应用语言学论文第二语言习得对英语教学的影响
The Enlightenment of SLA Theory to Language Teaching
1. The Enlightenment of SLA Theory to Language Teaching
As early as in the 1970 s many linguists and applied linguists had conducted extensive studies of second language acquisition (SLA). These linguists called the acquisition of the mother tongue first language acquisition and the acquisition of other languages beyond the mother tongue second language acquisition. The early SLA research was done for the purpose of improving language teaching, so people often classify these researches as the orientations of applied linguistics and foreign language teaching research. The researchers have been studying the cerebral surface features and the language acquisition mechanism of the second language since the 1980 s; therefore, SLA has grown rapidly as an independent subject. In the SLA field the researchers have offered various theoretic models to explain the process of second language acquisition. The most influential theory, also the best explained one, is the Monitor Model put forth by American linguist S.D. Krashen, who built this model on his five famous hypotheses, namely, input hypothesis, acquisition and learning hypothesis, monitor hypothesis, natural order hypothesis and affective filter hypothesis. These five hypotheses make
unique and distinctive explanations of the process of second language acquisition. Input hypothesis, as the core of the Monitor Model, clearly tells us how language is acquired. As long as people understand the meaning of the words, they may acquire the language. This is the only way to learn language. Speaking and writing are of no help to language acquisition; only listening is. Krashen said as long as learners come across words which contain “comprehensible input”, language acquisition happens. Progress in language learning is achieved when the “comprehensible input”is slightly higher than the learners present ability in understanding the language. Acquisition-learning hypothesis points out that “acquisition” and “learning” represent two distinct ways of language learning. In “acquisition” , an unconscious process of learning, such as children’s acquisition of their mother tongue, the meaning of words is usually understood in the course of communication and the use of language is learned in an unconscious way, whereas “learning”is conscious and always acquires linguistic knowledge by means of learning the rules and forms of a language. If one acquires a language, they may not know the rules. However, if one learns a language, they must have a good command of rules. Language is at the center of human life. It is core of the most important ways of expressing ourselves. With the development of the society, it is not enough only to be able to speak one’s own nat ive language. In a world there are various
languages. If you’d like to take part in the life of the whole world you need t know more languages. So language learning and teaching are vital to the everyday lives of millions. Being an English teacher, I do understand student’s trouble in learning a foreign language. Fifty-minute class sometimes seems to be an ordeal. The problem is that we do know “teaching” but do not know “learning”. That is an sqy we lack a theory of language learning. So in the paper there are some concepts introduced such as learning and acquisition, foreign language and second language and models of second language learning. I try to find out an appropriate way of teaching in my oral class. The aim of my class is to wake the enthusiasm of the students’ study. So I try to do create a natural and relaxed class atmosphere to make students learn foreign language through acquiring them. Only the linguistic knowledge through “acquisition”is helpful to the use of the language. The linguistic knowledge through learning, which is no help to the use of the language, can but monitor whether the words spoken are correct or not. As a result, the monitoring function of “learning”gives rise to the Monitor Hypothesis. The learners always gain language acquisition through “Comprehensible Input”which is higher than their present linguistic comprehension, so their process of acquisition must follow a certain predictable order to master the linguistic rules, thus producing “Natural Order Hypothesis”. The dif ferences in the effect of language learning
depends on learners and results from the psychological factors. The learners differences in motivation, attitude, confidence, etc., exert impact on the intake of “Comprehensible Input”and cause the differences in language acquisition. This i s called the“Affective Filter Hypothesis”。
As we know, we master a language chiefly through two approaches: one is acquisition and the other is learning. We acquire as we are exposed to natural second language input that is comprehensible. It goes much the same way as a child acquires his first language? With no conscious attention to the language form. On the other hand, we learn in a conscious process of study and attention to form and rule learning. Krashen s Monitor Hypotheses holds the view that only acquired language is ready for natural and fluent communication. Native speakers rarely learn any rules but speak fluently while learners who focus on learning rules often fail to apply them in real conversation. Language learning is suitable for linguistic monitor by way of using linguistic rules. Some people always check up the language they use with grammar so as to guarantee the correctness. This is called monitoring through learning. With continuing language progress, the use of the monitoring function becomes less and less frequent. Through the learning of a language, we find that a natural language environment is better than conscious
learning and language acquisition is much more important than language learning. This is clearly seen in children s mother tongue acquisition. Conscious learning, while enabling learners to understand the structure and grammar of the language, may also inhibit language acquisition. This can be judged from examples of many adults failure to learn English. Krashen s theory gives us the hint that English should be acquired like children acquire their mother tongue. Then how can children succeed in using language? Although they are controlled to some extent in their language exposure, they are never consciously taught and they never learn consciously, either. But one thing we know is that they communicate a lot with adults (usually parents) in authentic, situational language. Their ability in using language comes from countless subconscious communications like this. Therefore, lots of language teaching experts attempt to teach English with the method with which children acquire mother tongue. In recent years, a lot of applied linguists with Ellis as the representative figure have paid more attention to language teaching. Expounding systematically the relationship between SLA studies and language teaching, they have proposed the input hypothesis, output hypothesis, intake hypothesis and internal Interaction between Language Acquisition and Classroom Instruction syllabus which are regarded as the theoretic bases that can revolutionize college English teaching.
2. Interaction between Language Acquisition and Classroom Instruction
Teaching practice without the guidance of theory is mostly blind and superficial. Learning, as a deep and reasonable scientific behavior, cannot do without the correct guidance of theory. Learning and teaching are closely interwoven, so are language acquisition and language teaching. Ellis calls it “ an educational approach” to link language acquisition research closely with language teaching, it is clear that, such as the “interaction” between “language input” and SLA, the discrepancy between “naturalistic acquisition” and instructed learning, and so on.
2.1 The Role of Classroom Instruction in Language Learning in SLA First of all, the classroom teaching conducted by teachers is closely linked with the two forms of SLA: the “natural acquisition”and “classroom learning”, which are interwoven and both e xercise great influences on SLA. Although we cannot draw a clear distinction between “acquired language”and “instructed language”, we can easily understand the connotations of “language acquisition of classroom teaching” and “language acquisition of non-c lassroom teaching” because the former is directly connected with classroom teaching. Ellis(1994) Holds the view that the language acquisition through the second
language teaching, whether by way of formal teaching or created conditions, will result in the increase of natural acquisition in classroom in an indirect way. Obviously, the influence of classroom teaching on language acquisition is positive. Secondly, as early as in 1984, the linguists represented by Long had conducted experiments on the influence of classroom teaching on the efficiency of language learning, the results of which support the viewpoint that classroom teaching benefits language acquisition.
