(完整版)外語(yǔ)教學(xué)

1、Chapter 2 Aspects of Foreign Language TeachingTeaching GuideThis chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students' Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content con

2、cerning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “Implementation ”we provide three activities

3、concerning syllabus design, syllabus identification and FLT principles.2.1 Teaching Objectives Through the study of this chapter, students should be able to:1. understand views of language and foreign language teaching.2. understand foreign language teaching syllabus.3. understand foreign language t

4、eaching principles.4. understand aims and objectives of foreign language teaching and learning.2.2 Interpreting Chapter ContentThis chapter mainly deals with the following four issues:2.2.1 Two Views of Language and Foreign Language Teaching1. The Structural ViewThis view sees language in terms of t

5、he bits and pieces by means of which it is put together (see the diagram on P 13 Students' book).2. The Functional ViewThis view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social being an

6、d investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment.According to the functionalists, language has three main functions: descriptive, expressive and social.1) . The descriptive function of language is to convey f

7、actual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside.2) . The expressive function of languageis to supply information about the speaker, his or herfeelings, preferences, prejudices, and past exp

8、eriences.e.g. I ' m not inviting the Smiths agai.n3) . The social function of language serves to establish and maintain social relations between people.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of functi

9、ons together with the language items needed for them.2.2.2 Foreign Language Teaching Syllabus1. Definition of SyllabusThe syllabus is a description of the contents of a course and the order in which they are to be taught. It provides the overall organizing principle for what is to be taught and lear

10、ned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs to express in the target language.2. Types of SyllabusThere are many types of syllabuses such as grammatical syllabus,

11、task-based syllabus, skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic syllabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and maybe app

12、lied todifferent courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreig

13、n language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based.A: Grammar or Structural(organized according to a list of grammatical structures and one that will readily be recognized by most English language teachers.)Simple past: regular verbs

14、The passiveFormation of adverbsType 3 conditionals Gerunds and infinitives(a) Making suggestions(b) LocationAsking for directionsDurationGiving adviceAbilityIntroducing yourselfIn the restaurant At a hotelIn the post officeAt the garageMaking notes from a talk Reading for information Using a diction

15、aryWriting an exam answerB: Functional-notional(based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language. )C: Situational(presents a set of everyday situations or settings

16、.)D: Skill-based(focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.)Space travelIntelligence testsSmokingThe weatherE: Topic-based(uses topics or themes as its starting point.)3. Design of SyllabusesThe important thing to do in syllabus desi

17、gn is to decide what to include in the syllabus.Below is a list of possible components of syllabuses.Aims/GoalsGeneral statements about what must be accomplished by the end of the course. Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in ord

18、er to attain the goals.Non-language outcomesAffect cultivation, such as confidence, motivation, interestLearning strategies, thinking skills, interpersonal skills, etc.Cultural understandingLearning contentsKnowledge: vocabulary list, grammar itemsSkills: listening, speaking, reading and writingFunc

19、tions and notionsTopicsCultureImplementationApproaches/methodologiesTeaching principlesTeaching suggestionsRecommendation of textbooks/materialsAssessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation?What should be evaluated?How is evaluation best done?F

20、or what purposes should evaluation be done?Proficiency tests4. Changes in Foreign Language Teaching and the ImplicationsThe major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students' book)These changes have the implication that the integration of the four skills

21、 is the most plausible approach to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include:1) a pre-reading discussion of the topic to activate schemata;2) listening to a lecture or a series of informative statements about the topic of a pa

22、ssage to be read;3) a focus on a certain reading strategy, e.g. scanning;4) writing a paragraph of a section of the reading passage.2.2.3 Principles of Foreign Language TeachingTeaching and learning are interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding

23、 and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching style, our approach, methods, and classroom techniques.According to H. D. Brown (1994), for foreign lan

24、guage teaching there are three broad set of principles which include 12 specific principles (see the following diagram): Cognitive principles: relate mainly to mental and intellectual functions, including automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strateg

25、ic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection.Linguistic principles: center on language itself and on how learners deal with these complex linguistic systems, inc

26、luding the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning1. General Aim - to develop student 's communicative competenceForeign language teaching and learning used to focus on imparting the language knowledge

27、 to the language learners, but now its general aim is to develop students'communicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a formal system to the social and cultural knowledge which speakers need in order to understand and

28、 use linguistic forms (Hedge, 2002: 45).According to Hymes (1972), communicative competence consists of linguistic / grammaticalcompetence, discourse competence, sociocultural competence, and strategic petencecompetencecompetencecompetenceLinguistic competence refers to the ability to

29、recognize the lexical, morphological, syntactic,and phonological features of a language, the sentence-level grammatical forms, and to make use of these features to interpret and form words and sentences.Discourse competence is concerned, in oral texts, with the ability to perform the turns in discou

30、rse, to maintain the conversation and to develop the topic; while in written context, the13ability to understand and interpret the relationships through formal devices and to create coherent written texts.Social-cultural competence refers to an ability to interact effectively with people of differen

31、t social and cultural backgrounds. Socio-cultural competence comprises four components:1) Awareness of one's own socio-cultural world view;2) Attitude towards cultural differences;3) Knowledge of different social and cultural practices andworldviews;4) Cross-cultural skills. Developing cultural

