Natural Order and Comprehensible Input

英语学科教学论考试题型和复习范围I. Abbreviations:TTT: Teacher Talking TimeSTT: Student Talking TimeESA: Engage Study ActivatePPP: Presentation Practice ProductionTBLT: Task-Based Language TeachingCLT: Communicative Language TeachingTPR: Total Physical ResponseSLT: Situational Language TeachingNLP: Neuro Linguistic ProgrammingCLL: Cooperative Language LearningLexical ApproachNatural ApproachII. Definitions:nguage acquisition and language learning：language acquisition: gaining use of a language without any conscious learning.Natural order of language learning: listening - speaking - reading - writingSecond language learning: more complexUnconscious learning in natural circumstancesContact with the language for the purpose of communicationprehensible input3.development error:4.stereotype5.attention span6.schemarmation gap8.skimming and scanning9.corpus10.gist listening11.plateau effect12.rough-tune13.interactional speech and transactional speech14.parallel writing15.strategy and skill16.accuracy and fluency17.overgeneralization18.scanning and skimmingIII. Short questions:1.List at least four principles of teaching listening.Principle 1: The tape recorder is just as important as the tape.Principle 2: Preparation is vital.Principle 3: Once will not be enough.Principle 4: Students should be encouraged to respond to the content of a listening, not just to the language.Principle 5: Different listening stages demand different listening tasks.Principle 6: Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.1. Be aware of the differences between second language and foreignlanguage learning contexts.2. Give students practice with both fluencyand accuracy.3. Provide opportunities for students to talk by using group work or pairwork, and limiting teacher talk – diverse roles.4. Plan speaking tasks that involve negotiation for meaning.5. Design classroom activities that involve guidance and practice in bothtransactional and interactional speaking.3.List at least four principles of teaching reading.Principle 1: reading is not a passive skill.Principle 2: students need to be engaged with what they are reading.Principle 3: students should be encouraged to respond to the content of a reading text, not just to the language.Principle 4: prediction is a major factor in reading.Principle 5: match the task to the topic.Principle 6: good teachers exploit reading texts to the full.4.List at least four principles of teaching writing.1. Understand your students’ reasons for writing.2. Provide opportunities for students to write – practice writing.3. Make feedback and correction helpful and meaningful.4. Clarify for yourself, and for your students, how their writing will beevaluated.5.List at least three special features about teaching listening.1. Tapes go at the same speed for everybody.2. Students have to be encouraged to listen for general understanding first ratherthan trying to pick out details immediately.3. Spoken language has a number of unique features.6.List at least four aspects that should be included in a teaching plan.1. Who – detailed information about the students.2. What – what do the teacher and students want to do?3. How – how should the teacher and students do it?4. To predict what might go wrong and how it can be dealt with.7.List at least four teaching methods and approaches that have influenced currentteaching practice.1.Grammar-translation method2.Audio-lingualism3.Task-Based Learningmunicative Language Teaching5.PPP8.List at least four differences between teaching adults and teaching children.9.List at least three reading skills that students need to acquire and explain each ofthem.1. To scan the text for particular bits of information they are searching for.2. To skim a text to get a general idea.3. To read for detailed comprehension.10.List at least four areas that teachers should consider when choosing textbooks.1.price2.availabilityyout and design4.methodology5.skills6.syllabus7.topic8.stereotyping9.teacher’s guide11.List at least four seating arrangements in the class.Orderly rowsCircles and horseshoesSeparate tablesCircleSolowork12.List at least four pieces of equipment that you can make use of in an English class.1.the board2.the computer3.the dictionary4.the overhead projector 投影仪13.List two popular information-gap activities.1.―Describe and Draw‖2.Jigsaw activity3.Family tree activity4.Story-telling activity14.List three types of writing rubrics.1.Non-weighted rubric2.Weighted rubric3.Holistic rubric15.List the four alternatives that Neville Grant suggests when the teacher finds thetext not appropriate.1.he or she might simply decide to omit the lesson.2.replace the textbook lesson with one of the teacher’s own.3.add to what is in the book.4.for the teacher to adapt what is in the book.16.List at least four characteristics of good learners.1. a willingness to listen2. a willingness to experiment3. a willingness to ask questions4. a willingness to think about how to learn5. a willingness to accept correction17.List at least two magazines you know concerning the teaching of English.Success in English TeachingHow to Teach EnglishThe Practice of English Language TeachingPractical English Language TeachingCelce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Third Edition. Boston, Ma: Heinle & HeinleNunan, D. 1999. Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.Richards J. and W. Renandya (eds.) 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press.18.What are the four stages of choosing a textbook?1.analysis2.piloting3.consultation4.gathering opinions19.List at least three advantages of encouraging students to speak English in class.20.What is the natural order of language acquisition?1.They are usually exposed to language which they more or less understandeven if they can’t produce the same language spontaneously themselves.2.They are motivated to learn the language in order to be able to communicate.3.They have the opportunities to use the language they are learning, thus givingthemselves chances to flex their linguistic muscles—and check their own progress and abilities.21.What is the purpose of ―activate‖ activities?The purpose is to get students using languag e as freely and ―communicatively‖ as they can.22.What is the purpose of ―engage‖ activities?The purpose is to arouse the students’ interest, thus involving their emotions. 