2.2 The Theoretic Guidance of SLA Theory for Classroom Teaching According to my many years teaching practice, some theoretic models proposed in the SLA research field are really conducive to the improvement of classroom teaching quality, such as input hypothesis, output hypothesis and so on. Krashen (1982) proposes input hypothesis to explain the process of the birth of “acquisition” when learners receive language information input which are slightly deeper yet understandable. He takes the mentality that adults learning a second language will go through the same process of creative construction of language as children do acquiring their mother tongue. According to this hypothesis, the teacher should place students in the learning environment with the input and feedback of understandable information so as to let them “acquire” language. Furthermore, the teacher may apply this theory to
the compilation of text-books and create diversified authentic language materials or establish a lively and realistic learning environment to augment comprehensible input so that learners may achieve better “acquisition” results. “Output” is a term relevant to input. The output theory proposed by Swain(1985)suggests that learners should use their acquired linguistic resources to practice producing the “comprehensible output” which is the output of their mind and to make“interactions”with “comprehensible output” .As we know, classroom interaction helps learners bridge the “input” and “output”. The language environment and learners internal mechanism, through classroom interaction, make learners acquire language in the course of “input”and “output”. Obviously, the information producer and information receiver together with the language environment are the key factors in both the classroom interaction and the improvement of classroom teaching quality. In other words, teachers produce information in which students are interested (information that leads to interaction) in classroom teaching and students collect, receive and reprocess the information so as to effectively acquire linguistic skills, going through the process of teacher? output of information? feed-back of information; students? receiving information? processing information? producing comprehensible output? acquiring language or skill. Teachers can use this theory to design their classes, adopt teaching activities with communication and task-based
learning as the target and enable learners to practice producing “comprehensible output”to the maximum, thus making language acquisition happen. Ellis(1994)proposes the intake hypothesis that learners can momentarily “intake” in their brain a part of the input information, which will eventually be absorbed and become part of the information in the long-term memory. Teachers can improve their teaching if they know what information students are sensitive to and can easily “absorb”and how learners process and quicken the input they have received. In classroom teaching, teachers may select teaching materials, design class activities, and offer different teaching methods to learners according to this theory. SLA researchers hold that learners cannot expect the results overnight for language learning, which has different phases in its development, namely, the “internal syllabus”within learners. The “internal syllabus” theory holds that the phases in learning still receive the brain s phasic restraints on language acquisition in addition to learners own efforts. For example, when learners are learning the English present tense, they might progressively make the following sentences with the verb “read”: “Read the book”?I read the book.? She read the book.? She reads the book; Xiao Li read the book.? Xiao Li reads the book. ... This process, which shows learners internal acquisition schedule, is internal, natural and inevitable. Learners gain language acquisition through the “natural”development of
“inter-language” and their own efforts. They may speed up the process, but cannot leap over it. Consequently, teachers should allow students to commit errors, finish their “internal acquisition schedule”and explain and correct these errors patiently. Mitchell & Myles observe, teachers found con-structions which were different in the two languages were not necessarily difficult, while constructions which were similar in them were not necessarily easy, either. Furthermore, sometimes difficulty occurred in one direction but not in the other. Let me take Wh questions for example. In English we say: What did you do yesterday? the corresponding Chinese order should be: you yesterday did what? In English we put What the beginning while in Chinese we just place it where it should be. In this sentence we should put Wh at the end. Contrastive Analysis would therefore predict that the placement of what would be difficult for both English learners of Chinese and Chinese learners of English. In fact, it isn’t so. This kind of error never occurs on Chinese learners and at least they never put Wh wrongly. From the example we can see considering the great difference between Chinese and English syntaxes, there should have been more errors based on CA, but there were not. Another example is I did nothing last night but to prepare my lessons. In this sentence, I wanted the students to tell me the wrong use of to , that is, we should omit it. However, they thought it was right and began to question whether it should be prepare or prepare for
Students had difficulty in whether a preposition should be used, but they did not commit an error in actual use. On the other hand, they were sure of the use to but in fact it was an error。
3. Application of SLA in College English Teaching
College English is a compulsory course for non-English major students at college or university set up by the Section of Higher Education of China s Ministry of Education. One of the important means to check college English teaching are the College English Tests band 4-6 (CET 4-
6) Conducted by the Ministry of Education since 1987. Yunnan, an undeveloped province in education, has adopted extra examinations of“YNTEC”and“YNCET-
3”besides CET 4-
6. For many years running because of insufficient educational funds, the shortage of qualified teachers, backward equipment and obsolete teaching methodology, the college English teaching in Yunnan province is faced with a lot of difficulties, seriously influencing the teaching quality. It is extremely urgent for teachers to apply the fruits of SLA research to the improvement of college English teaching. It s a well-known fact that the key to the improvement of teaching quality is to scientifically work out a teaching plan and select text-books, make
definite the teachers function, responsibility and teaching attitude and select an appropriate teaching methodology. The important role of SLA research is to help teachers determine these teaching decisions correctly. There exists a direct relationship between the property of language input, the learners learning process and the understanding of language acquisition patterns in the classroom and the guiding of the teaching plan because teachers understanding of language-teaching theory plays a significant and substantive role in the whole teaching process, concerning both important decisions such as syllabus design, text-book selection, and courses offered, and micro-techniques such as concrete classroom activities and homework. For example, the differences in choosing a teacher-centered or a learner-centered teaching mode will lead to differences in the choice of teaching plan, syllabus, text-book, teaching methodology and bring about different results and effects. Therefore, teachers who possess the knowledge of SLA theory will know how to avoid the wrong orientation in language teaching and how to lay down the teaching plan in accordance with the natural ways of language acquisition in teaching goals. The same case is found in the selection of text-book. According to SLA research, the content of courses should select authentic materials such as real communication recordings, TV clips, news broadcasts, signboards, pictures and schedules, instead of unfamiliar or politically-oriented language materials. If we review the
teaching in the past, we will find out the reason why a college graduate or post-graduate student who has learned English for 15 or 16 years still fails to carry out daily English conversation or cope with the daily life using English. Besides providing teachers with the scientific guidance in their determination of role, responsibility and teaching attitude, SLA studies also help enable teachers to realize that they are not purely the source and tutor of professional knowledge and that they are not only the students controllers and learning evaluator but also the coach to students learning and the consultant, participant, cooperator and psychological supporter of the classroom activities. Teachers should accelerate learners learning process by encouraging them to adopt necessary learning strategies. SLA regards learning as a constructive building process and considers mistakes as an inevitable and positive part of the process. Therefore, teachers should have new awareness of Effective Classroom Teaching Methods students mistakes during their learning process, take new counter-measures and guidance and abandon some of the traditional inappropriate ways. Modern linguists take the view that teachers chief responsibility is to lay down plans, manage the interaction, monitor learning, explain the difficulties and offer timely feedback in learning. Therefore, teaching, I think, concerns the bilateral activities of both teachers teaching and students learning. As long as teachers know the function and responsibility in guiding learners
learning, the learners will understand and participate in the design of courses and the selection of learning methods, take an active part in the design of language learning activities and shoulder the responsibility for their learning, thus effectively improving the teaching quality. Nowadays, it is very gratifying that through many linguists continuous research and practice and under the guidance of SLA theory, lots of scientific and effective teaching methods have been tried and found out, forming schools of teaching methodology. The representative teaching approaches now applied to classroom teaching include Direct Method, Audio-Lingual Method, Situational Methodand Communicative Approach.