32、competence results in an ability to understand, communicate with, and effectively interact with people across culturesStrategic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and

33、 affective strategies.The key components of communicative competence, as identified by a number of researchers, could also be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56).Communicative competenceLinguistic Pragmat

34、ic Discourse Strategic Fluency competence competence competence competenceChomsky's view of linguistic competence, however, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingu

35、al adult native speaker, and distinct from how they happen to use and experience language.Canale and Swain (1980) defined communicative competence in terms of four components:1) grammatical competence: words and rules2) sociolinguistic competence: appropriateness3) discourse competence: cohesion and

36、 coherence4) strategic competence: appropriate use of communication strategiesCanale and Swain's definition has become canonical in applied linguistics.A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence,"

37、which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Through the influence of communicative language teaching, it has become widely accepted that communicative compete

38、nce should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics

39、and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.2. Aims:Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching i

40、s to develop students ' communicative competence and language awareness is essential. Aims are often affected by the following factors beyond the teacher' s control:- community attitudes to learning English;- educational policy within a state;- importance of exams;- time allotted to teaching

41、 foreign language (hours per week)- place within curriculum (compulsory, optional, or taught only at certain level)- students ' needs: why do they need English?- students ' level: what level of English do they require?The following guidelines could be used in making aims more concrete:1. Ind

42、icate which observable activity or task the students can carry out when he has achieved theaims.2. Indicate the subject matter (learning content) with respect to which the students can carry outthe task described.3. Indicate the conditions under which the student can carry out the tasks described.4.

43、 Indicate the criteria for acceptable performance.3. Objectives:Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students ), in ter

44、ms of skills (e.g. to give students practice in extracting specific information from a text ) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The writtenobjectives will be more or less specific d

45、epending on how specific the teacher' s aims are.Aims and objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it.However, defining foreign language teaching objectives is no easy matter, it entails at least:1. specifying what students ca

46、n do in the target language (behavioral specification) e.g. the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time.2. specifying the linguistic elements ( language forms) necessary to carry out the tasks s

47、pecified (linguistic specification). This could for instance include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc.3. specifying the level of proficiency in listening, speaking, reading and writing.2.3 Implemen

48、tationActivity 1 When a syllabus is designed, which of the following aspects of the intended learner should be taken into account:a. the learner b. the learner c. the learner's previous knowledge's attitude and motivation's past experience of lea nlegaurangingd. the learner's present

49、 mastery of the languagee. the learner ' s goal of studyf. the gap between the learner' s present mastery of the language and his/her goalReference:Generally speaking, all of the above-mentioned aspects should be taken into account in designing a syllabus.Activity 2 The following is an excer

50、pt from a textbook written on the basis of situational syllabus. Study the excerpt carefully and then try to describe the difference between the situational syllabus and the grammatical syllabus.Talking about WeatherWang: Oh, it is raining outside. Mark, the weather is quite different in different p

51、laces. What is the weather in your hometown?Jones: It is very hot. The temperature is sometimes over 40C.Wang: Do you like the weather in Beijing?Jones: Well, I like Beijing in autumn and summer, but I don't like it in spring.Wang: Why?Jones: It 's very windy and cold in spring.Wang: What ab

52、out the weather in your wife ' s hometown?Jones: It changes very quickly. A sunny day will probably become very rainy and cold. Wang: Really?Jones: One day last week, we went for walk in the country. When we started in the morning, the sky was blue and it was warm and sunny. There were no clouds

53、 at all. But at midday, a sudden rain came. There was a strong wind, too.Wang: Oh, that ' s terrible. Did you bring any raincoats?Jones: No, we didn 't bring any raincoats or umbrellas. There were no houses nearby. We walked in the rain for about half an hour.Wang: Did you catch cold in the

54、rain?Jones: Yes, I had a bad cold after that. So people sometimes say that you can have four seasons in one day.Reference:As for the situational syllabus, the fundamental principle for the organization of the contents is situation, instead of grammar items, although which will also appear in the syl

55、labus. Situational syllabus attaches much importance to the context within which the theme and the linguistic topics are presented; more often than not there would be a list of useful situations which learners would encounter during the course. On the contrary, a grammatical syllabus is based on the

56、 structures of a language. Learners learn grammatical structures in a sequence that reflects their complexity, rather than their use in communication. And also learners are not usually exposed to more difficult structures than the ones they are learning. The whole purposes of the grammatical syllabu

57、s was to control input to the learner so that only one item was presented at a time.Activity 3 Match Column A with Column BColumn AColumn BCognitive principlesAffective principlesrisk-taking meaningful learning, the anticipation of reward, intrinsic motivationstrategic investment.the native language

58、 effect,Linguistic principleslanguage ego,the language-culture connection communicative competence.self-confidence, automaticity interlanguage.Reference:1. Cognitive principles include automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment.2. Aff

59、ective principles includes language ego, self-confidence, risk-taking and the language-culture connection.3. Linguistic principles includes the native language effect, interlanguage and communicative competence.2.4 Suggested A nswers to the Que“stions and T asks ”(Page 28-29)1. How do you understand the two appr