,e.g. offering, suggestion, advising, apologizing, etc.,To perform functions, rules and vocabula
8、ry are needed to express notions.,Notions,e.g. present time, past time, and future time; certainty and possibility; agent and instrument; relationship between people and objects,The interactional view,The interactional view sees language as a communicative tool (to build up and maintain relations be
9、tween people).,Two things are needed for communication:,Rules of language form (grammar & vocabulary) Rules of language use in a context (Is it appropriate to use this language item in this context?),Views on the nature of language have an impact on the teaching/learning method of a person.,Views on
10、 language learning,The Process-oriented theories，and the Condition-oriented theories The Behaviourist theory,and the Cognitive theory,The Process-oriented theories,The Process-oriented theories concern how the mind processes new information. e.g. habit formation, induction, making inference, hypothe
11、sis testing, generalization,The Condition-oriented theories concern the nature of the human and physical context in which language learning takes place. e.g. number of students, what kind of input learners receive, learning atmosphere,The Condition-oriented theories,The Behaviourist theory and the C
12、ognitive theory,The Behaviourist theory,Watson an Raynor: a stimulus-response theory of psychology,The Behaviourist theory,According to the theory: Forms of bebaviour such as motions, habits, etc. are seen as elements that can be observed and measured.,The Behaviourist theory,“You can train an anima
13、l to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.” (Harmer. 1983:30),The Behaviourist theory,The Behaviourist theory,Skinner: Language is also a form of behaviour. Language teaching in USA: The Audio-Lingual Method
14、 (the “listen-and-repeat” drilling activities). In ALM, mistakes were immediately corrected.,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
15、of these rules an infinite number of sentences can be produced. (Language is generative. ),The Cognitive theory,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
16、 idea is clearly in opposition to the Audio-Lingual Method.,What makes a good language teacher?,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, f
17、lexible, intuitive, accurate, enthusiastic, humourous, caring, disciplined, professionally-trained (Parrot. 1993),How can one become a good language teacher?,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 th
18、e 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.,A compromise between the two views by Wallace (1991),Stage 1: Language training Stage 2: 3 sub-stages: 1) lear
19、ning; 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 t
20、he 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 pedago
21、gy; 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 o
22、f the language that will be used; in the way that is used in the real world.,Gaps between the use of language in real life and the traditional foreign language teaching pedagogy: (pp. 14-15),In real life: ? The traditional pedagogy: ? The consequence: ?,In real life: Language is used to perform cert
23、ain communicative functions. The traditional pedagogy: focuses on forms rather than on functions. 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 recepti
24、ve 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.,In real life: Language is always used in a certain context. The traditional pedagogy tends to
25、isolate language from its context. e.g. the passive 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 ma
26、in 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
27、conversation and the ability to understand them (Canale and Swain, 1980) Strategic competence: strategies employed when there is communication breakdown Fluency,Communicative Language Teaching (CLT),Richards and Rodgers (1986:72) three principles of CLT: Communicative principle; Task principle; Mean
28、ingfulness 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 facilit
29、ate 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
30、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 are also communicative skills which a
31、re 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/c
32、reate) No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on communicative purpose rather than on the language.) No material control.,For examples please refer to Wang Qiangs book: 2000: pp. 20-23 2006: pp. 24-26,Task-based Language Teaching (to be continued),See you next time! Please visit our BBS regularly!,