4. Effective Classroom Teaching Methods
The Direct Method, an approach to design the English teaching process based on the psychological rocess of infants acquisition of their mother tongue, adopts visual aids and the teaching modes and methods which approximate real life and promotes teaching in a lively way. Like parents teaching their children to speak, the Direct Method requires teachers of English to directly teach English with material objects, pictures, gestures, facial expressions, actions, etc, and has achieved very good teaching results because of its rich language teaching environment. The
Audio-Lingual Method, based on behaviorist theory, regards the process of language acquisition as a series of stimulus?reaction?copy?intensification. Viewing listening and speaking as the priority, the Audio-Lingual Method, can be seen as one part of the language acquisition process,and can effectively better reading and writing on the basis of listening and speaking. The Audio-Lingual Method stresses the importance of students learning authentic phonetics and intonation, therefore requiring teaching material to exclusively use recordings of native speakers and classrooms to adopt a complete English environment by avoiding the use of the native tongue, so that learners will be able to use the correct language. It is obviously seen that the Audio-Lingual Method pays special attention to both the “quality” of the language input and the establishment of language environment. The Situational Method, also called the Audio-Visual Method, is a teaching approach developed on the basis of the Audio-Lingual Method. The Situational Method, besides stressing listening and speaking, also emphasizes “looking”, namely, the utiliz ation of slide projector, projector, or teaching films during the teaching so as to provide students with pure and correct pronunciation and lively pictures as well. The students may look and speak while listening and they can also connect what they see with what they hear, so they are placed in an authentic language environment. It goes without saying that the teaching with the
Situational Method tallies with the law of language acquisition, pays special attention to the “quality”of the language input, stresses the situational function of teaching and emphasizes the importance of language situation in language learning. The Direct Method and the Audio-Lingual Method both emphasize importance of natural acquisition of language and advocate teaching with the help of material objects. All the material objects are simple and concrete when applied in classroom teaching; therefore, the Situational Method, which pays more attention to the establishment of the real language environment, is very conducive to the promotion of learning and teaching, hence the better results. In the 1950 s the linguist Chomsky proposed the concept of linguistic competence. He held the view that once a person acquires language competence, he or she is then able to make innumerable sentences. Aiming at this theory, D. H. Hymes, an American social linguist, proposed the concept of “communicative competence”in the 1970 s. The Communicative Approach attaches importance to the cultivation of communicative competence, lays stress on students contact and use of rich authentic and natural language to form the ability to communicate in English and requires the arrangement of the authentic materials in a logical and reasonable situation in Conclusion accordance with social communication. The Communicative Approach stresses colloquial language practice and emphasizes the use of real and natural language,
which resemble the process of natural language acquisition because spoken language holds the number one place and the process of communication always accompanies an authentic and natural situation. Obviously, the above-mentioned teaching methods value the imitation of the process of natural language acquisition and the creation of natural language environment in the course of teaching. If they can be authentically used in classroom instruction, then teaching quality can be greatly improved. What is worth noting is that the superiority of multi-media teaching technology has gradually emerged with the rapid development of computer technology. Auxiliary means of classroom teaching are not limited to slide shows, teaching films, videos and so on. Multi-media technology, convenient to operate, can access information at random, simulate and invent things, make up the deficiency of the Direct Method, the Audio-Lingual Method, the Situational Methodand the Communicative Approach in the creation of the language environment and offer richer images, AV, videos and words. Due to its combination of audio with vision and enhancement of the memory, Multi-media technology, which can achieve better teaching results, has become a comparatively ideal and effective teaching aid.
5. Conclusion
