英语教学法methodology

Chapter one IntroductionI. Introduction to the course1.ELTM: English Language Teaching Methodology英语教学法2.Reasons3.Aim4.Main content1)Theories2)practice5.Requirements1)prevision2)participation in classroom teaching practice3)full preparations for teaching practice before class4)attendance5)assignments6.Assessment1)performance 50%2)final exam 50%II. Main schools of foreign language teaching methodology外语教学法的主要流派1.The Grammar-T ranslation Method 语法翻译法（from the 18th）1）Main objective: to enable Ss to read and translate the target language2）Main content of classroom teaching:grammar3）Main medium of instruction:native language4）Language skills to be developed:reading and writing5）Main teaching activities: explanation, analysis, translation6）Main practice technique:translation7）The emphasized form of language:written language8）Arrangement of the teaching materials:according to the grammar system9）Advantages:parison between the native language and target languageb.development of reading and writing abilitiesc.systematic study of grammatical rules10)Disadvantages:a. overemphasis on translation, overdependence on native languageb. too much emphasis on reading and writing, neglect of listening and speakingc. rote-learning2.The Direct Method 直接法(from the late 19th)1)Main objective:to enable the Ss to communicate in the target language2)T eaching language:target language3)The emphasized language form:spoken language (correct pronunciation)4)Language skills :listening, speaking, reading and writing with emphasis onlistening and speaking5)Main teaching technique: direct association of the target language with the physicalworld6) Way of developing the ability to communicate: providing practice in listening andspeaking through imitation and repetition7) Attitude towards the Ss’ errors: intolerant8）Advantages:e of the target languageb.emphasis on language practicec.favorable atmosphere of learning9）Disadvantages:a. overemphasis on the similarities between first language acquisition and secondlanguage learningb. lack of the knowledge of the target language grammarc. very demanding for non-native teachers3.The Audio-lingual Method 听说法(from 1950s)1)Main objective:to enable the Ss to use the target language communicatively2)Language skills: listening, speaking, reading and writing; listening and speakingcome before reading and writing3)Way of presenting the language: using dialogues4)Main practice form: dialogue and pattern drills5)T eaching aids: tapes, language labs, visual aids6)Language used in classroom teaching: target language7) Practice techniques:mimicry, memorization, pattern drills8）Attitude towards the Ss’ errors:intolerant9) Advantages:a.emphasis on the importance of practice in language learningb.development of the separation of the language skillse of the lab10) Disadvantages:a. boredom caused by endless pattern drillsb. teacher’s domination of the class4.The Cognitive Approach 认知法(from 1960s)1)Main objective:to develop the Ss language abilities possessed by native speakers2)Language skills: four skills are equally important3)Main form of language learning:language practice4)Mode of classroom teaching: learner-centered5)Way of teaching : conscious teaching of grammar and language rules6)Attitude towards the Ss’ mistakes:tolerant7)T eaching aims: to teach the Ss language knowledge, language skills and the ability tolearn by themselves8)The focus of classroom teaching :a.rule learningb.meaningful practicec.creativity9)Advantages:a.enjoyable and meaningful learningb.emphasis on the four language skills10)Disadvantages:a.overdependence on analysis and understandingb.not well-researched and developed5.The Communicative Approach 交际法(from 1970s)1)Main objective:to develop the Ss’ communicative competence in the target language2)T eaching mode:learner-centered, task-based3)Language skills: four skills4)Main activities:communicative activities5)Way of learning:by communicating6)Attitude towards the Ss’ errors:tolerant7)Role of the teacher:facilitator, manager, advisor, co-communicator8)Role of the student:communicator, independent learner9)Advantages:a. a very effective approachb.realistic and motivating language practice6.The Audio-visual Method 视听法7.The Oral Approach 口语法8.The Natural Approach 自然法9.T otal Physical Response 全身反应法10.The Silent Way 沉默法munity Language Learning 集体学习法12.Suggestopaedia 暗示法III. Introduction to teaching