英语学科教育学-要点精编

BYMARCOTU1英语学科教育学秦杰、田金平外语教学与研究出版社核心要点Chapter1BasicConcepts4ABRIEFSURVEYOFENGLISHTEACHINGMETHODS4.1grammar-translation4.3thedirectmethodMaterialisfirstpresentedorally;themothertongueisneverused;questionsareansweredintargetlanguage;rulesaregeneratedfromthepracticeandexperience4.4theaudio-lingualmethodAbundantuseoflaboratories,tapedandvisualaids4.6silentwayThelearnerdiscoversratherthanrememberorrepeats4.9communicativelanguageteachingStressactivitiesthatengagedthelearnersinmoremeaningfulandauthenticlanguageChapter2HistoryofEnglishteaching1MAINSCHOOLSOFENGLISHTEACHINGINHISTORY1.1GTmethod□Detialanaylsisofgrammarrules,followedbyapplicationofthisknowledgetothetaskoftranslatingsentencesandtextsintoandoutoftargetlanguage□Littleornosystematicattentionispaidtospeakingorlistening1.2directmethodInstructionwasconductedexclusivelyinthetargetlanguage(includequestion-and-answerexchangebetweenteachersandstudents;grammarwastaughtinductively)1.4communicativelanguageteachingFocusnotonlyonlanguagebutalsoonthelearningprocessitself3CURRENTTRENDSINENGLISHTEACHING3.1teachingforcommunicationWeakversion:providelearnerswithopportunitiestouseEnglishforcommunicativepurposesStrongversion:acquirelanguagethroughcommunication3.2task-basedEnglishteachingAccomplishopen-endedtaskswhicharenotpre-determined3.4attentiontolearnerdifferenceContent;process;timeorage;goalSincetheyhaveeverimprovingcapabilitiesStretchthepotentialofallstudents3.6developingautomaticityinEnglishteachingandlearning□Inductiveratherthandeductiveteaching□Comprehensibleandadequateinput□Attentiontolearners’affectivefactors□Task-basedapproachBYMARCOTU2□Strategictraining4ASTUDYIBTASK-BASEDLANGUAGETEACHING4.1introductionTraditionalway:masterthebuildingblocksofthelanguage;teacherpresentsthetargetlanguageinready-toassimilatepiecesBycontrast:errorsarenotnecessarilytheresultofbadlearningEngageinmeaningfulactivitiessuchasproblem-solving,roleplaying,discussion4.2.3thefeatureofTBLTObjective-oriented;discoverrulesofgrammar;focusonmeaningratherthanform;bearresemblancetoactivitiespeoplecarryoutindailylife4.3advantageofTBLTTeachingisnotthecontrollerandsoleknowledgesource;createthekindofatmospherewhichenhanceparticipation;stimulatecuriosity,raiseinterestandencouragestudentstopracticeChapter4TeachingofDifferentLanguageSkills1LISTENING1.1introductionlisteningskills:recognizestressandrhythmpatterns;guessunknownwordsorphrases;detectkeywords;predictwhatpeoplearegoingtotalk,etc1.2process1.2.1threestagesoflisteningPre-listening:Strategies:buildnecessarybackgroundtosetpurposeforlistening(activateexistingknowledge;buildpriorknowledge;establishpurpose)Duringlistening:Whilelisteningactivities:clarifymeaning;question;makingpredictionsTeacher’shelp:elicitsummaryateachstop;askforpredictionandwhystudentsmakeparticularpredictions;reviewpreviouspredictionandletthemchangetheirideasinvolveeveryonebylettingthemshowhandsortakesidesAfterlistening:Activities:askQtoclarifytheirunderstanding;summarizeaspeaker’spresentationorally,inwriting;reviewnotesandaddinformationTosumup:giveaclearleadinwhattheyaregoingtohear;usevisualbackupforthemtounderstand;givequestionsandtaskswhichhelpinlearning,notconfusing.1.3Methodismteachingoflisteningdefaultmethod:pickoutaparticulargrammarpointorsomedifficultwordstoexplainintegratedmethod:useseveralskillswithinrealcontextandcommunicativeframeworkREFERTOPG104BYMARCOTU32SPEAKING2.1introductionNotjustinvolveputtingintopracticethegrammarandvocabularyskillorjustpronouncingandreadingaloudInteractive:facetofacePartialinteractive:lectureNoninteractive:watchingTV2.3howtoteachspeakingContentedorientedinput:focusoninformationFormorientedinput:focusonthewaysofusingthelanguageStructuredoutput:focusincorrectformCommunicativeoutput:focusonthemainpurposetocompleteatask2.3.23keyissuesinspeakingclassesFormfocusesspeaking:□Repetitiondrill:teachersasklearnerstorepeataphraseorsentenceMeaningfocusedspeaking:□Presentssomenewvocabularyorgrammaticalfeatures;□Beforetakepartinanactivity;asklearnerstoworkinpairsorgroupsof3or4toprepare□Learnersaregiventopicstotalk(newspapertalks:insteadofreadingthearticlealoud,thelearnersmustdescribethemainideaofthearticlegiventothelearners)2.4developingspeakingactivitiesStructuredoutputactivities:informationgapactivitiesCommunicativeoutputactivities:roleplayswhichimitatelife;discussion3TEACHINGOFREADING3.1introductionarepetitiveskillthathelpsbuildvocabulary3.1.1micro-¯o-skillsmicro-skills:decipheringthescript;recognizevocabulary;figureoutthemeaning;maketheforegoinginference;predictoutcomesmacro-skills:planonthepurposetoread;evaluatethereadingspeed;monitorthegeneralreadingprocessetc3.1.1goalofteachingreading□Maximizecomprehensionoftext,identifyrelevantornonrelevantinformation□Developtheawarenessofreadingprocessandreadingstrategies3.2threestagesofreadingBefore:setapurpose;knowlinguisticofbackgroundknowledgeDuring:verifypredictions;decidewhatisimportanttounderstandAfter:decidethestrategiesusedwereappropriate;evaluatecomprehension3.2.3strategiesfordevelopingreadingskills1)corereading