From the above mentioned, we can conclude that language teachers should strive to learn and master LA theory, ponder deeply over the relationship between SLA theory and language teaching, combine their own teaching practice, receive the scientific guidance of SLA theory, understand the orientation of language teaching in a correct way, make educational and teaching decisions, instill the new SLA theory into the teaching plan, the syllabus design, the selection of text-books and the choice of teaching methods, abandon the traditional old concept and practice which go against the law of language acquisition, re-determine the role, the position and the function of teachers in language teaching, establish teachers new image, responsibility, and teaching attitude and choose the suitable teaching methods with multi-media teaching technology so as to greatly lift the efficiency of classroom language teaching and promote the steady growth of the college English teaching quality.
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教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
小学英语论文 能言能语，又言又语 ——基于话题的单元整体教学设计 【摘要】新课程小学英语教材多以“话题”作为编排教学内容的主线，但是话题被“沦陷” 的现象普遍存在。大多数教师按部就班地根据教材布局分模块进行教学，各模块孤立缺乏联系。本文结合PEP教材具体实例，从单元整体教学设计出发，整合教材，划分“话题”，使 学生综合运用所学内容进行交际或交流，提高学生的综合语言运用能力。 【关键词】小学英语；话题教学；单元整体设计 目前PEP小学英语教材一律按单元进行设计和编写，大多数教师都对着主要模块（Let's learn、Let's talk、Let's read…）一一地进行教学，各个模块彼此孤立而缺乏语境或话 题的衔接。教师按照传统的英语教学模式，通常强调词→句→篇的教学顺序，这也是长期以来被认为的经典教学模式：单词、句式、语法、练习，每一个部分被清晰区分。教学模式单 一而固定，学生的学习是语言碎片的叠加，语言缺乏真实语境，可以说“一边学一边忘”。 根据《英语课程标准（2011年版）》的理念与要求编写的教科书基本都是按照话题编 写的。教师可以以话题和功能意念为纲，在教学中将不同单元、不同年级的同一话题内容整合在一起设计跨课时、跨单元、跨年级的活动，使学生综合运用所学内容进行交际或交流， 提高学生的综合语言运用能力。（英语课程标准（2011年版）解读》 课标指出，在小学阶段，学生要能用英语与教师或同学就熟悉的话题（如学校、家庭生 活）交流信息。小学毕业时学生应达到的二级要求中的话题目标是：“理解和运用有关下列话题的语言表达形式：个人情况、家庭与朋友、身体与健康、学校与日常生活、文体活动、 节假日、饮食、服装、季节与天气、颜色、动物等。” 因此，我们要改变传统的教学模式，从单元整体教学设计出发，通过“话题”串联起各课时教学内容，关注“核心话题”，剖析围绕核心内容的“相关子话题”。在此，笔者结合 自己的教学实践与案例，基于话题的单元整体教学设计具体实施策略如下： 一、“话题”串线——整体设计单元教学内容 在教学中，教师要善于根据教学的需要，创造性地使用教材，对教材加以适当的取舍和调整。教师可以立足单元语境，依托语篇语义，划分几个紧密联系、环环相扣的话题来服务 单元主题，促进学生整体感知与理解单元内容。 以PEP小学英语六年级上册教材为例，依据课标二级话题，依托单元语境，整合各册的相关话题，六年级上册每个单元的编排顺序和各课时的话题如下：
有效英语课堂的教学方法 （一）抓好语法教学 现行英语教材所涉及的内容多，课时又极有限。 小学英语与初中英语教材，在编写内容上重复的较多，如音标、字母、日常口语、对话等相当一部分七年级课本中的单词和句子，在小学课本中均已出现。中小学英语教材的衔接上存在着脱轨现象，严重地违反了教育学原理。 语法项目等比较复杂，学生不易掌握。 语法揭示了语言的内在规律。对于学习者来说，一定的语法知识有助于更正确和更标准地使用语言。而对于外语学习来说，语法学习则是掌握一门语言的捷径。 近些年英语教学方法不断翻新，英语课成了“四不象”。一部分教师，尤其是刚走上讲台的教 师，容易走极端。在英语课上几乎不讲语法，上课就是全盘西化的授课方式，这种课实质上是很不走俏的课，费时低效不说，学生易“走火入魔”，或容易造成“两极分化”。 交际教学法是美国社会语言学家海姆斯在1972年提出的。后来在此理论基础上，肯纳尔（Canale）和斯温（Swain）进一步完善了他的理论，他们认为交际能力应包括四个方面的 内容：语法能力、社会语言能力、话语能力和策略能力。 笔者认为：在语言教学过程中，不讲语法和语法讲的较少的作法是很危险的。英语对于学生们来说，有许多陌生的地方，如单词难记，句子结构不容易掌握。所以，在教学中，要腾出时间补上语法教学这一课。语法教学，也不能脱离语境——如能将语法知识融入语言材料中，通过阅读材料分析重点内容、强化难点等方法，让学生明白其中的内容。选取的材料应有趣：与学生生活有关的小文章、诗词、对话等，都可以用。也可选取英美小说简易本中的东西，让学生读。网络上、报纸上许多与学生所学知识有关的材料也可以拿来用。 应该注意教材上每单元的Grammar Focus ，让学生明白句意，再出现一些例句，归纳词 和句的用法。让学生象学古汉语那样，字词都一一去推敲。另外，让学生做点语法练习。这样做，有百益而无一害。语法教学在基础英语教学中不能缺少，方法应多样。学生通过贴近生活的感知、理解来学习和使用语法，而不是孤立的拿句子就事论事。 所以我们既不要谈语法“色变”，也不要脱离语言实践，而津津乐道于语法。 （二）加大背诵力度 “熟读唐诗三百首，不会吟诗也会偷”。从孩子一开始学英语，就要注意指导学生去背诵。刚开始时，只需让学生背一两句话，逐渐地加大力度。由背句子，背对话，再到背诵长文章，教师要坚持每天督促学生朗读背诵。 学生一旦养成此学习习惯，教学就成功了一半。
第三章口语法和情景法 背景（background）： 这种方法起源于英国教学法专家在20-30年代的研究。在开始阶段，一些杰出的教学法专家发展了了语言教学中原则性理论到方法的基础。在这个活动中的两个领导人物是Harold Palmer和A.S.Horby，他们是20世纪英国语言教学中最杰出的代表。他们两个就像Otto Jespersen 和Daniel Jones一样熟悉语言学家的研究以及直接法（Direct Method）。他们尝试发展一种比曾在英语教学口语理论的直接法中证实的更加科学的基础。结果是一种原则和步骤的系统研究，这种步骤适用于语言课程内容的选择和组织。 词汇管理（Vocabulary control） 受到注意的设计方法的第一个方面的一种是词汇的角色。在20-30年代一些大规模的外语词汇研究机构开始着手研究。这项研究的动力来自于两个方面。第一，在像Palmer这样的语言教学专家中存在着普遍的共识，即词汇是外语学习中最重要的一个方面。第二个影响就是在一些国家中作为外语教学目的的越来越注重的阅读技巧。这是Coleman报告的推荐，也是另一个英国语言教学专家Michael West的独立结论，Michael West考察了20年代在印第安的英语的作用。词汇被看做是一个词汇阅读的必要部分。 这引起了词汇管理原则的发展，词汇管理在接下来的几十年里对英语的教学产生了主要的实际的影响。频率计算指出大约2000个单词经常使用于写作，而且这些单词的含义在外语阅读中也占了很大一部分。Harold Palmer，Michael West和其他的专家制作了一本称为《词汇选择的临时报告》的指南，这本指南用于将英语作为外语讲解时需要的词汇，这本指南以频率和其他的一些标准为基础。这本书在1953年被West修订并出版，名为《普通服务英语单词列表》，这本书成为了教学材料发展中的标准参考。这些对于向选择语言课程词汇内容引入了科学和合理的基础的成果代表了在语言教学的大纲设计的建立原则的第一次尝试。 语法管理（Grammar control） 与对于词汇选择的合理原则发展兴趣相对的是语言课程的语法内容的焦点。Pamler在他的著作中强调了学习外语的学生语法的问题。从1922年到第二次世界大战，他在日本指导研究所的英语教学研究，在那里的大部分工作都是通过口语理论来指导适用于基础语法形式教学的课堂步骤的发展。然而，他的语法观点与语法翻译法（Grammar-Translation Method）是为语法理论的模式有着极大的不同，语法翻译法以一种假设为基础，这种假设是所有语言的普遍逻辑基础以及老师的职责是指出每一个普通语法的种类在外语中是如何表达的。Palmer将语法视作口语的句式的基础。Palmer,Hornby和其他英国教学法专家分析英语并且将其主要语法结构分类为句式（后来成为“替换表”），这能用于帮助将英语句式的规则内在化。 Hornby,Gatenby和Wakefield将英语句式的分类合成为第一部为将英语作为外语的学生使用的字典，并且发展，于1953年出版了《高级学生当代英语字典》。一些教学法上的积极的英语语法描述被以下这些书采用，包括《严格语音基础口语语法》、《英语语法手册》以及Hornby的《英语模式以及使用指导》，这种描述成为了基础英语句式教材作者的标准参考素材。随着语言课程的词汇和语法内容的系统化理论的发展以及像Palmer,West和Hornby这样的专家的为了将英语视为外语的教学使用这些资源作为一种理解方法结构，在TEFL/TESL——口语法——英国的方法的基础牢牢的建立了。 口语法和情景法（The Oral Approach and Situational Language Teaching） Palmer, Hornby和其他教学法专家从20年代起将理论向前发展成了方法论，这种方法论包括系统原则的选择（词汇和语法内容选择的步骤），阶段（组织和顺序内容决定的原则），以及演讲（课程中演讲和练习项目的技巧使用）。尽管Palmer,Hornby以及其他英语教学专家在教英语时使用的详细步骤上有着不同的观点，但是他们普遍的原则都设计了口语法教英语的原则。这不能与直接法混淆，直接法尽管使用口语步骤，但是它在专业语言理论和实践方面缺乏系统化基础。 口语法不应该与过时的直接法混淆，直接法意味着学生被未分等级的对话流程所迷惑，他会在对话中得到普通环境中的语言以及失去在那些环境中大部分更好的语境化的优势补偿，受到这些困难的困扰。
