王蔷英语教法

中学英语教学法第一次导学课主讲：陈道明（华南师范大学外文学院）[e-mail]第一次导学课导学内容•Introductiontothecourse•Unit1•Unit2Introduction1.本课程的学习途径2.本课程的学习内容3.本课程的评估方法4.学习建议1、本课程的学习途径①教材②网络课件③导学课④BBS（“交流园地”或“课程交流”）（1）教材《英语教学法教程》，王蔷主编.高等教育出版社2000.第一版；2006.第二版（2）网络课件•登录网院主页（）的[网络教室]:在线学习，或者：•通过当地学习中心下载，并刻录成学习光盘，然后用光盘在单机上学习。网络课件中的内容•课件中的主要内容：–精讲课：视频录像+PPT–期末考试模拟试题（附答案）两套–课外阅读材料（参考资料）。关于网络课件中“课外阅读”的材料•网络课件中“课外阅读”的材料内容不会作为考试题目的知识点，但：•建议同学们，尤其是已经在当英语教师的同学们，要在适当的时候阅读，这对英语教学实践和教研将有裨益。（3）导学课•共四次导学课•语音教学系统地址：•可以通过网院主页左下方的“华师在线语音教学系统”进入。（4）BBS（“交流园地”或“课程交流”）BBS中“教学资源区”上的主要资源：•“导学课”的PPT（与网络课件的PPT有所不同）；•自测题（网页文件，需解压）：2、本课程的学习内容《英语教学法教程》第二版和第一版的内容比较第二版第一版内容Unit1Unit1Languageand(language)Learning要考Unit2Unit2CommunicativePrinciplesandActivities（andTask-BasedLanguageTeaching）要考Unit3TheNationalEnglishCurriculum本学期不考Unit4Unit3LessonPlanning自学，要考Unit5Unit4ClassroomManagement自学，要考Unit6Unit5TeachingPronunciation要考Unit7Unit6TeachingGrammar要考Unit8Unit7TeachingVocabulary要考第二版第一版内容Unit9Unit8TeachingListening要考Unit10Unit9TeachingSpeaking要考Unit11Unit10TeachingSpeaking要考Unit12Unit11TeachingWriting要考Unit13Unit12IntegratedSkills要考Unit14MoralLearning本学期不考Unit15Unit13AssessmentinLanguageTeaching自学，要考Unit16LearnerDifferencesandLearnerTraining本学期不考Unit17UsingandCreatingResources本学期不考Unit18Unit14EvaluatingandAdaptingTextbooks自学，要考3、本课程的评估方法•登录BBS（本课程的“交流园地”）占5%；•学习中心打分占5%；•网上作业（不计时、但有递交期限）占20%;•期末考试占70%。•如果总评不及格，需重修。4、学习建议1.一定要利用网络课件学习；2.要在线听“导学课”（共四次），或通过学习中心下载导学课的“录像”(也可以在我给你们开的公共邮箱[e-mail]下载)，重看录像；3.在BBS上下载“导学课”的PPT，复习PPT上的内容；4.学习《英语教学法教程》的相关章节；5.在BBS上下载“自测题”，解压，做题。理解题目的意思；6.经常访问BBS，提出问题，参与讨论；7.按时完成网上作业。Unit1LanguageandLearning•Viewsonlanguage•Viewsonlanguagelearning•Whatisagoodlanguageteacher,andhowcanonebecomesuch?相关学科理论（语言学、心理学、心理语言学、社会语言学、教育学等）教学研究环境M1M2M3教学实践教学目标、教学大纲与课程设置、课程大纲、教材教学原则（教学道路或称指导思想）相关理论研究者的活动领域应用语言学工作者的活动领域应用语言学工作者与外语教师共有或合作的领域外语教师的活动领域ViewsonlanguageThreedifferentviewsoflanguage•Thestructuralview,•Thefunctionalview,•TheinteractionalviewThestructuralviewThestructuralviewseeslanguageasalinguisticsystem.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammarThestructuralviewSystemofLanguage3sub-systemsSoundsWordsGrammarThestructuralviewSentencesphrasesWordsMorphemes(thesmallestmeaningfulunit)Phonemes(thesmallestunit)ThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomThefunctionalview(Thefunctional-notionalview)Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.Functionsoflanguagee.g.•offering,•suggestion,•advising,•apologizing,•etc.Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.Notionse.g.•presenttime,pasttime,andfuturetime;•certaintyandpossibility;•agentandinstrument;•relationshipbetweenpeopleandobjectsTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).Twothingsareneededforcommunication:•Rulesoflanguageform(grammar&vocabulary)•Rulesoflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext?)Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.Viewsonlanguagelearning•TheProcess-orientedtheories，andtheCondition-orientedtheories•TheBehaviouristtheory,andtheCognitivetheoryTheProcess-orientedtheoriesTheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.e.g.•habitformation,•induction,•makinginference,•hypothesistesting,•generalizationTheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.e.g.•numberofstudents,•whatkindofinputlearnersreceive,•learningatmosphereTheCondition-orientedtheoriesTheBehaviouristtheoryandtheCognitivetheoryTheBehaviouristtheory•WatsonanRaynor:astimulus-responsetheoryofpsychologyTheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.TheBehaviouristtheory•“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)TheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheory•Skinner:Languageisalsoaformofbehaviour.•LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).•InALM,mistakeswereimmediatelycorrected.Chomsky:Languageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheCognitivetheoryTheimpactofChomsky’stheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.Whatmakesagood