skills教学技能介绍1.Leading in 导入1) interest2) naturalness3) close connection with new material4) purposefulness5) moderate amount of time2.Asking questions 提问1) proper order2) suitability3) clearness4) time for thinkinging the teaching language语言1) accurateness2) fluentness3) specialization4) understandability5) emotionality6) humorousness4.Presenting and explaining讲解1) emphasis on key and difficult points2) combination with other skills ------ blackboard writing, asking questions, varying3) good organization4) illustration with examples5) proper speed5.varying变化1) voice ( intonation, volume, speed)2) facial expression3) pause and silence4) eye contact with students5) gesture6) position7) teaching method8) interaction pattern9) classroom activity (individual work, group work, games, etc.)6.demonstrating演示1) object2) picture3) card4) slides5) multi-media6) action7.Writing on the blackboard板书1) important points2) standard writing3) good arrangement4) various forms8.Intensifying 强化1)by language2)by body language3)by signs4)by silenceanising 组织1)classroom discipline2)classroom teaching3)interaction between teacher and students4)active involvement of all students in the teaching10.Ending结束1) summarization2) comparison or contrast3) consolidation4) conciseness5) homeworkChapter two English Language teaching in middle schoolsI. Other methods of English teaching in middle schools1. Five – step method 五步法1)revision 复习2) presentation 呈现3) drill 训练4) practice 练习5) consolidation 巩固2. T ask – based approach 任务法A. stages1) pre-task: introduction to the topic and task2) task cycle:a. performing tasksb. planning to report the outcome to the classc. reporting to the class3) post-task: language focusB. types of tasks1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceC. principles of task-designing1) interest2) purpose3) application4) realness5) encouragement6) varietyD. characteristics of task-based language teaching1) purpose2) communication3) cooperationE. Way of learning1) perceiving2) experiencing3) practicing4) communicating5) cooperatingF. Types of activities1) individual work2) pair work3) group work4) full-class workG. Forms of tasks1) oral form2) written formII. Reforms of EL T in middle schools1.New conceptions of ELT in middle schoolsOld New1)T eaching way:explanation; elicitation;impartation discovery2)T eaching mode:teacher-centered; student-centered;text-based activity-based,task-based3)Interaction pattern:T → ST; T →← ST;T →Ss T →←Ss;ST →←ST;ST→←Ss;Ss →←Ss;4)Student’s role:passive listener; active participant;5) Way of learning:rote learning independent learningcooperative learning;inquiring learning 6) T eacher’s role:imparter organizer;participant;guide;facilitator; promoter;7) T eaching method: presentation task-based teaching2. N e w objectives of curriculum in middle school English teaching1) language knowledge2）language skills3) affective; affect4）cultural awareness5）learning strategyIII. Classroom teaching techniques1. Methods of leading in 导入的方法1）by using the illustrations in the book 插图导入法2）by using objects, pictures, slides, videos 直观导入法3）by reviewing what was learned last time if the new material is connected with it复习导入法4）by talking about the background knowledge 背景知识导入法5）by enjoying music 音乐欣赏导入法6）by building a suspense 设置悬念导入法7）by telling a story 故事导入法8）by discussing the topic 讨论导入法9）by asking questions concerning the new topic 提问导入法10）by guessing a riddle 猜谜导入法2. T echniques of asking questions 提问的技巧1) purposes of asking questionsa. focusing learners’ attentionb. arousing learners’ interestc. making learners thinkd. getting feedbacke. developing learners’ oral ability2) types of questionsa. memory questionsb. comprehension questionsc. inference questionsd. extension questions3) characteristics of good questionsa. specificb. worth thinkingc. enlightening4) arts of asking questionsa. being friendlyb. asking from easy questions to difficult questionsc. giving more learners chancesd. commenting promptly and positively5)leading strategies in asking questionsa. giving hintsb. rewordingc. adding more information to the questiond. encouraging learners to guessChapter three Lesson planningI. Lesson preparation1. Aspects of preparation1) aims2) materials: key points; difficult points3) methods4) stages5) teaching aids6) tasks7) types of activities8) blackboard writing design2. How to talk about your teaching 怎样说课1) T alk about your teaching materials 说教材a. status, content and importanceb. teaching focusc. teaching difficultiesd. teaching aids2) T alk about your teaching objectives 说目标a. knowledge 知识b. ability 能力c. culture 文化d. affect 情感e. strategy 策略3) T alk about your teaching methods说教法4) T alk about your learners’ studying ways 说学法5) T alk about your teaching procedure 说教学过程6) T alk about the design of your blackboard writing说板书设计7）T alk about your reflection on the teaching 说教学反思3．How to write a teaching period plan1) T eaching materials:2) T eaching aims:a. knowledge aimb. ability aimc. affect aim3) T eaching focus:4) T eaching difficulties5) T eaching aids:6) T eaching duration: 40 minutes.7) T eaching procedure:Step 1.Step 2.Step 3.Step 4.Step 5.…8) Layout of the blackboard writingII. Basic requirements for classroom teaching1. Basic teaching manners 基本教态1) clear voice2) proper speaking speed3）natural facial expressions4）frequent eye contact with all students5）good posture2. Requirements for teaching1) good teaching manners2) standard teaching language3) clear and correct presentations and explanations4) active involvement of learners5) proper teaching methods3. Classroom teaching practice1) full preparations2) standard teaching plan3) complete teaching procedure4) JEFC teaching materials5) ten minutes’ teachingIII. Lesson variation1. Ways of varying a lesson1) tempo2) organization3) mode and skill4) difficulty5) topic6) mood7) stir-settle8) active-passive2. Criteria for lesson effectiveness1)The class seemed to be learning the material well.2)The learners were engaging with the foreign language throughout.3)The learners were active, attentive, enjoying themselves all the time.4)The lesson went according to plan.5)The language was used communicatively.IV. Classroom interaction1. Most common type of classroom interaction: IRF (Initiation - Response - Feedback)2. Patterns of classroom interaction1) T----S2) T----Ss3) S----S4) S----Ss5) Ss---Ss3. Questioning1) types of questionsa. closed-ended questionb. open-ended question2) criteria for effective questioninga. clarityb.learning valuec. interestd.availabilitye. extensionf. teacher reaction4. Group work1) importance2) organizationa. presentationb. processc. endingd. feedbackChapter four Classroom ManagementI . Classroom discipline1. DefinitionClassroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behavour in classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.2. T eachers’ factors contributing to classroom discipline1) classroom management2) methodology3) interpersonal relationships4) lesson planning5) student motivation3. How to deal with discipline problems1) Before the problem arisesa. careful planningb. clear instructionsc. keep in touch2) When the problem is beginningII. Giving feedback1. Definition of feedbackFeedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.2. Components of feedback1) assessment2) correction3. Forms of feedback4. T echniques of correctionChapter five T eaching pronunciationI. Components of language1. the phonology→pronunciation2. the lexis →vocabulary3. the structure→grammarII. Aspects of pronunciation1. soundsvowels: front vowels, central vowels, back vowels, diphthongseg: 1) he sea; big city; bed beg ; bad bag;2)love does; sir fur; about arrive;3)full could; do who; jaw tore; off top; car jar4)say day; eye why; boy toy; go toe; bow now; here near;hair where; pure sureconsonants: friction consonants, stop consonants, affricate consonants, (voicelessconsonants, voiced consonants,) nasal consonants, lateral consonant, glides(semi-vowels)eg: 1) feel fan; veal van; thieves thanks; these than; sink said; zink,zed;precious vacation; treature, occasion; hat head; rat red2) pear park; bear, bark; tear bet; dear, bed; card cave; guard gave;3) chin cheer; gin jeer; beats carts; beads cards; try trim; dry dream4) me moon; neck not; sing hang5) leave let6) yet yard; we when2. stress: the amount of force with which a sound or syllable is utteredword stress: The stressed syllable in a word is given more force than other syllables when it is utteredsentence stress: Some words are stressed in a sentence. As a rule, the important words in a sentence such as the nouns, adjectives, numerals, demonstrative andinterrogative pronouns, verbs and adverbs are usually given more stressand energy. They are generally stressed more than the other words in asentence. Other grammatical words, e.g. auxiliary verbs, personalpronouns, conjunctions, articles, prepositions, are generally unstressed. 3. rhythm: Each language has its own rhythm of speech. English is read not in single wordswith spaces between them, but in groups of words, several words followingsmoothly one after the other. The intervals between stressed syllables are more orless the same no matter how many unstressed syllables there are in each interval.Thus the stressed syllables occur at fairly regular intervals in English speech. Thisregular reoccurrence of stressed syllables is rhythm.4. intonationIII. Steps of improving learners’ pronunciation1. learners’ perception2. teacher’s description and demonstration3. learners’ practiceIV. T echniques of teaching pronunciation1. demonstrating2. contrasting3. gesturing4. distinguishing5. imitating6. recordingChapter six T eaching grammarI. Content of grammar1. morphology 词法2. syntax句法II. Parts of speech 词类1. noun1）proper noun2) common nouna. individual noun →countable noun →singular formb. collective noun plural formc. material noun →uncountable nound. abstract noun2. verbA. types1) transitive verb2) intransitive verb3) link verb4) auxiliary verb5) modal verbB. forms1) finite forms限定形式a. tenseb. voicei. active voiceii. passive voicec. moodi. indicative moodii. imperative moodiii. subjunctive mood2) non-finite forms 非限定形式a. gerundb. participlec. infinitive3. adjective1) positive degree2) comparative degree3) superlative degree4. adverb5. pronoun1) personal pronoun2) possessive pronoun3) self pronoun4) reciprocal pronoun5) demonstrative pronoun6) interrogative pronoun7) relative pronoun8) conjunctive pronoun9) indefinite pronoun6. article1) indefinite article2) definite article7. conjunction1) coordinating conjunction2) subordinating conjunction8. exclamation: interjection9. numeral1) cardinal numeral2) ordinal numeral3) fractional numeral10. prepositionIII.Types of sentences1. according to the purpose of use1) declarative sentence2) interrogative sentence3) imperative sentence4) exclamatory sentence2. according to the structure1) simple sentence2) compound sentence3) complex sentence4) compound-complex sentenceIV. Parts of sentence 句子成分1. subject2. predicate3. object4. predictive5. adverbial6. attributive1) restrictive attributive clause2) non-restrictive attributive clause7. appositionV. Grammar presentation1. forms2. language3. methods1) the deductive method 演绎法2) the inductive method 归纳法3) the guided discovery method 引导发现法VI. Grammar practice1. mechanical practice1) substitution drills2) transformation drills2. meaningful practiceChapter seven T eaching vocabularyI. Aspects of vocabulary teaching1. form2grammar3collocation4meaning1)denotation2)connotation3)synonym4)antonym5)hyponym6)superordinate7)co-hyponym5word formation1) conversion 转化2) derivation 派生3) compounding 合成II. Ways of vocabulary teaching1. incidental vocabulary teaching 附带性的词汇教学方式1) clues of the contexts 文章上下文线索2) guessing ability 猜词能力3) reading tasks 阅读任务2. explicit vocabulary teaching明确性的词汇教学方式3. connectionist vocabulary teaching连通主义的词汇教学方式III. vocabulary presentation1.concise definition1) Paralympics2) crimson2.detailed description1) bathtub2) mascot3.examples (hyponyms)1) furniture2) beverage4.illustration (picture, object)1) sill2) mouse5.demonstration (acting, mime)1) yawn2) doze6.context (story or sentence in which the item occurs)1) stress2) insomnia7.synonyms1) tube2) culmination8.antonym1) coma2) amiable9.translation1)dimple2) jasmine10.associated ideas, collocations1）sneer2）heaveIV. Strategies of English vocabulary learning1) metacognitive strategy 元认知策略：measures to facilitate learning by actively involvingthe learner in conscious efforts to remember newwordsa. pre-planningb. self-supervisingc. self-evaluating2) cognitive strategy 认知策略: concrete measures to learn vocabularya. consulting dictionaryb. repeatingc. practicingd. reading articlese. sortingf. guessingg. associatingh. translating3) social / emotional strategy 社会/情感策略: measures to learn from each other and toencourage oneselfV. V ocabulary memorizationPrinciple of ACTION1. A＝Association 联想2. C＝Contrast 对比3. T＝Text surroundings 语境4. I＝Induction 归纳5. O＝Observation 观察N＝Note-taking 笔记Chapter eight T eaching listeningI.The two criteria for one’s language proficiency1. accuracy1) pronunciation2) vocabulary3) grammar2. fluency1) listening2) speaking3) reading4) writingII. Classroom listening teaching1. objective2. principles3. materials4. tasks5. stages6. f actors affecting learners’ listeningIII. Major listening strategies1. listening for gist2. listening for specific information3. listening for detailed information4. predicting5. guessing6. inferring7. note-takingChapter nine T eaching speakingI. Basic functions of language1. phatic2. directive3. informative4. interrogative5. expressive6. evocative7. performativeII. Principles of teacher’s oral language1. accuracy2. fluency3. appropriateness4. orderliness5. vividness6. elicitation7. artistry8. interest9. popularization10. educationIII. Factors affecting learners’ speakingIV. Solutions to learners’ speaking problemsV. Speaking strategies1. lowering anxiety2. visualizing3. using non-verbal cues4. paraphrasing1) lexical substitution2) circumlocution5. choosing logical patterns of organization6. analyzing interests of the audienceVI. Speaking activities1. oral fluency activities1) topic-based activity2) task-based activity2. types of oral activities3. characteristics of a successful speaking activityChapter ten T eaching readingI. Types of reading activities1. text+comprehension question activitieseg. Answering comprehension questions (1)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.1) What was the flester doing, and where?2) What sort of a flester was he?3) Why did the writer decide not to jorter him?4) How did she deaple?5) What did she hope would happen later?Answering comprehension questions (2)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the new patient hurrying along the corridor. He seemed very upset. So I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.1)What is the problem described here?2)Is this event taking place indoors or outside?3)Did the writer try to get near the patient?4)What do you think she said when she called to him?5)What might the job of the writer be?6)Why do you think she wants to talk to the patient?Answering comprehension questions (3)READ THE QUESTIONS AND GUESS WHA T THE ANSWERS ARE GOING TO BE. LA TER, YOU WILL READ THE TEXT AND BE ABLE TO CHECK HOW MANY YOU GOT RIGHT.1)Where was Jane walking?2)What did she hear behind her?3)What was her necklace made of?4)What did the thief steal ?5)What did he do next?As Jane was walking down the street, she heard someone walking quietly behind her.She began to feel afraid. Suddenly a large hand touched her neck: her gold necklace broke and disappeared. In another moment, her bag too was gone, and the thief was running away.2. Reading tasks other than questions1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceII.Factors affecting learners’ reading1. reading habits2. attention3. strategy4. linguistic, cultural and background knowledge5. reading purposeIII. Solutions to learners’ problemsIV. Major reading strategies1. skimming2. scanning3. skipping4. predicting5. guessing6. inferringV．Models of teaching reading1) bottom-up model 自下而上模式2) top-down model自上而下模式3）interactive model 交互作用模式VI. Stages of teaching reading1. pre-reading stage2. while-reading stage3. post-reading stageChapter eleven T eaching writingI. Differences between spoken and written discourse1. permanence2. explicitness3. density4. detachment5. organization6. slowness of production, speed of reception7. standard language8. sheer amount and importanceII. Objectives of writing1. as a means2. as an end3. as both means and endIII. Basic requirements for writing1. content: valuable, interesting ideas2. organization: clear organization, unity, coherence, good use of transitional words3. language: standard language, correct and proper choice of words and phrases, richvocabularyIV.Types of outlines1. topic outline2. sentence outlineV. Writing practice1. sentence2. paragraph1) time2) process3) space4) example5) comparison and contrast6) cause and effect7) classification8) definition3. whole composition1) description2) narration3) exposition4) argumentation4. summary5. book report6. practical writing1) notice2) note3) letter4) resumeVI. Feedback on writing1. focus2. principle of correcting mistakes3. necessity of rewriting4. occasional peer correctionVII. Some common writing errors1. the comma splice 逗号拼接eg. We couldn’t decide upon a new car, there were many attractive models.2. the sentence fragment不完全句eg. They guided us to the edge of the village. Leaving us to find our way home alone.3. the run-on sentence 连续接排句eg. We shopped all day we were very tired by evening.4. dangling element 垂悬成分eg. Looking up at the sky, the sun went under a cloud.To finish the work this morning, time is not enough.While climbing the hill, the rain began to fall.5. misplaced modifier 修饰语错置eg. I listened when he talked attentively.The car is in that garage which was damaged.6. grammar mistake 语法错误7. Chinese English汉语式英语8. meaning unclear意思表达不清9. spelling mistake拼写错误10. logic mistake逻辑错误Chapter twelve Language learning and teachingI. Ultimate goal of learning a languageII. Objectives of teaching a language1. language2. ability1) skillsa. receptive skillsb. productive skills2) integration of four skillsa. simple integrationb. complex integration3. culture4. affect5. strategyIII. Assessment in language teaching1. summative assessment2. formative assessmentChapter thirteen Learner differencesI. Factors affecting language learning1. Intelligence factors1) observation2) attentiveness3) imitation4) memorization5) analysis6) comprehension7) generalization8) creativity9) expression2. Non-intelligence factors1) motivation2) confidence3) will4) teacher-student relationships5) habit6) method7) personalityII. Multiple intelligencesIII. Learner motivation1. integrative motivation and instrumental motivation2. intrinsic motivation and extrinsic motivation3. global motivation, situational motivation and task motivation。

英语教学法教程教案英语教学法教程教案A Course in English Language Teaching教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社陇南师范高等专科学校外语系2008年6月22日Introduction1.The name of this course.1)Methodology of English Teaching2)Methodology of English teaching at middle school/secondary school3)Teaching English as a Foreign Language/TEFL & TESL4) English, Teach it Better2.The nature of language teaching1) What's methodology?English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.2) The definition of teaching.Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.3) The purpose of English teachinga. To improve their four skills.b. To cultivate their communicative competence.c. To show them the way to study themselves.3.The significance of learning this course.1) Teaching is a highly demanded art.(4 skills & sing, play, draw and make)2) Teacher's qualificationsa. subject matter competenceb. professional competencec. personal attitude.3)The aims of this course.a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.e)to help you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1) lectures2) readings3) discussions4) watch video demonstrations5) mini-teaching6) practice writing teaching plan and peer teaching.5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy, Question：1.What qualifications, in your opinion, should a teacher of English possess?2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.2.Teaching Content:How do we learn language?Views on languageViews on language learningWhat is good language teacher?How can one become a good language teacher?An overview of the book3. Teaching Hours: 4 periods4. Teaching materials:TextbookHandout5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning.a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements)lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elements of this system.c. Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotal Physical Responsethe Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semanticsb. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabusesThe Natural ApproachC. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.a. Here are some of the areas of research in this view of language:interactional analysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:Strategic interactioncommunicative approaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teachingmethodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction amongthemselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is withchildren when theyare learning their native language) .James Ashers' Total Physical Response:Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework:What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? T o what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?What are the qualities of good language learner? What do they suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.。

英语教学法术语The Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画phasement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。