小学、初中、高中外语课堂教学方法的差异 导读：本文小学、初中、高中外语课堂教学方法的差异，仅供参考，如果觉得很不错，欢迎点评和分享。 课题名称：《小学、初中、高中外语课堂教学方法的差异》 预期主要成果：调查报告《小学、初中、高中外语课堂教学方法的对比研究》、《小学、初中、高中新课程课堂教学方法课例集锦》预期完成时间：2005年12月底 一、课题释义 在众多的课题中选择《小学、初中、高中外语课堂教学方法的差异》这样一个课题，我们课题组成员曾经做过多次研讨，大家普遍认为这个课题很大，极易架空，之所以这样认为，原因之一在于：课题内容涉及外语课堂教学的多个领域，单是一个小学就足以令广大英语教学工作者潜心数年加以探索与研究；原因之二在于：关于对小学、初中、高中外语课堂教学方法之间存在的差异，人们尚缺乏足够的认识，在先期的课题准备过程中，我们也意识到国内外在该领域的研究成果相对于其他课题而言是比较少的，可供参考的资料不是很多，理论储备不足。然而愈是困难重重，我们愈是感到这是一个极具挑战性的课题研究，为此我们深刻挖掘课题本身的内涵，力求把大的课题做精，把空的内容填实，以学生的发展为主线，按照建构主义的理论，将课题宏观的释义为以下四个部分： （一）小学外语课堂教学方法的研究
伴随着国家教育部下达文件要求小学自2002年秋有条件的省份、地区从三 年级起开设英语课，小学英语教学为英语外语教学回到教育的主流中提供了崭新的契机。小学外语课堂教学不是孤立的，而是整个外语教学的一个重要组成部分，因而帮助学生学习与发展比单纯教授语言更为重要，相应地，小学外语课堂教学方法更应从卓有成效的一般教育理论与实践中汲取方法与技巧，并对课改初期的外语课堂教学的一些实际情况加以必要研究，从而才能取得良好的教学效果。 （二）初中外语课堂教学方法的研究 英语教学从无到有，从支离破碎到综合系统，需要一个过程，而这个过程从 某种意义上讲就是学生发展的过程。教无定法，教必有法。灵活驾御课堂必须掌握一定的技巧。多年来的中学外语课堂教学积累了许多优秀的教学方法，在基础教育课程改革的今天，加强对初中外语课堂教学方法的研究，创新教学方法势必会为课堂教学注入了生命的活力。 （三）高中外语课堂教学方法的研究 高中的外语课堂教学多年来受高考这根指挥棒的影响，课堂教学方法趋于单 一，英语教学对语法性能的讲解细致入微，极为重视语言形式的传授，轻语言功能的训练。课程改革作为一项系统工程，高中外语课堂教学势必在小学、初中外语课堂教学改革的前提下，着眼于学生的
小学英语教学论文：如何培养小学生的英语口语表达能力 内容摘要：众所周知，说是听、说、读、写四项基本技能中最直接，最常用的交流方式。说能促进听、说能力，也能提高写作能力。可见口头表达能力在四基中起着举足轻重的作用。可传统教育下的很多学生，他能读会写，但到生活实际中来，就是茶壶里煮饺子——倒不出来。这就是所谓的“哑巴英语”。因此，在课堂教学中如何培养学生的口语表达能力，使他们“能说会道”，成了各教育界人士关注的问题。 关键词：小学英语口语表达能力 交际是语言教学的本质，学习英语的目的在于借助它加强人与人之间的认知和交流。语言学家汤姆斯（d.hymes）认为：语言能力不仅是指能否造出合乎语法句子的能力，还应包括能否恰当地使用语言的能力，而说话是语言的重要表现形式，也是交际的重要手段。小学英语教师应做到培养学生的口语能力时不拘泥于教材，一切活动源于教材而高于教材，即做到活用教材，培养学生的口语表达能力。 一、说话氛围，激发说话欲望 英语对小学生而言是新鲜事物，小学生都是乐于接受新鲜事物的。因而只要教师在起步阶段注意引导，努力创造说话氛围，消除学生怕说错，怕说不好的顾虑，保护好他们的说话欲望，那么在培养学生的口语表达能力方面，我们就迈向了成功的一步。 首先，在给他们上第一课时，我不忙着上新课，也不向他们讲述学习英语的重要性，而是向学生出示了许多生活中的英语：chocolate（巧克力）、 cd（光碟）、 jeep（吉普车）、 wc （厕所）、 sofa（沙发）——学生积极举手发言，体验成功感，没想到自己没学过英语，居然还会说不少的英语单词了。让他们感觉学英语是件非常容易的事，从而增强了他们说好英语的信心和决心，激发了他们说英语的兴趣。针对一些最基本的日常用语，我编了这样一首儿歌：朋友见面说什么？hello，hello是您好。 朋友告别说什么？再见再见是byebye.感谢别人说什么？thank you thank you 是谢谢。 对不起请说i‘m sorry.sorry sorry 是对不起。 熟人见面how are you？回答请说fine，thank you.第一次见面how do you do ？回答还是how do you do ？ 礼貌用语要切就记，小朋友争做好儿童。 然后，我向学生提出了用英语向我，同小朋友，同自己爸爸妈妈打招呼的要求，并对实行这个要求的学生给予取一个英文名的奖励。学生兴致极高，很快，校园中“hello，miss lin .” “thank you，andy.”的招呼声此起彼伏，用英语说话的氛围基本形成。不出一个月，学生就养成了用英语说话的习惯，这大大增加了他们说英语的机会。 另外，平时和学生相处，我注意尽量用英语，为学生创造说话机会。这样，不仅巩固了书本上所学的内容，许多书本上没有过的日常用语也早已成了他们的口头禅，恰如其分地运用这些日常用语也就不在话下了。而且，我渐渐发现小朋友之间那些粗话、脏话变少了，取而代之的是更文明，更礼貌的用语。 二、利用游戏活动，发展口语能力 小学生活泼好动，爱唱爱跳。教师应根据小学生的这些特点组织游戏活动，让他们在喜闻乐见的形式中充分发展自己的口语表达能力和交际能力。在课堂教学中开展游戏活动，绝大多数学生回忘掉自我，全身心投入到游戏中去，他们会在轻松愉悦的环境里摆脱英语的生涩感，从而自然大方地讲英语，逐渐提高语言组织的能力。例如，在教句型what colour do you want？—i want ——时，我设计了who is lucky ？的游戏。拿出已准备好的一个颜色转盘，然后各组派一名代表选取一种颜色，转动转盘，看指针会停在哪个颜色上，最后给猜队的那个组予以一颗五角星的奖励。在整个活动过程中，双方的通用语言只能是英语，对于犯规的
Topic 1: A Logical Fallacy I Have Committed What is a logical fallacy? A logical fallacy is, roughly speaking, an error of reasoning. When people speak of logical fallacies they often mean to refer to this collection of well-known errors of reasoning, rather than to fallacies in the broader, more technical sense given above.Look at a seemingly fallacious example: "if I fail my exams, I can't graduate. If I don't graduate, I won't get a good job, so I'll probably do odd jobs after graduation."This is a common fallacy, and some are taking it for gospel truth，just like I used to be.But in fact,some people can’t graduated from college or poor students not get goods grades also achieve great success in their future.We can't judge others by their present performances .Maybe they just can’t adapt their current study or lifestyle.I think the reason for this fallacy is that most people think mark is the main factor to determine the future，so they always put the mark in an important position and ignore other factors to our future. Topic 2: The Pursuit of Beauty Some people spend their whole lives to look for beauty，Some people spare no effort to keep young face,Some people are indifferent to the end of his life but comprehend the true meaning of beauty.So,What is beauty? In my eyes,beauty is a young man who gives his seat to the old,beauty is the police man who serves the people every day，as well as a children who take stray animals.The beauty in my heart is something invisible but can be feeling.In fact,We divide beauty into physical beauty and inner beauty.Physical beauty more focused on people, mainly refers to the body, appearance,its attention is the morphological characteristics of people.Inner beauty refers to the beauty of the inner world of human beings, and is the concrete embodiment of human’s thoughts, morality, sentiment, character and so on. Therefore, inner beauty is also called spiritual beauty.As for me ,I would like to pursue inner beauty.I think ,inner beauty is a manifestation of people’s thought altitude.Through it,we can recognize a real person.There is a saying goes：don’t judge a person by his appearances.So,inner beauty is willing to pursue.