23.List at least two principles of giving instructions.1.They must be kept as simple as possible.2.They must be logical.24.What are the three basic level distinctions of language learners?1.beginner, those who don’t know any English2.intermediate suggests a basic competent in speaking and writing and anability to comprehend fairly straightforward listening and reading.3.advanced those whose level of English is competent, allowing them to readunsimplified fact and fiction and communicate fluently with native speakers. IV. Discussions:1.What is accuracy? What is fluency? How to give students practice in bothaccuracy and fluency? State your point of view.Accuracy: the extent to which students’ speech matches what people actually say when they use the target language.Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.❑Avoid interruptions and offer fluency-building practice.❑Making mistakes is a natural part of learning a new language.2.What are the key elements in a lesson plan? How to design an effective lessonplan and make it feasible in the process of teaching? State your point of view.3.What should the teacher do if the students are uncooperative in the languageclassroom?1.Talk to individuals2.Write to individualse activities4.Enlist help5.Make a language-learning contract4.Explain the differences between teaching adults and teaching children.5.Explain the theoretical basis of audiolingualism and its influence on languageteaching.It is based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation through conditioning. (long repetition-drill stages).Influence:☺Priority is given to spoken rather than written language.☺Language learning is basically a matter of developing a set of habits through drilling.☺It focuses on teaching the language, not about the language. It aims to develop students’ language skills through drills and practice.☹Language learning was not purely the formation of habits. For example, students are soon able to say things they have never heard or practiced before.☹In audiolingualism students are not exposed to real or realistic language.6.Explain the boomerang sequence of classroom teaching.In this sequence the teacher is answering the needs of the students. They are not taught language until and unless they have shown that they have a need for it. In some ways, this makes much better sense because the connection between what students need to learn and what they are taught is more transparent. However it places a greater burden on the teacher since he or she will have to be able to find good teaching material based on the problems thrown up at the Activate stage. It may also be moreappropriate for students at intermediate and advanced levels since they have quite a lot of language available for them at the Activate stage.From PPT: ―Boomerang‖ procedure❑Engage: students and teacher discuss issues concerning job interviews. What makes a good interviewee? What sort of thing does the interviewer want to find out? The students get interested in the discussion.❑Activate: the teacher describes an interview situation which the students are going to act out in a role-play. The students plan the kind of questions they are going to ask and the kind of answers they might want to give. Then they role-play the interviews. While they are doing this, the teacher makes a note of English mistakes they make and difficulties they have.❑Study: when the role-play is over, the teacher works with the students on the grammar and vocabulary which caused them trouble during the role-play. They might compare their language with more correct usage and try to work out or discover where they went wrong. They might do some controlled practice of the language.❑Activate: some time later, students role-play another job interview, bringing in the knowledge they gained in the study phase.7.How to overcome student boredom in classroom teaching?1.Both for the teacher’s sanity (明智，清醒)and the students’continuinginvolvement, teachers need to violate their own behavior patterns. Each time teachers break one of their own rules, in other words, they send a ripple through the class.2.The need for surprise and variety within a fifty-minute lesson is alsooverwhelming.3.Good teachers find a balance between predictable safety and unexpectedvariety.8.Explain instrumental motivation and integrative motivation. Which is of greatersignificance in foreign language teaching and learning?1.Integrative motivation: students felt most warmly about a language and whowanted to integrate into the culture of its speakers where more highly motivated (and learnt more successfully).2.Instrumental motivation: students who were only learning language as a meansto an end.9.In teaching speaking, how to transfer from control to communication in teachingspeaking?10.What’s special about teaching adults?Adults come to lessons with a long history of learning experience. Those experiences—both bad and good—will have helped them to form strong opinions about how teaching and learning should be carried out. They also come with theirown record of success or failure.Adults are frequently more nervous of learning than younger pupils are.Adults can be disruptive and exhausting.Adults as a group have much to recommend them.Adults have much less ongoing daily discipline problems.11.How do you understand authenticity in language teaching and learning?12.What can the teacher do if the students are not willing to talk in class?Use pair work.Use acting out and reading aloud.Use role-play.Use the tape recorder.Allow them to speak in a controlled way at first.13.What can the teacher do if the students keep using their own language in class?Talk to them about the issues.Encourage them to use English appropriately.Only respond to English use.Create an English environment.Keep reminding them.14.Why do students make mistakes?In the first place, the students’ own language may get in the way. This is most obviously the case with ―false friends‖—those words which sound or look the same but mean something different.Grammatical considerations matter too.Interference from the students’ own language makes mistakes.There is a category which a number of people call ―developmental‖ errors.Some mistakes are deep-seated and need constant attention.Some seem to be more like ―slips‖ made while students are simultaneously processing information and they are therefore easier to correct quickly.15.What should the teacher do if students in the class are all at different levels?Use different materials for different groups or levels.Do different tasks with the same material.Ignore the problem.Make use of the students: better students can help weaker ones.Many teachers, faced with students at different levels, adopt a mixture of solutions like the ones we have suggested here.16.Study the following pictures carefully. How can such materials be used inclassroom teaching according to the ESA sequence? (7 points)。

