中職英語(yǔ)教學(xué)法

中職英語(yǔ)教學(xué)法第1頁(yè)/共36頁(yè)P(yáng)re-tasksWhyaffectandattitudesaresoimportantinsecondaryvocationalschoolELT？

WhataretheaffectivefactorsinsecondaryvocationalELT?AsanELteacherinasecondaryvocationalschool,howdoyoumotivateyourSstolearnEnglish?第2頁(yè)/共36頁(yè)Wholearnshowmuchofwhatlanguageunderwhatconditions?(Spolsky,1989:3)

Wholongstolearnhowmuchofwhatlanguageunderwhatconditions?(ZhangZhengdong,2001)

第3頁(yè)/共36頁(yè)1.AffectiveobjectivesdescribedbytheCURRICULUM第4頁(yè)/共36頁(yè)Generalobjectiveof

NationalEnglishCurriculum

第5頁(yè)/共36頁(yè)

Affectandattitudesrefertotherelativefactorsthatcanaffectstudents,learningprocessesandlearningeffectssuchasinterest,motivation,self-confidence,volition,cooperation,etc.,andtheirnationalawarenessandinternationalfieldofviewgraduallyformedintheirlearningprocesses.KeepingactivelearningattitudeisthekeytothesuccessinthelearningofEnglish.Therefore,inhisteaching,ateachershouldtrytoconstantlystimulateandstrengthenthestudents’interestinlearning,andguidethemingraduallytransferringtheirinterestintosteadylearningmotivation,inorderthattheycanhaveself-confidence,tempertheirwillpowertoovercomedifficulties,realizetheiradvantagesanddisadvantagesinlearning,willinglycooperatewithothers,andformconcordant,healthy,andpositivepersonalities.Thefollowingthedescriptionsofaffectandattitudesfortheseventhlevel(seniorleavers):第6頁(yè)/共36頁(yè)2.WhyisAffectsoimportantinELT?第7頁(yè)/共36頁(yè)(1)Thecurrentsituation

Exam-orientededucation:emotionalilliteracymodernrobotone-dimensionalman

Competence-orientededucationHumanisticeducation:education:educe/elicit/evoke/evolvehumanismwhole-persondevelopment第8頁(yè)/共36頁(yè)3.Mainaffectivefactorsinprimaryandjunior/seniormiddleschoolELT

第9頁(yè)/共36頁(yè)

Anxietyisquitepossibletheaffectthatmostpervasivelyobstructsthelearningprocess.Itisassociatedwithnegativefeelingssuchasuneasiness,frustration,self-doubt,apprehension,andtension.(1)Anxiety第10頁(yè)/共36頁(yè)debilitatinganxiety

facilitatinganxietyThedegreeofself-esteem;(2)Toleranceofambiguity;(3)Risk-taking;(4)Competitiveness;(5)Societyanxiety;(6)Testanxiety;(7)Culturalidentityandculturalshock;(8)Beliefsoflearnersandteachers;(9)Classroomactivitiesandmethods;(10)Instructor-learnerinteractions第11頁(yè)/共36頁(yè)Horwrtzetal.(1986)describethreecomponentsofforeignlanguageanxiety.Thefirstiscommunicationapprehension.Theyproposethatthelanguagestudenthasmaturethoughtsandideasbutanimmaturesecond-languagevocabularywithwhichtoexpressthem.Theinabilityeithertoexpressoneselfortocomprehendanotherpersonleadstofrustrationandapprehension.Thesecondcomponent,closelyrelatedtothefirst,isfearofnegativesocialevaluation,becausestudentsareunsureofthemselvesandwhattheyaresaying,theymayfeelthattheyarenotabletomakethepropersocialimpression.Thethirdcomponentistestanxiety,namely,apprehensionoveracademicevaluation.Thepedagogicalrequirementsoftheschoolandteacherrequirethatthestudentcontinuallybeassessedonaspectsofproficiencywhilethatproficiencyisbeingacquired.Thesethreecomponentsthen,communicationapprehension,fearofsocialevaluation,andtestanxiety,areviewedbyHorwitzetal.tohaveadeleteriouseffectonsecond-languageacquisition.

(MaclntyreandGardner,1989:252-253)

第12頁(yè)/共36頁(yè)(2)InhibitionHehasnoway,butrunsaway!第13頁(yè)/共36頁(yè)(3)IntroversionandExtroversion第14頁(yè)/共36頁(yè)(4)Empathy

Theprocessof“puttingyourselfinsomeoneelse’sshoes.”

(Brown)第15頁(yè)/共36頁(yè)(5)Motivation:incentivedriveinstrumentalmotivation●Motivationintegrativemotivation(Gardner&Lambert1972)

intrinsicmotivation●Motivationextrinsicmotivation(Deci&Ryan1985:284)

cognitivedrive●Driveego-enhancementdriveaffiliativedrive(DavidP.Ausubel)

第16頁(yè)/共36頁(yè)(6)Classroomtransactions

FrancisBailey(1996:261)referstothesocialstructureoftheclassroomas“akindof‘culture’whichiscreatedoutofthecommunalinteractionsamongcourseparticipants”.Inthisspecialsocietyestablishedwithintheclassroom,theaffectivedimensionoftherelationshipsamongthelearner,theteacherandtheotherlearnerscangreatlyinfluencethedirectionandoutcomeoftheexperience.AsAngiMalderezpointsout,theimportanceofaffectforwhatoccursintheclassroomcanbeseenintheshiftinthedominantmetaphorfortheteaching/learningprocessfromtransmissiontodialogue;dialogueinvolvespeople--thinkingandfeeling,spiritualandphysicalhumanbeings--innegotiationofmeaning.Whatisimportantintheendisnotthewordshavemeaningsbutratherthatpeoplehavemeaningstheyusewordstoconvey(personalcommunication).第17頁(yè)/共36頁(yè)Anexample:ValuesTopics第18頁(yè)/共36頁(yè)

thickegoboundaries

(linearapproach)

(7)Egoboundaries

thinegoboundaries(non-linearapproach)

toleranceofambiguity/accommodation/regression/regressionintheserviceoftheego第19頁(yè)/共36頁(yè)(8)Self-esteem

asenseofsecurityasenseofidentityApositiveimageasenseofbelongingasenseofpurposeasenseofpersonalcompetence

(RobertReasooner)第20頁(yè)/共36頁(yè)

Visualization--languagelearningwiththemind’seye(9)Imagery

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4.Waysofbetteringteachingbydevotingmuchattentiontotheaffectivefactors

inELT

第22頁(yè)/共36頁(yè)(1)Interestingmaterials第23頁(yè)/共36頁(yè)(2)Positiveevaluations第24頁(yè)/共36頁(yè)第25頁(yè)/共36頁(yè)第26頁(yè)/共36頁(yè)(3)LanguageandparalanguageThenwhat’syourdreaminyourELT?第27頁(yè)/共36頁(yè)(4)Makingvocabularyandstructuresalive第28頁(yè)/共36頁(yè)(5)Multimediaadoptedinlanguageteaching第29頁(yè)/共36頁(yè)(7)Singing

PanBo,ChengduMeishiEnglishSchool第30頁(yè)/共36頁(yè)(8)AdoptingmusicBaroquelargo(G.Lozanov’sSuggestopedia)第31頁(yè)/共36頁(yè)Apieceof

Chinesemusic

TheMountainandflowingwater

第32頁(yè)/共36頁(yè)Agoodteachermustremaininpartofachild.Agoodteachermakeschild