《英語教學法教程》知識點總結

FLTM:foreignlanguageteachingmethodologyisasciencewhichstudiestheprocessesandpatternsofforeignlanguageteaching,aimingatrevealingthenaturalandlawsofforeignlanguages.MajorapproachesinFLT:Grammar-translationmethod(deductive演繹法)Directmethod(inductive歸納法)Audio-lingualmethodHumanisticapproaches:thatemphasizethedevelopmentofhumanvalues,growthinself-awarenessandintheunderstandingofothers,sensitivitytohumanfeelingsandemotions,andactivestudentinvolvementinlearningandinthewayhumanlearningtakespalaceThesilentwaySuggestopediaCommunitylanguagelearning(CLL)Totalphysicalresponsemethod(TPR)Thenaturalapproach(NA)Thecommunicativeapproach(CA)Anapproachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadleaning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtaught.Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,therecanbemanymethods.Atechniqueisimplementationthatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbconsistentwithamethod,andthereforeIharmonywithanapproachaswell.Viewsonlanguage:Structuralview:thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaningproducedbysoundcombinations(morphology);andthesystemofcombiningunitsofmeaningforcommunication(syntax).Functionalview:thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Functionalactivities:offering,suggesting,advising,apologizing,etc.Internationalview:considerslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.Process-orientedtheories:areconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheories:emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceives,andtheatmosphere.Behavioristtheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Cognitivetheory,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Constructivisttheory,believesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Socio-constructivisttheory,similartoconstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Ethicdevotion,professionalqualitiesandpersonalstylesCLT:communicativelanguageteachingTBLT:task-basedlanguageteachingThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.P16Hedgediscussesfivemaincomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.HowattproposesaweakandastrongversionofCLT.Weakversion:learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.Strongversion:languageisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsystemintheprocessofleaninghowtocommunicate.regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.Communicativeactivities:P24Tasksareactivitieswherethetargetlanguageisusedbytheleanerforacommunicativepurpose(goal)inordertoachieveanoutcome.Fourcomponentsofatask:apurpose,acontext,aprocess,andaproductTasksfocusonthecompleteactofcommunication.(Purposeful&contextualizedcommunication).Exercisesfocusthestudents’attentionontheindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.(Focusonindividuallanguageitems)Exercise-taskcomeshalfwaybetweentasksandexercises,consistsofcontextualizedpracticeoflanguageitem.PPP:forteachinganewstructure-basedlesson,contentlesson,presentation(introducesnewvocabularyandgrammaticalstructures),practice(thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary)andproduction(thestudentsareencouragedtousewhattheyarelearnedandpracticedtoperformcommunicativetasks)Theimportanceoflessonplanning:1.anunpreparedteacherbeginsofadisastrouslesson.2.Anunpreparedteacherreceiveslesstrustandcooperationfromthestudents.3.Thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.LessonPlanning:isaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabouttheaimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniquesandresourcestobeusedinordertoachievetheaimsofthelesson.Principlesforgoodlessonplanning:aim,variety,flexibility,learnability,andlinkage.Variety:planninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibility:preparingsomeextraandalternativetasksandactivitiesattheclassdoesnotalwaysgoaccordingtotheplansothatteachersalwayshavetheoptiontocopewiththeunexpectedsituationsratherthanbeingtheslavesofwrittenplansoronemethodology.Learnability:withincapabilityofthestudents,notbetooeasyorbeyondorbelowthestudents’copingability.Linkage:easytaskfollowedbyacomparativelydifficultone,ordoaseriesoflanguage-focusedactivitiestogetthestudentspreparedlinguistically.Componentsofalessonplanning:backgroundinformation,teachingaims,languagecontentandskills,stagesandprocedures,teachingaids,assignments,andteacher’safter-lessonreflection.Forskill-orientedlesson,focusingondevelopingskills,themodelisapplicablepre-(reading),while-,post-.(Pre-step,while-step,post-step)Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Theroleoftheteacher:controller,assessor(evaluator,correctingmistakesandorganizingfeedback),organizer(organizeanddesigntaskthatstudentscanperformintheclass),prompter推動者(giveappropriatepromptsandgivehints),participant,resource-provider,teacher’snewroles.Therearerulestofollowformakinginstructionseffective.Thefirstistousesimpleinstructionsandmakethemsuitthecomprehensivelevelofthestudents.Thesecondruleistousethemother-tongueonlywhenitisnecessary.GivestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemakeanefforttounderstandthem.Usebodylanguagetoassistunderstandingandsticktoiteachtimeyouteachtheclass.Studentgrouping:wholeclassgroup—sameactivityatthesamerhythmandpace,lockstep,pairwork,groupwork,individualstudyDiscipline:referstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.Questioningintheclassroom:Classificationofquestiontypes:1.closedquestionsandopenquestions2.displayquestionsandgenuinequestions3.lower-orderquestionsandhigher-orderquestions4.taxonomyClosedquestionsrefertothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentanswers.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswer,too.