Article Title L1 / L2 Learning in Children: Explicitly Reframed Author Peter Dash 1.0 Introduction Some scholars have tried to frame second language acquisition (SLA) within children as a neat and clean proposition. The question for examination is whether children learn a second language implicitly (rather than explicitly) in the same way they acquire it in L1 (Fromkin et al., 1999, 347). However, the frames of children and their learning implicitly will receive particular attention, at first. The more central question, -traditionally simplified to L1=L2- will be subsequently examined. There will be also attempts, at times to demonstrate where theory may have affected practice so as to inject some pragmatic content into the exercise. A condensed historical overview will help reinforce the importance of the task at hand. As a non-scholar in linguistic theory, it became particularly clear that the first problem in examining the proposition which Fromkin puts forth, is not so much as to whether implicit or explicit theorists are correct about child learning in the SLA context. But rather, it is whether the two terms have been sufficiently described so that the non-scholar and
英语课堂教学步骤和方法 一、课的类型 1. 新材料讲授课(新课/新授课/综合课) 2. 旧材料复习课(复习课) 3. 考查课(测试课) 4. 讲评课 二、课堂教学的步骤 中小学综合课教学步骤 1.组织教学(Preparation) 准备 2.复习检查(Revision and check) 准备 3.导入新课(Introduction) 感知 4.操练(Drill) 熟练 5.巩固(Consolidation) 反馈 6.布置作业(Homework) 反馈 三、新授课的教学步骤和方法 1. 组织教学(Preparation) 目的：稳定情绪、明确目的。 方法：师生问好、宣布教学目的。 注意：2分钟左右。 2. 复习检查(Revision and check) 目的：复习以前学过的内容，为下一步作准备，扫清词汇障碍。方法：全体学生参与 注意：事先要有布置。
常用的笔头检查的方法: （1）听写 （2）还原翻译 （3）看图写词或写话 （4）看题填空 （5）选择答案 （6）英汉互译 （7）原题抽测 （8）造句练习 常用的口头检查的方法： （1）快速提问 （2）连锁提问 （3）快速两两对话 3. 导入新课(Introduction of new material) 目的：介绍新知识。 方法：用生动、简练的语言介绍。 注意：不应作长篇大论的讲解，不过多地进行语法分析。设计板书。常用的导入新课的方法： 导入对话： （1）自问自答导入法 （2）手指木偶导入法 （3）角色表演导入法 （4）听音复述导入法
（5）看图说话导入法 （6）关键词语导入法 常用的导入新课的方法： 导入语法： （1）以旧引新导入法 （2）列表对比导入法 （3）还原翻译导入法 常用的导入新课的方法： 导入阅读： （1）简笔画导入法 （2）看图听音导入法 （3）限时阅读导入法 4. 操练(Drill) 目的：掌握新的语言材料，“会”、“熟”、“用”的过程。方法：采用MMC阶梯式三级操练法： 机械操练(Mechanical drill) 有意义操练(Meaningful drill) 交际性操练(Communicative drill) 注意：精讲多练、以练为主、 讲练结合、循序渐进。 MMC阶梯式三级操练法的具体操作方法： （1）机械操练(Mechanical drill)： A. 由“知”到“会”的过程；
外语教学法发展的新趋势(一) 结构与功能的论战以和局淡出之后，外语教学理论的研究转向了模式、任务、活动等中观、微观方面。90年代又过去了一半时间，并未产生什么令人激动的新观点或理论体系。但是研究面拓宽了。以95年3月28—4月1日在美国加州长滩市举行的TESOL(他语人英语教学研究会)29届年会为例，到会一百多个国家和地区的学者达一万多人。其他有关学会也很积极；连国内五大地区的外语教学法研究会在极其困难的条件下，也还在坚持活动。只是广大同行对研究内容缺乏了解，对教学理论的认识还停留在模糊的交际教学上；这增长了外语教学中的盲目摸索性和教学法理论研究的滞后性。有感于此，特借《中小学英语》为四川省组办专号(见本刊下期)以及重庆市教科所举办市级骨干教师培训班的机会写成此文，谈谈外语教学法发展的十个新趋势；希望有助于从宏观上一新耳目，试给外语教改以导向，也为理论研究提出一个争鸣的起点。论证所根据的材料，除了国内外的专业杂志和专着外，在美攻读语言教学博士的学者蒋楠、刘骏于近年与笔者的通信中提供了不少资料、信息，全国外语教学研究会、西南—西北地区外语教学法研究会和四川省外语教学专业会的朋友们给予了大力帮助。但个人闭塞少学，谬误在所难免，敬希广大同行予以批评指正。一、学习机制的一般化外语学习论阐述人类如何学得外语的机制，是外语教学法的理论源头。我们的长江、黄河流了千万年，最近还在探查新的源头，外语学习论也存在类似情况。多少年来，人们根据不同的推论，
