英语教学法学生版

1ModernApproachesandMethodsinEnglishLanguageTeachingSemester22010Instructor:YangXiaoEmail:[e-mail]:1388-6160-153Requiredtext•JackC.RichardsandTheodoreS.Rodgers.2004.ApproachesandMethodsinLanguageTeaching.ForeignLanguageTeachingandResearchPress,CambridgeUniversityPress《语言教学的流派》外语教学与研究出版社，剑桥大学出版社References•H.D.Brown.2008PrinciplesofLanguageLearningandTeaching.ForeignLanguageTeachingandResearchPress,CambridgeUniversityPress《语言学习与语言教学的原则》外语教学与研究出版社•AHistoryofEnglishLanguageTeaching《英语教学史》A.P.R.Howat上海外语教育出版社•CristinaBrattPaulstonandMaryNewtonBruder,1976TeachingEnglishasaSecondLanguage:TechniquesandProcedures,Winthroppublishers,Inc.•CristinaBrattPaulstonandMaryNewtonBruder,1976TeachingEnglishasaSecondLanguage:TechniquesandProcedures,Winthroppublishers,Inc.•王蔷2006ACourseinEnglishLanguageTeaching《英语教学法教程》高等教育出版社•肖礼金2006《英语教学方法论》外语教学与研究出版社•章廉中1982《国外教学法主要流派》华东师范大学出版社Unit1.Introduction1.DefinitionofEnglishLanguageTeachingMethodMethod(inlanguageteaching)isawayofteachingalanguagewhichisbasedonsystematicprinciplesandprocedures,i.e.,whichisanapplicationofviewsonhowalanguageisbesttaughtandlearnedandaparticulartheoryoflanguageandoflanguagelearning.Richard:DictionaryofLanguageTeachingandAppliedLinguistics2.ClassificationofEnglishlanguageteachingTimeItemCountry19thcenturyTheGrammar-TranslationMethod翻译法GermanyThe19thandEarlytoMid-20thcenturyTheDirectMethod直接法Europe1920s-1930’sTheOralApproachorSituationalLanguageTeaching口语法或情景法Britain1940’sTheAudio-lingualMethod听说法America1960’sCognitiveApproachAmerica1970’sCommunicativeLanguageTeaching交际法Britain1970’sTotalPhysicalResponse全身反应法America1970’sTheSilentWay沉默法America1970’sCommunityLanguageLearningMethod社团学习法America21970’sTheNaturalApproach自然法America1960’sSuggestopedia暗示法Bulgaria1980sTask-BasedLanguageTeaching任务法America，Australia，Britain3.BasicframeworkofEnglishlanguageteaching3.1EdwardAnthony’sModel(AMT)Approachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning.Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Techniqueisimplementational---thatwhichactuallytakesplaceinaclassroom.3.2Richard’sModel（ADP）Approach:ThetheoryoflanguageThetheoryoflearningDesign:ObjectivesThesyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofinstructionalmaterialsProcedure:Procedureencompassestheactualmoment–to-momenttechniques,practices,andbehaviorsthatoperateinteachingalanguageaccordingtoaparticularmethod.Unit2TheoreticalPerspectivesonLanguageandLanguageTeaching“Becomingbilingualisawayoflife”H.D.Browninhisbook:PrinciplesofLanguageLearningandTeaching1TheoryofLanguage1.1Differentlinguisticschoolsandtheories:Saussure→PragueSchool→AmericanStructuralism→Transformational-generativeGrammar→LondonSchool1.2ViewsonLanguage:Structureview---languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Functionalview---languageisavehiclefortheexpressionoffunctionalmeaning.Interactionalview---Itseeslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.2.TheoryoflanguagelearningAlearningtheoryunderlyinganapproachormethodrespondstotwoquestions.Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?2.1Twodimensionsoflearningtheories:3Process-orientedtheoriesCondition-orientedtheoriesProcess-orientedtheories:Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesCondition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.2.2FundamentalOrientationsforlearningtheories:Behavioristtheory---languageisaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Cognitivetheory---languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Constructivisttheory---Itbelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Social–constructivetheory---Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’andscaffolding3.LearningandTeachingWhatislearningandwhatisteachingandhowdotheyinteract?DefinitionsforLearning:a)Learningisacquisitionor“getting”.b)Learningisretentionofinformationorskill.c)Learninginvolvesactive,consciousfocusonandactinguponeventsoutsideandinsidetheorganism.d)Learningisrelativelypermanentbutsubjecttoforgetting.e)Learninginvolvessomeformofpractice,perhapsreinforcedpractice.f)Learningisachangeinbehavior.Teachingcannotbedefinedapartfromlearning.NathanGageinhisHandbookofResearchonTeachingnotedthat“tosatisfythepracticaldemandsofeducation,theoriesoflearningmustbe‘stoodontheirhead’soastoyieldtheoriesofteaching.”Teachingisguidingandfacilitatinglearning,enablingthelearnertolearn,settingtheconditionsforlea