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MethodologyofEnglishTeaching英语教学法•“追求方法”：二十世纪八十年代之前•“教无定法”：后方法时代–英语教学论是一门研究中小学英语教学目的、教学内容、教学目标、教学过程、教学原则、教学模式、教学科研的理论与实践的基本原理、一般规律、主要方法等，以全面培养学生面向未来的基础性的英语运用能力和基础性的综合素质的学科。Introduction•BriefIntroductionoftheCourseandCoursePlan课程学习参考书目Unit1LanguageandLearning•Viewonlanguage•Viewsonlanguagelearning•Whatmakesagoodlanguageteacher?Whatislanguage?•语言的本质与语言教学的本质特征–语言的定义（definitionoflanguage)–语言的本质特征（natureoflanguage)•交际工具•符号系统•思维工具和文化载体•特殊的生理基础•（Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson）对语言教学本质的理解及其对教学实践的影响ViewsonLanuage•TheStructuralView(结构主义）•ThefunctionalView（功能主义）•TheinteractionalView（相互作用理论或交互理论）TheStructuralView•Thestructuralviewseeslanguageasalinguisticsystem.(Languageisasystemofstructuringrelatedelementstocodemeaning,forexample,grammar.Rf.ACourseforELT)•语言的本质是由结构上相互联系的单位组成的、用来表达一定意义的结构系统。•Thesystemoflanguage=•thesystemofsound+•thesystemofwords+•theysystemofgrammar+•sentences•phrases•words•morphemes（词素）•(thesmallestmeaningfulunit)•phonemes（音素，音位）•(thesmallestunit)Thepurposeoflanguagelearning•Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.•语言学习的目标被认为是掌握该系统中各种成分，即音位、语法单位、词汇等）Impactonlanguageteaching•Audiolingualapproach（听说法）•TotalPhysicalMethod（全身反应法）•TheSilentWay（沉默法）ThefunctionalView•Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.(Languageisavehicletoexpressoraccomplishacertainfunction,suchasrequiringsth.Learnerlearnalanguageinordertobeabletodothingswithit.)•认为语言既是一个符号体系，也是一种交际工具•语言是表达交际功能的载体。•强调语言的语义和交际特点，而不是语言的语法特征•有意念-功能教学大纲（Notion-functionSyllabus)•交际法教学Functionsoflanguage•E.g.•offering•suggestion•advising•apologizing•etc.Notion•Purposeofusingnotion:–Toperformfunction•Whatisnotion–rulesandvocabularyareconstructedtoexpressnotions–Examples:•Presenttime,pasttimeandfuturetime•Certaintyandpossibility•Agentandinstrument•RelationshipbetweenpeopleandobjectsInteractionalView•seeslanguageasacommunicativetool(buildupandmaintainrelationsbetweenpeople)语言是实现人际关系和进行个人之间社会交往的工具。•Twothingsareneededforcommunication–rulesoflanguageform(grammar&vocabulary):tospeakthelanguagegrammaticalcorrectly–rulesoflanguageusesinacontext:Isitappropriatetousethisiteminthiscontextorgivensituation?•TheProcess-orientedTheories（过程导向理论）–Howthemindorganizesnewinformatione.g.habitinformation,induction,makinginference,hypothesistestingandgeneralization•TheCondition-orientedTheories（条件导向理论）–Emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace–E.g.thenumberofstudents,thekindofinputlearnersreceive,andlearningatmosphereViewsonLanguageLearningTheBehavioristTheory•WatsonandRaynor–Stimulus-responsetheoryofpsychology•Accordingtothistheory,allcomplexformsofbehaviour-motions,habitsareseenaselementsthatcanbeobservedandmeasured.•Skinner:languageisaformofbehaviour•LanguageteachinginUSA:Audio-lingualMethod(thelistenandrepeatdrills)–Languageislearnedbyconstantrepetitionandreinforcementoftheteacher–MistakeswereimmediatelycorrectedTheCognitiveTheory•Chomsky–Languageisnotaformofbehaviour,itisacomplicatedrule-basedsystem.(Languageisarule-governed)–Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced(languageisgenerative)•TheimpactofChomsky’stheoryonlanguageteaching–Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.–Thisideaisclearlyoppositiontotheaudio-lingualmethod.ConstructivistTheory•Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.•Learningingeneral–Educationisusedtodevelopthemind,notjusttoroterecallwhatislearned.–JohnDewaySocio-constructivistTheory•Emphasizeinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”andscaffolding(脚手架理论）.Whatmakesagoodlanguageteacher?•Qualitiesofagoodlanguageteacher–Ethicdevotion–Professionalqualities–Personalstyles•Teacher’sprofessionaldevelopment