克拉申的二语习得理论对大学英语教学的启示作者：马平来源：《新西部·中旬刊》2013年第03期【摘要】本文以美国语言学家克拉申（ Stephen D. Krashen）的二语习得理论为基础，着重论述了此理论对大学英语教学的启示。

指出要把习得与学得相结合，创设良好的英语教学环境；创造充足的语言环境，提高语言输入的数量和质量；调动学生的学习兴趣，降低学生的情感过滤因素。

以切实提高大学英语教学的质量。

【关键词】克拉申；二语习得理论；大学英语；教学改革；启示一、克拉申的二语习得理论第二语言习得（SLA）是指“在自然或指导的情况下通过有意识学习或无意识吸收掌握母语以外的一门语言的过程”。

20世纪70年代末，80年代初，最著名，最具影响力的二语习得理论之一就是美国著名应用语言学家克拉申提出的第二语言习得理论（简称二语习得理论）。

该理论由习得与学习假说，自然顺序假说，监察假说，输入假说和情感过滤假说五大相关的假设组成。

其与语言教学有直接、密切的关系，且对大学英语教学有启发、指导作用。

1、习得与学得假说（The Acquisition/Learning Hypothesis）这是克拉申二语习得理论中最基本的假说。

在此假设中，Krashen对“习得”与“学习”作了区分，并认为，二语习得者具有这两种获取语言能力、内化目的语的方式—“语言习得（Language Acquisition）”和“语言学得（Language Learning）”。

前者是一种潜意识地构建语言体系获得语言能力的过程。

二语习得者通过潜意识地用目的语进行交流，不知不觉地习得语言，同时，获得语言规则及形成语感。

而后者只是一种有意识地学习语言知识的过程。

学得者完全有意识地、有目的地学习第二语言，并通过努力，掌握第二语言的有关规则。

并且，两者不可分离、互相转化。

在语言能力获取过程中，习得者可以通过习得学会应用第二语言，通过学得对习得知识进行系统化分析，编辑及监控，从而转化为习得知识。

情感过滤假说(Affective Filter
Hypothesis)
Krashen认为“可理解输入”是二语习得的关键所在， 但是并非所有的可理解材料都会被语言学习者完全吸 收。学习者在心理上会产生一种语言吸收障碍，阻碍 了学习者吸收可理解材料，并且阻碍学习者把可理解 材料用于实际的语言交际当中。 Krashen把这种障碍 叫做“‘情感过滤”。“情感过滤”是无意识的，由 于缺乏自信心或焦虑而造成的，即缺乏自信或焦虑阻 碍了学习者形成语言形式的深刻印象，以至于学习者 在交际中不能自如地对语言形式进行排列组合。习得 能获得足够的语言摄入，情感因素起着对输入进行过 滤的作用。学习的情感因素会阻碍或加速语言的习得。
例如：对于12个形态素的习得顺序是：ing--- in---on--pl ‘s’---past irregular---possessive ‘s’--uncontractible ‘be’---a/the---ed----third person ‘s’--has/does---auxiliary ‘be’.
目的的练习、学习外语的过程。这是一个有意 识的学习过程。其结果是“Know about the language"。(Krashen)
看几个时间概念
6 x365பைடு நூலகம்x 10=21900(小时) 简单解读： 根据母语习得研究的成果，一个
儿童在正常的环境下，一般需要六年时间能够 具备比较好的听说交际能力，但书面表达还不 行。这样，我们就可以粗略地计算出母语习得 所需的总时间。每年有365天，每天至少接触 母语l0个小时(儿童只要在醒着的状态都会以不 同的形式接触母语)，那么一个儿童习得他的 母语至少需要21900个小时。
两个讨论题：
一家五口人，父母是聋哑人，有三个孩子。家 里有一台电视。

