外語教學(xué)法教案范文

外語教學(xué)法教案范文 外語教學(xué)法教案第一章總論（General Introduction）Part IThe Natureof FLTM（Foreign LanguagesTeaching Method）外語教學(xué)法的性質(zhì)（P3,L1）FLTM is a sciencewhich studiesthe processes and patternof foreign language teaching,aiming atrevealing the nature andlaws of foreign language teaching.That is to say,it examinesthe practices and proceduresin foreign language teaching;studies approaches,methods andtechniques;and alsostudies principles and beliefthat underliethem.（P4,Para3,L1）In short,FLTM is an inter-disciplinary(跨學(xué)科的)science and it makes uses of theories ofdifferent subjects.?學(xué)科性質(zhì)（P3,Para1,L6）It includesa lotof disciplinessuch aslinguistics,psychology,psycholinguistics（心理語言學(xué)）and sociolinguistics.Therefore,we saythat FLTMis aninter-disciplinary scienceanditmakesuseof manysubjects.?語言研究的歷史（P4,Para4,倒數(shù)L2）We arequite certainthat,aording to the recordsavailable,language studyis atleast morethan2500years old.?The goalofforeignlanguage teaching（P1,L1）is to help the learner masterthe target language（你要學(xué)習(xí)的語言，比如英語）in theshortest possibletime.?What dowe meanby masteringthe target language?We mean that thelearner is able to have suessfulmunications withothers in the target language.Theories ofLinguistics語言學(xué)理論(P4)?Traditional linguistics:傳統(tǒng)語言學(xué)The traditional linguistics wemean the traditional study of language in ancientGreece.It has a traditionof morethan2000years.In thefifth centuryB.C.the ancientGreeks began to makea seriousstudy of language in the realm（領(lǐng)域）of philosophy.古希臘的兩個著名論戰(zhàn)（controversy）(Para4,L5)One was between the naturalists(自然發(fā)生派)and theconventionalists（約定俗成派）on the relations between form（形成）and meaning（語義）.The naturalistsargued that the formsof wordsreflected directlythenature of objectswhile theconventionalists thought that language was conventional and there was no logic connection betweenform and meaning of words.The otherwas between the analogists（類推派）and anomalists（變異派）on theregularizes of language.the analogiststhought that languageingeneral was regular and there were rules for people to follow whilethe anomaliststhought that language wasbasically irregularand thatwas whythere wereso manyexception andirregularities in the Greeklanguage.Natural oftraditional linguistics傳統(tǒng)語言學(xué)的特征（P6,Para2,L1）Traditional linguisticswas practicalin nature.People madea study of languagein order to understand the classicwords of ancient timesand toteach students.They gavepriority to the writtenform andused wordsas theirstarting point.They oftentook aprescriptive approachwhen theydiscussed rulesof language.?American structuralism美國結(jié)構(gòu)主義語言學(xué)（P6）It started at the beginning of the20th centuryin America.It becamepopular andinfluential in the1930sand40s through the world.The twoforerunners of structuralism:Franz Boas and Edward Sapir.Franz Boas（鮑阿斯）found that the traditionalgrammatical modelcould not be usedto analyzethe structuresof those languages.Sapir（薩丕爾）found that although Indianslanguages hadno writtenforms,they werevery systematicand werevery efficientin municationswithin theirmunities.The fatherof American structuralism:Leonard Bloomfield（布魯姆菲爾德P7）,who aepted the theories and principles of behaviorism.He characterizedlanguage and language acquisitionin terms of behavioristterminology（術(shù)語學(xué)）.He thoughtlanguage was a habitof verbalbehavior whichconsisted of a seriesof stimuli and responses.He argued that to acquire alanguage wasto forma habitof verbalbehavior andlearning asecond language was learning a newhabit.He thoughtthat speechwas primaryand writingwas secondary.P.S.1933.Language-Bible of linguistic science.?Transformational generative linguistics轉(zhuǎn)換生成語言學(xué)The transformational generative linguisticswas firstput forward by NoamChomsky(喬姆斯基)in1957.He wrotea bookSyntactic Structures句法結(jié)構(gòu)to spreadhis theory.His mainpoints-Chomsky assumesthat childrenare bornwith alanguage acquisition device(LAD).This LADis madeup of general principles called universal grammar（通用語法）.Once thechild isborn,the particularlanguage environmentwill trigger（觸發(fā)）the LAD.The childwill useand testthe principlesagain andagain untilhis hypothesisagree with the actualgrammar of the language.Chomsky hasalso madethe distinction between the linguistic petence（語言能力）and linguistic performance（語言表達(dá)）.?Linguistic petencerefers to the internalizedknowledge thatat native speaker of that language possesses（內(nèi)在的母語知識）.It includesthe abilityto understandand producean infinitenumber ofsentences,to detectambiguity（含糊不清，歧義）contained insentences,to tellwhether asentence isgrammatical ornot,to understand the internalstructure ofsentences,and todetect paraphrases.?Linguistic performancerefers to the actualutterance producedby thenative speakers（母語實(shí)用者說出的具體話）.The native speaker maymake mistakesor errorsin hisperformance,but thisdoes notmeanthathe hasnot gotthe abilityto producegrammatical sentences.