(推薦)Unit1Languageandlanguagelearning

1、(推薦)unit1languageandlanguagelearningwelcome!a course in english language teaching -liu qiong t:to get an awareness of being a language teacher;vto understand some basic theories and methodologies on language teaching;vto understand how to manage the classroom, how to make lesson plan, h

2、ow to teach three categories of language knowledge and four kinds of language skills and how to adapt the teaching materials.vto prepare for the future research work.vto prepare for your internshipv王薔a course in english language teaching英語教學法教程高等教育出版社 ,2006v束定芳. 現(xiàn)代外語教學理論、實踐與方法 （修訂版）. 上海：上海外語教育出版社. 2

3、008.v文秋芳英語學習的成功之路.上海外語教育出版社，2003.v朱 萍、蘇晨杰. 英語教學活動設計與應用 .上海：華東師范大學出版社. 2006vharmer，j. how to teach english.北京： 外語教學與研究出版社.2000 vjoan rubin, irene thompson. how to be a more successful language learner. 外研社，2009.vrichards, j.c. & rodgers, t.s. approaches and methods in language teaching 北京: 外語教學與研究出版社

4、, 2000vunit 1 language and language learningvunit 2 communicative principles and task-based language teachingvunit 4 lesson planningvunit 5 classroom managementvunit 6 teaching pronunciationvunit 7 teaching grammarvunit 8 teaching vocabularyvunit 9 teaching listeningvunit 10 teaching speakingvunit 1

5、1 teaching reading vunit 12 teaching writing vunit 13 integrated skillsvunit 18 evaluating and adapting textbooksvclass attendance (5)vclassroom performance ( group discussion; personal performance) (15)vfulfillment of the assignment (10 )vexamination (70 )language and language learningi. the nature

6、 of languagewhat is language?how do we learn languages?1. language is a system.2. language is arbitrary.3. language is vocal.4. language is for human communication. views on language-learning of language-teaching of languagestructural view functional view interactional viewtextbook pp3-4v structural

7、 view: language is a linguistic system made up of various subsystems: phonology, morphology and syntax. to learn a language is to learn its vocabulary and structural rules. (p3)vfunctional view: language is a linguistic system as well as a means for doing things. learners learn a language in order t

8、o be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. (p3)vinteractional view: language is a communicative tool to build up and maintain social relations between peop

9、le. learners need to know the rules of a language and where, when and how it is appropriate to use them. (p3) your view of language determines your way of teaching. attentionvstructural view knowledge: vocabulary and grammar (sentence patterns)vfunctional view communicative categories, communicative

10、 ability (to be able to communicate)vinteractional view to communicate appropriately (communicative strategies, cultural awareness, etc.)please reflect on your middle school english teachers classroom teaching and try to think about how they understand the nature of language.iii. views on language l

11、earning and learning in general what is learning? behaviorist theory (p5) cognitive theory (pp5-6) 3.1 views on language learning second language acquisition (sla)3.1.1 behaviorismbehaviorism is an approach to psychology that arose out of the ideas of early learning theorists who attempted to explai

12、n all learning in terms of some form of conditioning. a nineteenth century russian ivan pavlovs experiments with dogs and other animals a response (e.g. salivation) generated by one stimulus (e.g. food) can be produced by introducing a second stimulus (e.g. a bell) at the same time. this is known as

13、 s-r (stimulus-response) theory or classical conditioning.a mid-twentieth-century american b. f. skinner responsereinforcement habit formationstimuluslanguage is seen as a behavior to be taught. a small part of the foreign language, such as a structural pattern, is presented as a stimulus, to which

14、the learners responds, for example, by repetition or substitution. this is followed by reinforcement by the teacher, based on 100 percent success. learning a language is seen as acquiring a set of appropriate mechanical habits, and errors are frowned upon as reinforcing bad habits.the role of the te

15、acher is to develop in learners good language habits, which is done mainly by pattern drills, memorization of dialogues or choral repetition of structural patterns. audiolingualism聽說法聽說法vlisten and repeat drilling activities are the most important classroom activities.vmistakes are immediately corre

16、cted and correct utterances are immediately praised.repetition drill: books open. chorus and group repetition.ask the pupils to repeat the following statements after you first in chorus then in groups:teacher: look at the 1st picture. there is a plate on the table. all together! look at the 2nd pict

17、ure. there is some tea in the pot. all together!the remaining items are as follows:3rd: a cup behind the pot.4th: some coffee in the cup.5th: a sweet in the packet.6th: some sugar in the bowl. in contrast to behaviorism, cognitive psychology is concerned with the way in which the human mind thinks a

18、nd learns. cognitive psychologists are therefore interested in the mental processes that are involved in learning.textbook pp5-63.1.2 cognitive theorynoam chomsky(1928- )thinking (creativity)internal factorscognitivismvif all language is learned by imitation and repetition, how can a child produce a

