英語(yǔ)教學(xué)法復(fù)習(xí)提綱Unit1

1、Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system; Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. St

2、ructural view: The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view: The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-t

3、o-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learn

4、ing theory underlying an approach or method usually answers two questions: 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?6. Although these two questions have

5、 never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories. 1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation,

6、 induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.7. Two t

7、heories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinner)- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that you can train an animal to do anything (within reason) if you follow a certa

8、in procedure which has three major stages, stimulus, response, and reinforcement 2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat. 8. A variety of elements that contribute to the qualities of a good la

9、nguage teacher: 1) ethic devotion,道德素質(zhì)2) professional qualities專業(yè)技能 3) personal styles個(gè)人修養(yǎng) Adjectives which describe further qualitiesEthic devotionProfessional qualitiespersonal styles warm -hearted creative Flexible靈活的 hardworking Resourceful知識(shí)淵博的 Dynamics有動(dòng)力的enthusiastic authoritative patient Car

10、ing well-informed見(jiàn)多識(shí)廣的 Attentive專心的 kind accurateIntuitive有洞察力的 well-prepared準(zhǔn)備充分的 speaking clearly humorous disciplined Personally-trained經(jīng)過(guò)專業(yè)訓(xùn)練的9. How can one become a good language teacher? Wallaces(1991)Reflective model to demonstrate the development of professional competence(兩種測(cè)試法：敘述/填表) Walla

11、ces(1991)Reflective model Stage 1 Stage 2 GoalFrom the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage is language training. All English teachers are supposed to have a sound command of English. Of course,

12、 language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the specific preparation(that a language teacher should make before they g

13、o to practice.)This preparation can be:1). learn from others experience (empirical knowledge來(lái)自經(jīng)驗(yàn)的知識(shí))2). learn received knowledge (such as language theories, psycholinguistics, sociolinguistics, educational psychology, language teaching methodology, etc.)3). learn from ones own experience Both experi

14、ential knowledge (others and ones own) and received knowledge are useful when the teachers go to practice. This is the combination of craft and applied science. The learning stage is followed by practice. The term practice can be used in two senses. In one sense, it is a short period of time assigned for student teachers to do teaching practice as part