提出了外语学习的各种假说。推论的基础主要是语言学关于人类如何掌握语言以及心理学关于动物如何学会行为和儿童认识发展的观点。人类如何掌握语言的假说有许多种，归纳起来可分为先天习得论和后天学习论。先天习得论认为，人主要凭先天因素自然学会语言。学会的条件是在相应的语言环境中进行接触或输入，教不起什么作用。这种想法人们早就有了，只是较为模糊。到本世纪50年代乔姆斯基学说兴起，它认为人有先天的语言习得机制，生来就具有一种普遍语法知识，这是人类独有的生理现象。语言习得机制还和人的智力发展等功能不相联系。儿童由于具有这种习得机制，在广泛接触语言素材中，通过假说验证与先天的普遍语言相比较，认识到了母语的语言规则，即取得了语言能力，从而能够运用、创造语言行为。所以，取得了语言能力，就是掌握了语言，语言是先天性地自然习得。这个学说使人们多年的朦胧认识得到了理论阐释，因而风糜全球。学者们据此提出了多种第二语言(以下简称二语)习得论，其中影响最大的是克拉申的二语习得—学得说，尤其是输入说。80年代以来风卷西东，外语学习论的研究也局限于习得范围。本来，母语、二语、外语互不相同。从语言教学说，母语可以称作L１，二语、外语都可称作L2；但二语教学在目的语国家之内，而外语教学却在远离目的语国家的异邦异族，其差异显而易见。西方学者由于相信普遍语法是人类大脑的一部分的假说，认为对语言发展的描述不宜使用学习，而应用习得，以表示语言是在一定环境下自行生长的现象。他们并且把二语学习划入习得范围，又
突破英语课堂教学方法 现行的填鸭式教育已经无法适应当今社会的发展，英语教学作为我们的必修课，如何突破传统的教学方式呢？ 下面来看看中国教师报的报道 在农村中学，英语老师用“五子登科”来形容课堂上的学生，听不懂老师讲课像的“聋子”；看不懂课文的像“瞎子”；不会回答问题的像“哑子”；老师点到名手抖的像“筛子”；拿起笔写作像“呆子”。许多学生上课神情麻木，对英语课没有兴趣，英语教学长期落在其他学科后面。 陈赓将军在创建哈军工时，有句治校名言：“教师是做饭、做菜的，学生是吃饭、吃菜的，”，学生吃多吃少，与教师准备饭菜质量有很大的关系。在长期的英语教学中，我精心为学生准备了四道大餐，彻底改变了我班学生“五子登科”现象。 一、有意识地使用英语俚语，提高学生学习英语的兴趣。 中学生注意力集中时间有限，上课疲劳时，会出现注意力不集中现象，每到这时，我总是根据课堂教学内容使用一些英语俚语，再根据学生熟悉的内容进行讲解。 例如：在讲到动词meet时我举了一个例子： Today I meet a big fish. 然后让同学们翻译成汉语，同学们有很多种翻译： 如：今天我遇到一条大鱼。 今天我抓到一条大鱼。 今天我摸了一条大鱼。 同学们争先恐后地发言，不同的翻译还有很多。我看到气氛差不多了，就对同学们说：“大家的翻译和Today I meet a big fish.字面意思差不多，但是不够确切，请问同学们，大家是否看过《亮剑》？” 同学们都大声说：“看过。” “那么,哪位同学能告诉我当李云龙和张大彪消灭了日本观摩团后张大彪对李云龙说的什么吗？” “团长，这一网有好几条大鱼”有个同学大声说。 “好，很好，请同学们想一想这里的大鱼是指什么？” 由于同学们都看过电视剧《亮剑》，对剧情非常了解，知道张大彪所说的“大鱼”是指“大人物或重要人物”，再翻译Today I meet a big fish. 就很容易了。 二、把教材内容与现实生活联系起来，让教材中生硬的内容变得有生气。 一个班级有五六十名学生，每一个学生都有自己喜爱的学科，并且喜爱的理由各不相同。我在教人教版七年级英语上册Unit12《My favorite subject is science》时，让同学们用英语介绍自己喜欢什么科目或不喜欢什么科目，并说明喜欢与不喜爱的原因。由于不同的学生喜爱的科目不同，引发了同学们对同一科目不同意见，每位同学都想利用机会发表自己的看法，虽然英语不甚流利，但仍然你争我抢，踊跃发言，课堂气氛活跃，教学效果良好。 三、让学生成为测试训练的主导者。
精心整理 第三章口语法和情景法 背景（background）： 词汇管理（Vocabularycontrol） 受到注意的设计方法的第一个方面的一种是词汇的角色。在20-30年代一些大规 像 巧。 论， 年被West 标准参考。这些对于向选择语言课程词汇内容引入了科学和合理的基础的成果代表了在语言教学的大纲设计的建立原则的第一次尝试。 语法管理（Grammarcontrol） 与对于词汇选择的合理原则发展兴趣相对的是语言课程的语法内容的焦点。Pamler在他的着作中强调了学习外语的学生语法的问题。从1922年到第二次世界大
战，他在日本指导研究所的英语教学研究，在那里的大部分工作都是通过口语理论来指导适用于基础语法形式教学的课堂步骤的发展。然而，他的语法观点与语法翻译法（Grammar-TranslationMethod）是为语法理论的模式有着极大的不同，语法翻译法以一种假设为基础，这种假设是所有语言的普遍逻辑基础以及老师的职责是指出每一个普通语法的种类在外语中是如何表达的。Palmer将语法视作口语的句式的基础。 、 决定的原则），以及演讲（课程中演讲和练习项目的技巧使用）。尽管Palmer,Hornby 以及其他英语教学专家在教英语时使用的详细步骤上有着不同的观点，但是他们普遍的原则都设计了口语法教英语的原则。这不能与直接法混淆，直接法尽管使用口语步骤，但是它在专业语言理论和实践方面缺乏系统化基础。 口语法不应该与过时的直接法混淆，直接法意味着学生被未分等级的对话流程所迷惑，他会在对话中得到普通环境中的语言
以及失去在那些环境中大部分更好的语境化的优势补偿，受到这些困难的困扰。 口语法是50年代英语教学中公认的英国式方法。French,Gurrey,Frisby和Billows 在这个时期的标准方法论教材里描述了它。这些原理出现在Hornby着名的《成人学生牛津改革英语课程》以及许多其他近代教材中。60年代口语法最积极的拥护者之一是澳大利亚的GeorgePittman。Pittman和他的同事们负责以情景法为基础的有影响力的教学材料，该教学材料广泛应用于澳大利亚，新几内亚岛以及太平洋区域。大 年 1. 2. 3. 4. 5. 6. 设计、步骤阶段的是如何体现自己的特征呢？ 一、理论（Approach） 1.语言理论（Theoryoflanguage） 情景教学的语言理论被赋予了一种英国式结构主义的特色。对话被认为是语言的基础，结构被视为谈话能力的核心。Palmer,Hornby和其他的英国语言专家准备了英语基础语法结构的教学法的描述，而且这些都用于了随后发展的教学法。“单词规则，
浅谈英语课堂中的几种教学方法 发表时间：2011-07-29T16:54:54.000Z 来源：《中小学教育》2011年第10期上供稿作者：夏溧苓[导读] 在英语课堂教学方法的设计上，教师必须牢记学生是英语课堂教学活动的主体，老师是组织者。 夏溧苓四川省成都市实验外国语学校（西区）610213 摘要：新课程改革对英语教学提出了更高的创造性要求，本文粗略地论述了英语课堂教学中一些常用的教学方法。如何让英语课堂生动有趣，良好的教学方法起着至关重要的作用，文章进行了初探，旨在促使学生主动积极地学习英语，优化教学方法，提高教学效果。关键词：英语教学方法问答法情境教学法示范-模仿法小组活动法英语教学不仅是一门学科，也是一门艺术。作为英语教师，灵活多样的课堂教学方法是提高英语教学质量和效率的必要保障。《英语课程标准》指出：教师要善于结合教学实际需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的调整。现代英语课堂应该是学生为主讲人，老师是主持人，而不是过去那种老师唱独角戏、学生是听众的局面。新课改要求老师设计形式多样、生动有趣的教学方法，从而激发学生的学习兴趣，调动他们英语学习的积极性。