(完整版)英语教学法知识点整理

英语教学法（上）（下）课程教学重点《英语教学法》（上）（下）课程教学重点、难点及要求Unit 1 导论1．学习理论：行为主义学习理论，认知学习理论和结构学习理论；2．Krashen有关第二语言习得的5个假说，“学习”与“习得”的不同，包括Ellis的Instructed Second Language Acquisition，以及对外语教学的启示；3．外语教学发展史。

要求掌握各教学法的理论基础、课堂操作方式、适合的教学内容和教学对象以及优缺点等；4．课程设置，各类大纲和课程之间的关系，评估现行中学英语教材。

掌握LARA策略，合理使用教材为教学服务；5．需求分析理论（Needs Analysis）以及在教学中的运用；6．教师的自我发展，包括教师职业素质的构成，教师自我发展的途径；7．教学策略理论：教学策略的内涵和教学策略的组成。

Unit 2 交际法1．交际教学法产生的背景；2．交际的内涵以及对教学的启示；3．交际教学法的原则及特征；4．交际教学法的教学目标；5．交际能力的内涵；6．不同学者对交际教学法的诠释；7．交际教学中教师和学生的角色；8．交际教学对学习材料的要求，“真实”材料的运用；9．交际教学课堂活动的安排，所采用的教学模式；10．交际活动的内容；11．根据自己的教材设计一堂交际教学课。

1．“阅读”的内涵，掌握有关阅读的几种观点，包括心理猜测理论和互动阅读理论。

2．影响有效/流畅阅读的因素；3．有关良好阅读者的研究；4．阅读教学中学生动机的激发；5．阅读教学模式：top-down approach, bottom-up approach 和interactive approach；各模式的理论依据，课堂操作方式，优缺点等；6．阅读的层次，包括read the lines, read between the lines 和read beyond the lines (plain sense reading, deductive reading, projective reading)。

英语教学法复习要点Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics) Language as an intricate rule-based systemA learner acquires language competence which enables him to producelanguage.One influential idea of cognitive approach to language teaching is that students should be allowed to create their ownsentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚⼿架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three5 How can one become a good language teacher?Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiencesThe practice stage (2 senses)Pseudo practice:short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under thesupervision of instructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal educationTeachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching 1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语⾔能⼒）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语⽤能⼒）The appropriate use of language in social context.◆ Discourse competence （语篇能⼒）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能⼒）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activitiesStructural activitiesQuasi-communicative activities类似,准,半Communicative activities (PP22-23)Functional communication activitiesSocial interaction activities9.Littlewood’s (1981)classification of communicativeactivities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussion/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html rge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroomactivities/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturallyappropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in ChinaA phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20002. Designing principles for the National English Curriculum 1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with。

5、教师权威性不利于课堂教学开展。
The Direct Method
直接教学法
The Direct Method



概念 产生的社会文化背景 理论基础 主要特点 评价
概念

直接教学法是一种不借助母语，直接用要 教授的语言进行教学的方法。
“直接”的含义：直接用外语教外语； 将语言与客观事物（如词与实物）直接联 系。
听说教学法的理论基础

心理学理论基础 行为主义心理学是听说教学法的心理学理 论基础。认为人与动物的行为有共同的因 素：刺激（S）-反应(R)。斯金纳 （B.F.Skinner）把它发展为新行为主义： 刺激（S）-反应(R)-强化（R）刺激反应， 即采用强化手段操练巩固形成自动化的习 惯。
听说教学法的教学理念
概念

语法翻译 (The Grammar Translation Method) 又称翻译法(Translation Method)、传统法 (Traditional Method)、阅读法 (Reading Method)或古典法 (Classical Method)。 是用母语翻译教授外语书面语的一种方法， 即用语法讲解加翻译练习的方式来教学外语 的方法。
评价—缺点



忽视母语的作用。当讲解一些抽象的概念 的词或语法规则时，极容易造成误解，又 浪费时间。 忽视学生或成年人学习外语的特点，完全 照搬幼儿习得母语的方法，给外语教学带 来不必要的困难。 忽视语法和读写能力的培养。 对教师的口语水平要求过高，过于依赖教 师的教学技能。
听说教学法
The Audio-lingual Method
布置作业
巩固练习
讲解课文

1，Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen—Freeman&Long）: Phonology, morphology, syntax。

语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗）:音位学、形态学、句法。

2，Functional view： communicative needs of the learner （Johnson and Marrow)， the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities： offering, suggesting， advising，and apologizing.功能观：学习者的交际需求(约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段.我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。

3，Interactional view： the interactional view considers language to bea communicative tool， whose main use is to build up and maintain socialrelations between people。

互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。

4，Behaviourist theory： the way human acquires language (Harmer). Based on their experiments，Watson and Raynor formulated a stimulus—response theory of psychology。