（P9）Chomsky believes that linguisticsshould studythe linguistiompetence,not theperformance,of thenative speakerso asto setup a system of rules thatwill generatean infinitenumber ofgrammatical sentences.In orderto gain the goal,Chomsky arguesthat weshould usea deductive,hypothesis-testing approach.?Functional Linguistics功能語言學(xué)It developsfrom theLondon Schoolof linguistics and theprecursor（先驅(qū)）of itwas BronislawMalinowski（人類學(xué)家馬力諾夫斯基）.Malinowskis conclusionis thatthe meaning of anysingle wordis toa veryhigh degree dependent on its context（上下文，語境）.And anutterances hasno meaningat allif itis outof the context of situation.It wasMalinowski whocreated the phrasecontext ofsituation.J.R.Firth（福爾斯）,a linguist（語言學(xué)家，與馬不同）,approached the context ofsituation froma differentpoint of view.He aeptedMalinowskis viewand hethought the meaning of linguistic itemsdepends on the context ofsituation.Firths main approach to the notion of function in contextwas bymeans ofconcept system.He believesany linguisticitem hasgot twosets ofcontext:thecontextof theother possiblechoices ina systemand thecontext wherethe systemitself ours.People refer to his theory assystem-structure theory.Halliday（韓禮德）developed Firths theory of systemiclinguisticsandmade progressin the studyofcontext.He thoughtlinguistic eventsshould beaounted forat threeprimary levels:substance（實(shí)體）,form（形式）and context（語境）.The substanceis thematerial of language whichcan bephonic orgraphic.The formis theorganization of the substanceinto meaningfulevents.The contextis therelation of the form to non-linguistic features of thesituations in which the language operates,and therelation offormtolinguistic featuresother thanthose of the itemunder attention.He alsosaid thatlanguage hasformal meaning（形式意義）and contextualmeaning（語境意義）.The formalmeaning of a linguisticitem isits operationin thework offormal relations.The contextualmeaning of an itemrefers toits relationto extrafeatures,i.e.thecontext.（P12）Halliday thoughta particularsituation typeconsists ofthree dimensions:the ongoingsocial activity（正在發(fā)生的社會活動）,the rolerelationship involved（涉及到的角色關(guān)系）,and thesymbolic orrhetorical channel（象征性或修辭手法）.He calledthese threedimensionsfield（話語范圍）,tenor（大概意識）,andmode（方式）.He believesthat thereisasystematic relationship between thecontext and the text（語篇，文章）.Part IITheories ofPsychology心理學(xué)理論The firstlaboratory ofexperimental psychologywas setup at the Universityof Leipzig,Germany,since1879.It announcedthe officialbirth of psychology.It wasopened byWillhelm Wundt（馮特）.第一個心理實(shí)驗(yàn)室建立?Gestalt psychology格式塔心理學(xué)It wasfounded bya group of Germanpsychologists in the1920s.Their researchwas focusedon thearea ofperception感知,aiming atthe studyof therelationship betweenparts andwhole inpeoples perceptionexperience.They found that peopleperceived objectsand scenesas organizedwholes beforethey noticedtheir ponentpars.They usedthe wordGestalt,which meansorganized shape?orwhol eformin English;to nametheir schoolof psychology they arguedthat anobject wasnot the sum of the individualparts.For example,an articleis not thesumof individualwords thatmake up the article.So peoples mindshould beunderstood in terms of a whole.P14?Psychoanalysis心理分析It is theory of the mindput forwardby SigmundFreud弗洛伊德.Freud foundthat manyof hispatientsmental problemswere causedby somedisturbing eventsin theirchildhood.But the patients could not rememberthese disturbingevents.The part of the mind whichis outof thereach ofconsciousness wascalled by Freud thesubconscious mind,which was the mostimportant conceptin psychoanalysis.Freud divided themind into conscious and unconscious mind andhe wasthe firstto studyunconscious mind.Freud believedthe contentsof theunconscious mindconsist ofburied memoriesand instinctivewishes andwill influencethe activitiesof theconscious mind.The basicapproach ofFreud wasto analyzethe irrational（異常）behavior of thepatients,including theirdreams andslips of the tongue（口誤）.?Behaviorism行為主義In1913,the Americanpsychologist JohnB.Watson（華生）published an articlePsychology asthe BehavioristViews it行為主義者眼中的心理學(xué).The articlewas regarded asaformal introductionto behaviorism.Watson dida