《应用语言学》课程教学大纲课程代码：ENGL2049课程类别：专业选修课授课对象：英语、英语师范专业开课学期：秋（第7学期）学分： 2主讲教师：王宇指定教材：1.《应用语言学》（第二版），乐眉云主编，南京师范大学出版社，2004年。

2.《第二语言习得研究与外语学习》，丁言仁，上海外语教育出版社，2004年。

教学目的（含课程内容和考核方式）应用语言学有狭义和广义之分。

狭义的应用语言学专指语言教学，特别是指第二语言教学或外语教学。

广义的应用语言学则涵盖所有与语言和语言学应用有关的学科，包括第二语言习得、社会语言学、心理语言学、神经语言学等等。

本课程将重点选取与学生英语学习密切相关的领域——即第二语言习得和第二语言教学——进行分析和讨论。

本课程是面向英语和英语教育专业所有学生的一门专业选修课，其教学目的为：●帮助学生了解第二语言习得和第二语言教学方面的基本理论和主要论题，培养学生的研究兴趣和一定的批评能力；●引导学生自觉地运用应用语言学原理指导和促进英语学习；●掌握基本的应用语言学研究方法，为撰写毕业论文打下基础。

本课程分三个模块，主要内容包括：模块一：第二语言习得，包括学习者语言/中介语、影响第二语言习得的外在因素、第二语言习得的内在机制、学习者个体差异、二语习得理论、课堂教学与第二语言习得等。