19、 sentence that has never been said by others before?vlanguage is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be producedvlearners should be allowed to create their own sentences based on their understanding of certain rules (creativity)i

20、n a cognitive approach, the learner is seen as an active participant in the learning process, using various mental strategies in order to sort out the system of the language to be learned.learning refers to the formal study of language rules and is a conscious process.3.1.3constructivist theorytextb

21、ook p6representatives of constructivismv jean piaget (1896 1980)vlearning is a personal construction of knowledge to be learned based on the learners previous experience.representatives of constructivismv john deweyp6vlearning by doingvteaching should be built on learners experience and engage learn

22、ers in learning activities.vteachers need to design environments and interact with learners.v學習是在一定的情景下，通過人際間的協(xié)作活動，相互交流而實現(xiàn)的意義構建過程。v教師的角色：促進者（facilitator); 創(chuàng)設學習情景；提供學習資源，指導和幫助；提供積極反饋；協(xié)調課堂活動vsocio -constructivist theoryrepresentative of socio-constructivismv lev vygotskyp6vinteraction and engagement w

23、ith the target language in a social context is important.vzpdzone of proximal development (最近發(fā)展區(qū)最近發(fā)展區(qū))vscaffolding (腳手架腳手架)learning is best achieved through the dynamic interaction between the teacher and the learner (question & explanation) the learners (a more capable peers support)zone of proxima

24、l development最近最近/邊緣發(fā)展區(qū)邊緣發(fā)展區(qū)it is the term used to refer to the layer of skill or knowledge which is just beyond that which the learner is currently capable of coping. working together with another person, either an adult or a more competent peer at a level that is just above a learners present capa

25、bilities is the best way for the learner to move into the next layer.children two levels of intellectual developmentactual development level (業(yè)已達到的實際發(fā)展水平業(yè)已達到的實際發(fā)展水平)level of potential development（潛在的發(fā)展水平）（潛在的發(fā)展水平）zone of proximal developmentgapii+1建筑支架建筑支架腳手腳手架架教學內容：高一英語教學內容：高一英語book 1a unit 3 going

26、 places教學課型：聽說課（教學課型：聽說課（warming up, listening and speaking）step 1 lead-in教師搭建的是背景支架：圖片、地圖展示。教師搭建的是背景支架：圖片、地圖展示。教師用多媒體展示了一些全國或者世界聞名的旅游景點圖片，教師用多媒體展示了一些全國或者世界聞名的旅游景點圖片，從視覺刺激學生，讓他們猜地點。如，看到從視覺刺激學生，讓他們猜地點。如，看到the great wall圖圖片馬上說出片馬上說出beijing。圖片可以多樣化，目的是讓學生說出旅游。圖片可以多樣化，目的是讓學生說出旅游地點，從而引發(fā)他們對旅游的興趣。后面的聽力部分填表

27、格時，地點，從而引發(fā)他們對旅游的興趣。后面的聽力部分填表格時，聽力內容并不提及地點，但填空內容要填地點。這部分聽力內容并不提及地點，但填空內容要填地點。這部分guessing game 也為聽力做好鋪墊。也為聽力做好鋪墊。 在讓學生猜完導入部分的圖片地點后，教師給學生提供一張中在讓學生猜完導入部分的圖片地點后，教師給學生提供一張中國地圖，標出四個情景地點，讓學生說出采取何種交通方式，國地圖，標出四個情景地點，讓學生說出采取何種交通方式，并講述理由。地圖的提供使得書本的情景具體化，更能提高學并講述理由。地圖的提供使得書本的情景具體化，更能提高學生興趣，調動他們說的欲望。生興趣，調動他們說的欲望。

28、教教學學目目標標 教學支架逐漸撤掉教學支架逐漸撤掉學生的操作活動逐漸增加學生的操作活動逐漸增加behaviorismpavlovskinnerimitation & repetition (s-r-r)external factorscognitivismchomsky thinking (creativity)internal factorsconstructivismpiagetbrunerdeweypersonal constructioninteractionsocial-constructivismvygotskyzpd & scaffolding vpeople with an e

29、xcellent command of a foreign language will surely be an excellent language teacher? vprofessional qualities are necessary, but only professional qualities arent enough. conclusionvreflect on your own learning experiences. have you had an excellent english teacher? try to identify as many qualities

30、as possible of your best english teacher (s). note down all the qualities that you think are important for a good english teacher.vthere are a variety of elements that contribute to the qualities of a good language teacher. these elements can be categorized into 3 groups: ethic devotion, professional qualities and personal styles (parrot, 1993)kindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflectivekindcreativeresourcefulwell-preparedaccuratecaringdynamicpat