lotof experimentswith nonhuman animals andanimals behaviorswithout anyconsideration of the animals mind.The goalofpsychologyset outin hisarticles wasto understand the environmentalconditions thatwould causeananimalto behaveina particular way.Aording toWatson,there wasno fundamentaldifference betweenhuman behaviorand thatof otheranimals.Watsons ideaswere aeptedby manypsychologists.The dominantposition of behaviorism wasmaintained untilthe mid-1960s.The leaderof behaviorismwas Skinner（斯金納）.He developeda newkind of apparatus儀器for studyinglearning inanimals anda newway ofdescribing thelearning process.Watsonstheoryis called classic behaviorism（古典行為主義）while Skinnerstheoryis calledneo-behaviorism（新行為主義）.The earlybehaviorists focusedthe attentionon thetopic oflearning and they triedto characterizelearning intermsofstimuli andresponse.Stimuli are observable eventsin theworld thataffect behaviorand responsesareobservablebehavioral acts.Skinner arguedthat learning process could be dividedinto twokinds:classical conditioning and operant conditioning.In classicalconditioningastimulus thatdid notelicit a response esto elicit a response.By operant conditioning P17the ourrence of a response will be determined by the consequences of the response.For example,we lookup aword ina dictionarybecause wecan findout themeaningof the wordin it.?Cognitive psychology認(rèn)知理論P(yáng)17The termcognition means knowledge andcognitive psychologycan bedefined asthe studyof peoples abilityto acquire,organize,remember anduse knowledgeto guidetheir behavior.The mostimportant factorthat hasmade cognitive psychologythedominant approachis the development of the putertechnology.The brainworks ina similarway toprocess information.The brainreceives informationthrough senses,processes itand sendsit outas behavioractions.Jean Piaget（皮亞杰），Swiss psychologist，made greatcontribution to the developmentof cognitive psychology.He focusedon the reasoning abilities of childrenand describedthe developmentof childrens reasoningabilities ateach stageintermsof hypotheticalmental constructs(假設(shè)心理結(jié)構(gòu)圖)which hecalled schemes（(先驗(yàn))圖示）.（P18the lastPara.）Aording toPiaget,there aretwo principaltypes ofcognitive structureswhich hecalled schemesand concepts.Schemes referto sets of rules that defineparticular categoriesofbehavior.Concepts are rules that describe properties of events and their relations with one another.How toacquire Schemesand Concepts?By interacting with their environment with the help of two processes,which are assimilation(同化)and aommodation（調(diào)節(jié)）.?Assimilation refers to the process bywhich newitems areadded toa conceptor schema.?Aommodation refers tothe process bywhich theexisting conceptor schemais changedon thebasis ofnew information.(P18)The Americanlinguist NoamChomsky greatlyinfluenced cognitive psychology.In hisbook SyntaxStructure (1957)Chomsky arguedthatlanguageshould beviewed asasystem of mentalrules which are wiredinto thebrain asa resultof evolution（進(jìn)化，發(fā)展）.Cognitive psychologistsmaintain thatall therelationship amongstimuli,responses and consequences arelearned andare integratedinto the animalsknowledge.Theories ofSecond LanguageAcquisition（SLA）二語習(xí)得理論P(yáng)19?The habitformation theory習(xí)慣-形成說（Skinner斯金納）It esfrom thebehaviorist psychologyand wasvery popularin the1950sand60s.Aording tobehaviorists,learning asecond languagemeans the formation ofa set of linguisticshabits.Imitation andpractice playan importantrole in the process of habit-formation.Aording tothe habit-formation theory,the oldhabitmother tongueof thelearner willeither facilitateor getin theway of the second language learning.(P20)Negative transfermeans thelearner transfersthe ways of expressionin themother tonguetothe target language.They willcause errors.?The hypothesis of linguisticuniversals語言共性說P20(Chomsky喬姆斯基&Greenberg格林伯格)It believed that thereexist certainlinguistic propertieswhich aretrue toall the natural languagesin theworld.The hypothesisof linguisticuniversals isborn of the studyoflinguisticuniversals.