模块二：第二语言教学，包括语言技能（包括听、说、读、写）的教学和语言评估。

模块三：应用语言学的研究方法和论文写作。

考核方式：课堂讨论（20%），课外文献阅读（30%），以小组为单位的项目报告（50%）。

第一课 Orientation课时：第一周，共2课时教学内容：第一节What is applied linguistics?The Role of Applied LinguisticsThe Nature of Applied Linguistics第二节Why should we study applied linguistics?Applied Linguistics and the Language Teacher思考题:1.What is the relationship between Linguistics and applied linguistics:hierarchy or partnership?2.Can there be a unitary theory of applied linguistics, or indeed dotheories of applied linguistics exist at all?3.Should applied linguists be theoretical?模块一（第2课——第8课）：Essential Concepts and Theories in SLA第二课 Puzzles in SLA & The Influence of Behaviorism课时：第二周，共2课时教学内容第一节SLA as a Field of LearningIssues for Exploration第二节The “Interference” of L1The behaviorist Understanding of SLAContrastive AnalysisCriticism from Empirical Research思考题：1.Think of more features on which students make errors sometimes butdo fairly well other times. Describe the conditions under which they tend to err and those under which they tend to get it correct.2.Think of a few areas of difficulty for advanced Chinese learners ofEnglish. Do there areas represent features that are overtly or slightly different from their Chinese counterparts?第三课 The “Chomskyan Revolution”课时：第三周，共2课时教学内容第一节Chomskyan LinguisticsCriticisms of Chomskyan Linguistics第二节Interlanguage HypothesisError analysis思考题：1.Give examples of errors young children make when they are learningto speak Chinese. You may recall the errors you yourself made when you were little.2.Sometimes sentences may look similar, but their functions can be verydifferent. Compare “Jack comes here”with “Here comes Jack.”What are their differences? Think of situations in which you can use one but not the other.第四课 Natural Order and comprehensible Input课时：第四周，共2课时教学内容第一节Natural Order HypothesisMorpheme Studies and Their findings第二节Problems with Error Analysis and Morpheme StudiesComprehensible Input Hypothesis思考题：1.If you know any international students or any other non-nativespeakers of Chinese, carefully observe their speech. Do they make errors that are similar to those you once made when you were a child?2.What are the flaws in Krashen’s Comprehensible Input Hypothesis?第五课 Variability in Performance and Acquisition课时：第五周，共2课时教学内容第一节Variability in L1 UseVariability in L2 Language Learner第二节Role of Variability in SLALearner Variation思考题：1.Discuss the possible reasons for the L2 performance variation foundin the Foster and Skehan study and Zhu Lingzhi’s study.2.Think of as many categories as you can that would characterize yourcurrent and former classmates, such as extroverts, introverts, bookworms, athletes, loners, born leaders, social butterflies, teachers’pets, to name a few. Discuss, in small groups, how different character traits affect language learning differently, and what traits are associated with good language learning and why.第六课 Input and Interaction课时：第六周，共2课时教学内容第一节Input and Interaction in L1 AcquisitionInput and Interaction in Natural SettingsInput and Interaction in Classroom SettingsEffects of Input and Interaction on SLA第二节Criticism of the Interaction HypothesisSwain’s Output HypothesisEmpirical Studies on the Role of Interaction思考题：1.In China, we use Chinese all the time, but we may still suddenly failto recall a term (or name of a person) we want to use. What do you do if this happens to you when you are (1) shopping, (2) visiting a university president, or (3) delivering a speech to a large audience?2.Recall one of your encounters with a person from overseas who was usingChinese as his or her L2. How soon did you become aware that this person might have trouble following you? What did you do to modify your speech so that you could be correctly understood?第七课 Learner Strategies课时：第七周，共2课时教学内容第一节Production StrategiesCommunication Strategies第二节Learning StrategiesThe Role of Memorization Strategies思考题：1.Presumably, production strategies will help us with production andcommunication, but will they also help us with L2 learning? Are there any strategies that do not facilitate our learning?2.Go over the list of cognitive strategies in Table 7.1 (P.167-170) again.Of the 15 strategies listed, how many of them have to do with understanding the auditory or printed material? How many of them have to do with memorizing words and phrases? How many of them have to do with learning and applying syntactic rules?第八课 Noticing the Native Speaker Selection课时：第八周，共2课时教学内容第一节The Noticing HypothesisEffects of the Noticing Hypothesis第二节Noticing the Native Speaker SelectionA New Model of Language思考题：1.How would you compare Schumann’s research with Schmidt’s? Which ofthem is closer to your own experience of learning English or another foreign language?2.Give an example of a situation in which you yourself succeeded inunderstanding or communication even though you did not have the necessary vocabulary.模块二（第9课——第13课）：Language Skills and Assessment第九课 Listening课时：第九周，共2课时教学内容第一节What is listening?Issues in listening第二节How do we gain insights in listening?From Theory to Practice: Issues in Teaching L2 Listening思考题：1.What do you think are the difficulty factors in listening?2.In many Chinese ESL classrooms, teachers are mostly “testing”ratherthan teaching listening. What is your opinion about this phenomenon?What can the teachers do to “teach” the students how to listen?第十课 Speaking and Pronunciation课时：第十周，共2课时教学内容第一节What are Speaking and Pronunciation?Issues in SpeakingIssues in Pronunciation第二节Implications for Pedagogy思考题：1.Should speaking activities focus on texts or sentences?2.What procedures are there specifically for pronunciation teaching?第十一课 Reading课时：第十一周，共2课时教学内容第一节What is Reading?Reading in a Second LanguageL2 Reading vs L1 Reading第二节Issues in L2 ReadingImplications of L2 Research for Instruction思考题：1.Discuss the contributing role of vocabulary knowledge for L2 readingabilities.2.It is generally agreed that extensive reading should be a componentof almost any reading program. To what extent should extensive reading be balanced with an intensive reading program containing well-considered reading instruction (for example, in reading strategies, in vocabulary, etc.)?第十二课 Writing课时：第十二周，共2课时教学内容第一节Demystifying WritingAspects of Writing第二节Second Language Writing: Theory, Research, and Pedagogy思考题：ment on the three L2 writing approaches: controlled composition,the paragraph pattern approach and the process approach.第十三课 Assessment课时：第十三周，共2课时教学内容第一节What is Language Assessment?Fundamental Issues in Language Assessment第二节Language Assessment and Language Teaching思考题：1.Define the term “validity”.2.Discuss the relationship between language assessment and languageteaching.模块三（第十四周——第十八周）: Research Methods and Thesis Writing第十四课 Research Methods in Applied linguistics课时：第十四周，共2课时教学内容第一节What is research?Developing research questionsSelecting research designs第二节A survey studyAn experimental studyA case study思考题：1.What tasks does a researcher have to accomplish if a piece of researchis conducted effectively?2.What are the important differences between quantitative andqualitative designs?第十五课 Writing Up a Research Report课时：第十五周，共2课时教学内容第一节The structure of a thesis / research reportWriting an introductionWriting a literature reviewDescribing methodologyReporting results and discussionWriting the conclusion chapter第二节Academic writing styleAPA writing format思考题：1.Try to get a copy of an undergraduate thesis or an MA thesis. Work witha group to comment on its structure, language, format, etc. Reading Week (第十六周)第十七课 Project Report (1)第十八课 Project Report (2)主要参考文献：1.《英语语言学纲要》，丁言仁、郝克，上海外语教育出版社，2001年。