英语教学法知识总结(1-12单元)

1 FLTM: foreign language teaching methodology is a science which studies the processes and

patterns of foreign language teaching, aiming at revealing the natural and laws of foreign

languages.

Major approaches in FLT:

Grammar-translation method (deductive演绎法)

Direct method (inductive归纳法)

Audio-lingual method

Humanistic approaches: that emphasize the development of human values, growth in

self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and

active student involvement in learning and in the way human learning takes palace

The silent way

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Community language learning (CLL)

Total physical response method (TPR)

 The natural approach(NA)

 The communicative approach(CA )

An approach is a set of correlative assumptions dealing with the nature of language teaching ad

leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.

Method is an overall plan for the orderly presentation of language material, no part of which

contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a

method is procedural. Within one approach, there can be many methods.

A technique is implementation---that which actually takes place in a classroom. It is a particular

trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b

consistent with a method, and therefore I harmony with an approach as well.

Views on language:

Structural view: the structural view of language sees language as a linguistic system made up of

various subsystems: the sound system (phonology); the discrete units of meaning produced by

sound combinations (morphology); and the system of combining units of meaning for

communication (syntax).

Functional view: the functional view not only sees language as a linguistic system but also means

for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.

International view: considers language to be a communicative tool, whose main use is to build up

and maintain social relations between people. Therefore, learners not only need to know the

grammar and vocabulary of the language but as importantly they need to know the rules for using

them in a whole range of communicative contexts.

Process-oriented theories: are concerned with how the mind organizes new information such as

habit formation, induction, making inference, hypothesis testing and generalization.

Condition-oriented theories: emphasize the nature of the human and physical context in which

language learning takes place, such as the number of students, the kind of input learners receives,

and the atmosphere.

Behaviorist theory, the idea of this method is that language is learned by constant repletion and

the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances

were immediately praised.

Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a 2 large part of language acquisition is the learning of this system.

Constructivist theory, believes that learning is a process in which the learner constructs meaning

based on his/her own experiences and what he/she already knows.

Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory

emphasizes interaction and engagement with the target language in a social context based on the

concept of “Zone of Proximal Development” (ZPD) and scaffolding.

Ethic devotion, professional qualities and personal styles

CLT: communicative language teaching

TBLT: task-based language teaching

The goal of CLT is to develop students’ communicative competence, which includes

both the knowledge about the language and the knowledge about how to use the

language appropriately in communicative situations. P16

Hedge discusses five main components of communicative competence: linguistic competence,

pragmatic competence, discourse competence, strategic competence, and fluency.

Howatt proposes a weak and a strong version of CLT.

Weak version: learners first acquire language as a structural system and then learn

how to use it in communication. --- the weak version regards overt teaching of

language forms and functions as necessary means for helping learners to develop the

ability to use them for communication.

Strong version: language is acquired through communication. The learners discover

the structural system in the process of leaning how to communicate.---regards

experiences of using the language as the main means or necessary conditions for

learning a language as they provide the experience for learners to see how language is