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontext,theyaremorecommunicative.Lower-orderquestionsrefertothosethatsimplerequirerecallingofinformationormemorizationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.SimplequestionanddifficultquestionAmistakereferstoaperformanceerrorthatiseitherarandomguessoran“aslipoftongue”,it’safailureperformancetoaknownsystem.Anerrorhasdirectrelationwiththelearners’languagecompetence.ResultsfromLackofknowledgeinthetargetlanguage.Languageerrorcannotbeself-correctednomatterhowmuchattentionispaidDealingwithspokenerrors:tasksoractivitiesarefocusingonaccuracyorfluency.Balancebetweenaccuracy-basedactivitiesandfluency-basedactivities..Whentocorrect:fluencyworknottointerrupt,afterthestudent’sperformance;accuracyworkneedtointervenemoreHowtocorrect:directteachercorrection,indirectteachercorrection,self-correction,peercorrection,wholeclasscorrection.Goalofteachingpronunciation:Consistency:thepronunciationshouldbesmoothandnaturalIntelligibility:thepronunciationshouldbeunderstandabletothelistenersCommunicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.Aspectsofpronunciation:besidessoundsandphoneticsymbols,suchasstress(strongandweakform,wordstressandsentencestress),intonationandrhythm(variation).Perceptionpractice:usingminimalpairs,whichorder,sameordifferent?Oddandout,Completion.Productionpractice:listenandrepeat,filltheblanks,makeupsentences,usemeaningfulcontext,usepicture,usetonguetwisters.Grammarpresentation:Thedeductivemethod,theinductivemethod,theguideddiscoverymethodGrammarpractice:mechanicalpracticeandmeaningful/communicativepractice.Mechanicalpractice:involvesactivitiesthatareaimedatformaccuracy.Studentspayrepeatedattentiontoakeyelementinastructure.Substitutiondrillandtransformationdrills.Meaningfulpractice:focusontheproduction,comprehensionorexchangeofmeaningthoughthestudentskeepaneyeonthewaynewlylearnedstructuresareusedintheprocess.Itcomesaftermechanicalpractice.(Comparativesandsuperlatives).Usingpictureprompts,usingmimesorgesturesasprompts,usinginformationsheetasprompts,usingkeyphrasesorkeywordsasprompts,usingchainedphrasesforstorytelling,usingcreatedsituations.Whatdoesknowingawordinvolve?Denotativemeaning;connotativemeaning;chunk/collocations;synonyms,antonymsandhyponyms;receptiveandproductivevocabulary.Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsrealobjects,suchasanameorasign,hephysicalworld.Primarymeaningofaword.Aconnotativemeaningofawordreferstotheattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Collocationsrefertowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Forinstance,see,lookat,watch.Hyponymsrefertowordswhichcanbegroundedtogetherunderthesamesuperordinateconcept.Receptive/passivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwritingareconsideredasone’sproductive/activevocabulary.Waysofpresentingvocabulary:inductiveanddeductive.Waysofconsolidatingvocabulary:labeling;spotthedifference;describeanddraw;playagame;usewordsseries;wordbingo;wordassociation;findingsynonymsandantonyms;categories;usingwordnet-work;usingtheinternetresourcesformoreideas.Developingvocabularylearningstrategies:reviewregularly,guessmeaningfromcontext,organizevocabularyeffectively,useadictionary,andmanagestrategyuse.Principlesandmodelsforteachinglistening:focusonprocess,combinelisteningwithotherskills(listeningcanbepracticewithnot-taking,andanswers,roleplays,retelling,interviewing,discussions,orawritingtask),focusonthecomprehensionofmeaning,gradedifficultylevelappropriately,principlesforselectingandusinglisteningactivities.Twoapproachesarefrequentlyusedtodescribedifferentprocessesoflistening.Bottom-upmodelandTop-downmodel.Bottom-upmodel:從細節(jié)入手startwithsoundandmeaningrecognitions.Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear,expectthelistenershaveaveryeffectiveshort-termmemoryastheyhavetomakesenseofeverysoundinordertofigureoutthemeaningofwords,phrase,andstructures.Ifthereareunfamiliarsounds,listenerswillfinditverydifficulttokeepupwithspeaker.recognizingsoundsofwords,phrasesorstructures.Top-downmodel:著重概要listeningforgistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Listenerscanunderstandbetteriftheyalreadyhavesomeknowledgeintheirmindaboutthetopic.Suchknowledgeisalsotermedaspriorknowledgeorschematicknowledgementalframeworksforvariousthingsandexperienceweholdinourlong-termmemory.referringmeaningfrombroadcontextualcluesandbackgroundknowledge.Threeteachingstages:pre-listening—warmingup;while-listeninglisteningcomprehension;post-listeningcheckinganswers.TeachingspeakingLesscomplexsyntax,shortcuts,incompletesentences,devicessuchasfillers,hesitationdevicetogivetimetothinkingbeforespeaking,falsestart,spontaneous,time-constraint.Typesofspeaking:pre-communicativeactivities—mechanicalactivities;communicativeactivitiesmeaningfulactivities.Controlledactivities,semi-controlledactivities,communicativeactivities:Information-gapactivities;dialoguesandrole-plays;activitiesusingpictures;problem-solvingactivities;changethestory;humanscrabbleOrganizingspeakingtasks:usesmallgroupworkTeachingreadingTheconstructionofmeaningfromaprintedorwrittenmessage.Twobroadlevelsintheactreading.1).Arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes.2).Acognitivetaskofinterpretingthevisualinformationrevealingthereceivedinformationwiththereader’sowngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoconvey.Forteaching:intensive/extensivereadingIntermsofmethods:skimming/scanning/predictingForreadingpractice:readingaloud/silentreadingTheroleofvocabularyinreading:sightvocabulary:wordsthatoneisabletorecognizeimmediatelyareoftenreferredtoassightvocabulary.Principlesandmodelsforteachingreading:bottom-upmodel;top-downmodel;interactivemodelPre-readingactivities:predicting(predictingbasedonthetile/