英语教学法1

LogoSIX:Englishpronunciationteaching郭怀芸0905020192LogoWhatisEnglishpronunciationteachingContents1Thetheoryofforeignlanguagepronunciationteaching2TheprinciplesandpracticesofEnglishpronunciationteaching3LogoThecontentofEnglishpronunciationteaching•TheearlyEnglishpronunciationteaching:•1.Phoneme•2.Thepronunciationofwords•After1980s:•1.Segmentalfeatures•2.SuprasegmentalfeaturesLogoThepatternoptionsofEnglishpronunciationDiagram21.RP(ReceivedPronunciation)-英音2.GA(GeneralAmerican)-美音LogoEnglishpronunciationteachingandlearninggoals•Intelligibilityprinciple•Goals:•Highest--minimalgeneralintelligibility•Lowest--highacceptability•Englishpronunciationability1.theabilityofspelling,speaking,readingandwriting2.comprehensiveability3.productionLogoThetheoryofforeignlanguagepronunciationteaching•theCriticalPeriodHypothesis(临界期假设）•Lenneberg(列林伯格）•Thedevelopmentoflanguageabilityisrestrictedbyphysiologicalfactors.LogoLanguageAptitude(语言学能）--Skehan(斯克汉）LanguagecodingabilityLanguageanalysisabilityMemorycapacityLogoMonitorModel（监察模式）Krashen(克拉申）Non-interfaceview(无接口观点）:LearnedkonwledgeandacquiredknowledgearetotallyseperatedAndtheformercannotbeconvertedtothelatter.LogoOutputHypothesis(输出假设）Swain(斯温纳)Trofimovich(托弗莫维奇）Swain--Comprehensibleoutputcanpromotethesecondlanguageacquisition.LogoRado(拉多)--Thesimiliaritiesofnativelanguageandthetargetlanguagecanpromoteforeignlanguageacquisition,converselyinterfereacquisition.ComparativeanalysisLogoBrown(布朗)--ComparativeanalysiscanpredictsomephoneticerrorsLogoInterlanguageHypothesis(中介语理论）Selinker(塞林卡)--Intermediarylanguageisanindependentlanguagesystemofthesecondlanguagelearners,thelanguagesystemisbetweenthenativelanguageandthetargetlanguageonthestructure.LogoMcLaughlin(麦劳林)Pumelhart&Norman(鲁姆哈特&罗谩)SchemataTheoryAccretionRestructuringTurning(堆积)(重构)(调整)InformationProcessingTheory(信息加工理论)LogoCulturaladaptationmodel(文化适应模式)Schuman(苏曼)Theroleofsocialvariablesandaffectivevariablesinsecondlanguageacquisition.LogoTheprinciplesandpracticesofEnglishpronunciationteaching(英语语音教学原则和实践)1.Readingaloudandartisticreading2.Largeinput3.Enjoyment4.Integration5.Constructipnandinductionmethod6.AppropriateuseofEnglishandChinesephoneticcontrastprinciple7.TheprincipleofpronunciationteachinginCommunicationlanguageteaching8.UseingeducationaltechnologyLogoEnjoyment1.TheuseofEnglishphoneticsgame2.KinestheticActivities3.JazzChants4.RapMusicLogoIntegration(融入原则)learningcompoundwordTalkingaboutadvertisementlisteningtothedialogueWhentouseIntegration?WhenteachersguidestudentsreadthetextandappreciatetheEnglishpoetryLogoUseingeducationaltechnology1.Useofmultimediaandnetwork3.UsecorpusPresentlinguisticknowledgeSuretheemphasisofteachingandorderDesignphoneticteachingactivitiesSolvetheproblemoflearnersspeech2.UsingvoiceanalysissoftwareofPraatSEVEN:EnglishGrammarTeaching20WhatisEnglishGrammarTeaching?ThedisputeaboutgrammarteachingTherelatedtheoryandresearchofForeignlanguagegrammarteaching.ThemiddleschoolEnglishgramarteachingprinciplesContent21WhatisEnglishGrammarTeaching?•Whatisgrammar?Cook(库克):PrescriptiveGrammar(规定语法),TraditionalGrammar(传统语法),StructualGrammar(结构语法),GrammaticalCompetence(语法能力),CommunicativeCompetence(交际能力),PragmaticCompetence(语用能力).Larsen-Freeman(拉森-弗里曼):1.Grammarisaskillisnotakindofknowledge.2.Grammarisnotjustthecorrectforms,andreferstouseproperly.3.Grammarisrational4.Grammarisn'tarbitrary5.Grammarisn'tacorrectanswer,ithasoptions6.Grammarnotonlyincludinglexicalandgrammaticalsyntax,butalsoincludediscoursegrammarLOGOThecontentsofgrammarteachingFormMeaningLiateningListentoandrecognizethestructureidentificationintheformsoforalEnglish.UnderstandthemeaningofspokenEnglishinstructureinthecontext.SpeakingSaycorrectformofthesentence.UsingthestructureofexpressingthemeaningInspokenEnglish.ReadingWrittenformrecognition.Understandingthecontextofmeaninginwrittenform.WritingWritecoorrectformthesentence.UsingthestructureofexpressingthemeaningInwrittenEnglish.LOGOFormMeaningHowisitformed?Whatdoesitmean?UseWhen/Whyisitused?3dgrammarfigureThedisputeaboutgrammarteachingEllis(埃利斯)①Istoteachgrammarortocreatelearninggrammarnaturalenvironmentforthelearners?②Whatgrammartoteach?③Whentoteach?④IntensiveorExtensive?BREADPPTDESIGNDenseorDisperse5Whetherisworthydominantinggrammarteaching67Teachinginunitorcommunicativeactivities8CONTENTSThebestwaytodominantgrammarteachingEllis'sviewsaboutthearguements1.Emphasisonform,significanceandapplication2.Difficultgrammarpoints3.Grammarshouldbegiventotheintermediatelearners,nottheprimarylearners4.IntensiveteachingandextensiveteachinghavetheirsadvantagesanddisadvantagesPage285.Usingthedensenotscatteredmethod6.Takingtheconstructedandinductivemethodingrammarteaching7.Combinethedirectandindirectoferrorcorrectiontogether8.CommunicationtasksandpayattentiontoformcombinedeachotherTherelatedtheoryandresearchofForeignlanguagegrammarteaching.GrammarteachingtheorybasisTeachabilityHypothesis(可教性假设):Pienemann(皮耶曼1984)Ifthegrammarteachingiscorrespondedtothedevelopmentoftheleaner'sIntermediarylanguage,itwil