这样，学生就能从被动接受转化为主动参与，由“要我学”转变到“我要学”。在7年的英语教学过程中，笔者大致总结了以下几种教学方法： 一、问答法 以外国语初一《看听学》教材中《The weather forecast》一课为例，我先设计了几个帮助了解文章大意的问题：What day is it tomorrow？Are the children going to go to the park？Why does father ask Sue to turn on the television?What’s the weather going to be like tomorrow？Where are they going to go tomorrow？通过这些问题的设置，学生对全文有大致的理解，在此基础上可以再追加几个深层次的问题：Where do the family plan to go in the beginning?Why do they change their plan at last？How do the children feel when they hear they can’t go to the seaside？What do you think of father？本课所有的语法知识、重难点都可以在这些问题中得到联系和巩固。学生也喜欢这种方式，因为能够提出好的问题或是给出完美的答案都能让学生有一种满足感和成就感。 二、示范——模仿法 这一方法在传授新知识的时候尤为有效。老师可通过对某一知识的呈现，让学生通过模仿其语言结构以同样的方式举一反三来达到强化记忆的效果。这种模仿并不是单一的口头重复，也可以融入表演等多种方式，这样更能增加英语学习的趣味性。以《展望未来》第一册第二单元职业一节为例，在学生了解到各种职业后，我先对其中的teacher做了解释：A teacher is a person who teaches students at school（同时通过肢体语言展示出老师的模式化形象）。在给出二、三个类似的例句后让学生以同样的句型来对其它的职业进行释义并要求他们也要将这些职业通过表演呈现出来。学生非常积极地进行了模仿和参与。这种教学方式使学生在清楚单词意义的基础上又能加深他们对定语从句的操练，增加了学生在课堂上口头练习的机会，真正体现了学生在教学过程中的主体地位。 三、情境教学法 情境教学克服了传统教育重理智、强迫灌输、死记硬背的方法，老师可通过设置适当的情境，激发学生的情感，使学生以最佳的情绪状态主动投入、主动参与，通过角色的参与，强化主体意识。老师只需要提供一个舞台，制定相应的规则，让学生通过丰富的想象自由发挥，表达自己的看法，来展现自我。如讲购物一节时，在学生对买东西时常用的语言有了一定的了解后，我把事先准备好的各种物品摆在讲桌上，告诉他们这是一个商店，让他们扮成老板和顾客，模拟买卖东西的场景。 四、小组活动法 在英语学习中，通过各种小组活动可以基本保证每个学生都参与，为每个学生提供更多的练习机会，让教师更加便利地照顾到全体学生，保证课堂学习活动活泼有序地进行。小组活动有利于培养学生主动学习、合作与竞争、乐于助人等良好学习能力和行为品德的形成；可以很好地促进学生之间互相弥补、互相帮助、互相监督意识的形成，使得学生乐于帮助别人，增强主动学习意识。我根据学生的英语学习情况将他们划分为5个小组，每天根据小组表现评选出优胜小组，在当天的作业上或是其它方面给予一定的减免或是奖励。在这种情况下，小组成员之间必须互帮互助、取长补短、共同进步才能取得好的成绩从而获得奖励，有助于缩小学生之间的差异，有助于帮助后进生建立学习的自信心，使他们更积极地参与到学习活动中来。 在英语课堂教学方法的设计上，教师必须牢记学生是英语课堂教学活动的主体，老师是组织者。要想上出一堂成功的英语课，达到最优化的教学效果，教师首先应该不断更新观念，善于根据教学中的实际情况调整与之适应的教学方法。英语教学改革，归根结底就是教学思想的改革。英语教师必须注重通过教学使学生获得基本的语言运用能力，坚持以学生为中心、以任务为主的教学原则，创造使用英语的机会，贯彻英语学习的交际性原则，从而达到学以致用的目的。 参考文献 1、教育部基础教育司组织编写《英语课程标准解读》.北京师范大学出版社，2002.5。 2、李英黄艳明《新课程教学设计·英语》.辽宁师范大学出版社，2002.5。 3、蔡蓓《新课程教学问题解决实践研究》.中央民族大学出版社，2006.2。
大学英语口语论文 【关键词】大学英语口语教学改革口语测评体系学习动机理论 1.大学英语口语教学现状 英语作为一种国际性的语言交流工具, 在对外活动中发挥着越来越重要的作用。但是, 大学英语指导委员会的最近一项调查发现; 用人单位对大学生的英语综合能力不满意, 他们认为只有5% 的大学生有较强的口语,口语能力差或很差的大学生占37%。显然，传统的教学, 由于教师注重培养学生的认知能力, 而忽视学生的 动机、情感等非智力因素对语言学习的重大作用，已无法满足现代英语口语教学的需求。在当前大学英语口语教学过程中普遍存在的一个问题是: 大部分学生对英语口语学习缺乏学习动机, 造成 大学生总体口语能力不能达到教学大纲的要求和社会的需求, 有 的学生英语口语能力甚至还停留在中学水平, 不能适应实际英语 交际过程的需要。如何才能激发大学生英语口语学习动机, 提高大学生的英语口语能力呢? 2.教学理论在大学口语实践中的应运 良好的教学效果离不开科学的教学理论在实践中的合理应用。 ellis 指出: 动机是指学习者由于需求和欲望而为学习语言所作的努力。加拿大学者gardner 和lambert 从社会心理学角度
出发分析外语学习, 把外语学习看作社会心理现象, 强调学习态 度和学习情景对学习者行为的影响, 并把外语学习动机归纳两大类: 工具型动机(instrumental motivation)和溶合型动机(integrative motivation), 工具型动机是指语言学习者为通过考试、就业。溶合型动机是指学习者希望与目的语言的人群和文化交流融合, 对语言学习采取积极的态度。 3.激发大学生英语口语学习动机的途径 3.1 改变传统的教学模式, 创建以学习者为中心的教学模式, 充分调动学习者的主动性和积极性 在以学习者为中心的教学模式中, 教师在选择教学内容时， 可以充分考虑到学习者的实际需要, 用多种教学手段如演讲、话题讨论、主题辩论、角色扮演、讲故事等多种教学方式来促进学生的英语口语学习。例如: 在以话题讨论为形式的英语口语教学过程中, 教师给学生提供一个话题“marriage”以供他们讨论, 教师准备好几个问题帮助学生拓展讨论思路。“what’s your ideal marriage?”“why do you think so?”“should students marry in university?”“support your idea with detailed information.” 3.2 减轻学生的焦虑心理, 构建和谐的师生关系, 营造良好 的课堂气氛 焦虑是影响语言学习的较大情感障碍。语言学习中的焦虑主 要是指学习需要用外语或第二语言进行表达时产生的恐惧或不安。