（UGUniversal Grammar）Core grammar(核心語法)and peripheral grammar（外圍語法）:Chomsky dividesthe grammar ofa natural languageinto core grammar and peripheral grammar.Aording tohim,human beingsare bornwith alanguage acquisition device（LAD）which consists ofa set of general principles.The coregrammar ofanaturallanguage agreeswith theinborn setofgeneralprinciples whilethe peripheralgrammar cannotbegoverned by the language acquisitiondevice.The coregrammar agreeswiththeinborn generalprinciplesandis mucheasier tolearn.xx-12-09?The aulturation theory文化認(rèn)同說P21（1970s Schumann舒曼&Anderson安德森）The meaningof thetheory:(P21L2-6)by aulturation they meanthat individuals of one culture have to go throughthe process of modification in attitudes,knowledge,and behavior in orderto functionwell in another culture.It involvessocial and psychological adaptations.The relation between aulturationand second language acquisition:(P21L8-9)The degree of aulturation will control the degree of second language acquisition.Factors whichdetermine thedegree of aulturation suess:(P21L11-13)The socialandpsychologicaldistances playa decisiverole inaulturation suess.(P22黑體字上一段)Negative psychologicalfactors thatwill increasethe psychologicaldistance:language shock(沖擊),culture shock,low motivation（學(xué)習(xí)動機(jī)低下）and highboundaries（高度自我封閉）.（cf.good languageenviroment）?The discoursetheory話語交際說（Hatch哈奇P22）It was put forwardby Hatchinthelate1970s.It wasdeveloped fromHallidays(韓禮德P10Functional Linguistics)theory offirst language acquisition（FLA）.(P22倒數(shù)L5-2)The theorybelieves thereis littledifference betweenthe first language acquisition process and the process of second language acquisitiononly throughmunication discourses.書上1.2.3.4點(diǎn)請注意一下。 ?The monitortheory監(jiān)控理論(Krashen克拉森P23)It wasput forwardby Krasheninthelate1970s.The theoryconsistsof the followingfive hypotheses:The acquisition-learning hypothesis（習(xí)得與學(xué)習(xí)假設(shè)）-(P23Last Para.L1-3)The theory claims thatadult learnersofasecond languagehave two waysofdeveloping theirpetenceacquisition andlearning.(P24L3-5)The basicdistinctionbetweenlanguage acquisitionand language learning iswhether thelearner paysa consciousattention tothe rulesof thetarget language.(L3)Acquisition referstothesubconscious process in whichlearners developtheir languageproficiency.(P24L1-3)Learning referstotheconscious processinwhichlearners acquire the knowledge ofrulesofthetarget language.The monitorhypothesis（自我監(jiān)測假設(shè)）Different functionsAording toKrashen,acquisition is responsible for the fluencyoftheutterances producedby speakerswhile learningisresponsiblefortheauracy ofthe speechesor passages.Three conditionsIn orderto performthis monitorfunction,language learnershave tosatisfy atleast threeconditions:sufficient timeto monitorhis production,tohavehis focuson form(語言的準(zhǔn)確性),and tohave clearknowledge ofthe rulesofthetarget language.The natural order hypothesis（自然次序假設(shè)）Same orderthe hypothesisclaims thatforeignlanguage learners acquirethe rulesofthetargetlanguageinthe same orderno matterwhere,when andhow theyare learningthe language.SpeedIn Krashens pointof view,language teachingcannot changethenaturalorder of language acquisition.It canonly facilitatethe speedof acquisitionand findout thetrue pictureof thisnaturalorder.The inputhypothesis（輸入假設(shè)）:Language inputandlanguage acquisitionAording toKrashen,the onlyway for people toacquire alanguage isby understandingmessages orreceiving prehensiveinput.They movefrom theircurrent leveltothenext levelby understandinginput.The affective filter hypothesisPurpose（感情屏障假設(shè)）It attemptsto explain the variationin speedoflanguage acquisition amongindividuals ofthesamegroup.The threeaffective factorswhich determinesthe speedof suessmotivation,self-confidence,and anxiety.Influence ofthe threefactorslearners withhigh motivation,self-confidence,and lowanxiety willdo muchbetter thanthose thatare unmotivated,lacking inself-confidence andconcerned toomuch withfailure.That isto say,learners with a lowaffective filterwill getmore inputthan learnerswith a high affectivefilter.?The cognitive theory認(rèn)知說（P26McLaughlin邁克勞林1980s）Cognitive psychologistsregard learningasacognitive processbecause theythink itinvolves internalpresentations whichoffer regulationand guidancefor performance.Notionsinthe cognitivetheory,automaticity andrestructuring arethe mostimportant notionsbecause learnershave toselect appropriatevocabulary,grammatical rulesand conventionsgoverning languageuse.ModesCognitive psychologiststhink the process oflanguage municationisakind ofinformation processing.When processinginformation,people usetwowayswhich arecalled automaticand controlledmodes.Teaching andpractice willhelp thelearner toacquiretheautomatic processingcapacity.Different stagesthe cognitivetheory holdsthatlanguagelearning atthebeginning stage involves more oftheprocessof automaticitywhile atthe advancedstage itinvolvesmoreoftheprocessofrestructuring.Part III(識記)A BriefHistory ofForeign LanguageTeaching(外語教學(xué)的簡要?dú)v史)?The Reform Movement(1882-1906)（外語教學(xué)改革運(yùn)動）Grammar-Transla