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Unit1LanguageandLearning1.Language:”Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.”Itcanbeunderstoodinthefollowingsixaspects:Languageassystem;Languageassymbolic;Languageasarbitrary;Languageasvocal;Languageashuman;Languageascommunication2.Structuralview:Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems:fromphonological,morphological,lexical,etc.tosentences.3.Thefunctionalview:Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:greetings;offering,suggesting,advising,apologizing,etc.4.Theinteractionalview:Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.5.Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:1)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?6.Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories.1)Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.2)Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.7.Twotheories:Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories.1)Thebehavioristtheory(Skinner)--astimulus-responsetheoryofpsychologyThekeypointofthetheoryofconditioningisthatyoucantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement2)Cognitivetheory(NoamChomsky):Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.8.Avarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher:1)ethicdevotion,道德素质2)professionalqualities专业技能3)personalstyles个人修养AdjectiveswhichdescribefurtherqualitiesEthicdevotionProfessionalqualitiespersonalstyleswarm-heartedcreativeFlexible灵活的hardworkingResourceful知识渊博的Dynamics有动力的enthusiasticauthoritativepatientCaringwell-informed见多识广的Attentive专心的kindaccurateIntuitive有洞察力的well-prepared准备充分的speakingclearlyhumorousdisciplinedPersonally-trained经过专业训练的9.Howcanonebecomeagoodlanguageteacher?Wallace’s(1991)Reflectivemodeltodemonstratethedevelopmentofprofessionalcompetence(两种测试法：叙述/填表)Wallace’s(1991)ReflectivemodelStage1Stage2GoalFromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforalanguageteacherinvolvesStage1,Stage2,andGoal.Thefirststageislanguagetraining.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Ofcourse,languageisalwayschangingsolanguagetrainingcannevercometoanend.Thesecondstageseemstobemorecomplicatedbecauseitinvolvesthreesub-stages:learning,practice,andreflection.Thelearningstageisactuallythespecificpreparation(thatalanguageteachershouldmakebeforetheygotopractice.)Thispreparationcanbe:1).learnfromothers'experience(empiricalknowledge来自经验的知识)2).learnreceivedknowledge(suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,languageteachingmethodology,etc.)3).learnfromone'sownexperienceBothexperientialknowledge(others'andone'sown)andreceivedknowledgeareusefulwhentheteachersgotopractice.Thisisthecombinationofcraftandappliedscience.Thelearningstageisfollowedbypractice.Thetermpracticecanbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervision监督oftheirinstructors.Thispracticeisalsocalledpseudopractice.Theothersenseofpracticeistherealworkthattheteacherundertakeswhenhefinisheshiseducation.Unit2CommunicativePrinciplesandActivities10.Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.11.ThegoalofCLTThegoalofCLTistodevelopstudents'communicativecompetence,12.Communicativecompetence:Competencesimplymeansknowledgeofthelanguagesystem:grammaticalknowledgeinotherwords.13.Hymes(1979),communicativecompetenceincludesfouraspects:1)knowingwhethersomethingisformallypossible(grammaticallyacceptable),whichisroughlyequivalenttoChomsky'slinguisticcompetence交流内容是否规范2)knowingwhethersomethingisunderstandabletohumanbeings;3)knowingwhethersomethingisinlinewith与、、、有关socialnorms;4)knowingwhethersomethingisinfactdone:Dopeopleactuallyuselanguagethisway?14.Basedontheconceptofcommunicativecompetenceandaimingatdevelopingsuchcompetence,communicativelanguageteachinghasthefollowingfeatures:1)Itstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage.2)Itfocusesonmeaningratherthanform.3)Itsuggeststhatlearningshouldberelevanttotheneedsofthestudents.4)Itadvocates提倡task-basedlanguageteaching.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom