英语课程教学论考试重点

1 Unit 1 Language and Language Learning 语言和语言学习

1. Views on language 有关语言的观点

Different views on language generate different teaching methodologies.

(P2)

不同的语言观产生不同的教学方法。

Three different views of language: 三种不同观点的语言:

(1). Structural view: language as a system made up of various subsystems:

the sound system (phonology); the discrete units

of meaning (morphology);

the system of combining units of meaning for communication (syntax) (p3)

a finite number of such structural items 有限数量的这种结构性产品

结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)

(2). Functional view: Language is not only a linguistic system but also

a means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。

(3). Interactional view: language as a communicative tool to build up and

maintain social relations between people. (p3)

交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。

2. Views on language learning and learning in general 语言学习观和学习

两类理论：Process-oriented theories and Condition-oriented theories

(1). Behaviourist theory: (p5) 行为主义学习理论 面向流程理论和条件理论

behavioural psychologist Skinner; 行为心理学家斯金纳

Watson and Raynor’s theory of conditioning; stimulus, response, and

reinforcement;

the audio-lingual method; the language

is learned by constant repetition

and reinforcement of the teacher 沃森和雷诺的调节理论,刺激响应,和强化;

听说教学法;语言是不断的重复和强化学习的老师

(2). Cognitive theory: students are asked to think rather than simply

repeat; (p5)

Noam Chomsky; 乔姆斯基 认知学习理论:要求学生想而不是简单的重复;

language is an intricate rule-based system and a large part of language

acquisition is the learning of this system; there are a finite number

of grammatical rules in the system and with a knowledge of these an

infinite number of sentences can be produced.

有数量有限的语法规则系统和知识的这些可以生成无限的句子

语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统的学习;

乔姆斯基认知语言学 Transformational-Generative (T-G) Grammer 转换生成语法

(3). Constructivist theory:(P6) Learning is a process in which the learner

constructs meaning based on his/her own experiences and what he/she

already know; 建构主义学习理论:学习是一个过程,学习者建构意义基于自己的经历和已经知道什么; 2 applicable to learning in general; 适用于一般学习 John Dewey 杜威

teaching should be built based on what learners already knew and engage

learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动

to foster inventive, creative, critical learner; 培养创造力,创造力,关键的学习者

(4). Social-constructivist theory: (P6) 社会-建构主义理论 Vygotsky;

维果斯基

emphasizes interaction and engagement with the target language in a social

context;

the concept of ‘Zone of Proximal Development’ (ZPD) 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论 强调互动和社会背景与目标语言接触

learning is best achieved through the dynamic interaction between the

teacher and the learner and between learners.

学习是最好的通过教师和学习者之间的动态交互和学习者之间

3. qualities of (What makes) a good language teacher (P7) 品质好的语言老师

ethic devotion; professional qualities; personal style; professional

competence

道德奉献 职业素质 个人风格 专业能力

4. Development of teacher’s professional competence 教师专业能力的发展

Figure 1.1 (P9): Stage 1, Stage 2 and Goal 图1.1(9页):第一阶段、第二阶段和目标

Stage 1: language development 阶段1:语言发展

Stage 2: three sub-stages: learning, practice, reflection方案变动包括:学习实践反思

The learning stage: 1. learning from others’ experiences; 2. learning

the received knowledge; 3. learning from one’s own experiences

学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验

5. The most influential language teaching approaches in the past two

decades

Communicative Language Teaching (CTL)

交际语言教学 最具影响力的语言Task-basked Language Teaching

(TBLT) 任务型语言教学 教学方法过去二十年

Unit 2 Communicative Principles and Task-based Language Teaching

交际原则 任务型语言教学

1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学

The language used in real life 在现实生活中,语言是用来执行特定的交际功能

( in real life, language is used to perform certain communicative 3 functions)

The language learned in classroom 在教室里学到的语言

A big gap between the two 一个很大的差距

Main differences: (P15) 1. traditional pedagogy tends to focus on forms

rather than functions; 2. traditional pedagogy tends to focus on one or

two

language skills and ignore the others; 3. traditional pedagogy tends

to isolate language from its context.

主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文。

2. CLT 交际语言教学 弥合两人之间的差距

To bridge the gap between the two 目标是发展学生的交际能力

The goal of CLT is to develop students’ communicative competence.

Five main components of communicative competence (p17-18)交际能力的五个方面

(1). Linguistic competence

语言能力

It’s concerned with knowledge of the language, it involves spelling,

pronunciation, vocabulary, word formation, grammatical structure,

sentence structure, and semantics.