英語二學(xué)歷-語言學(xué)的課件Introduction-and-u

1、1精選課件pptWelcome2精選課件ppt3精選課件ppt4精選課件pptJeremy Harmer5精選課件pptEnglish Teaching Methodology:6精選課件ppt7精選課件ppt8精選課件ppt9精選課件ppt10精選課件ppt11精選課件ppt12精選課件ppt13精選課件ppt14精選課件ppt15精選課件ppt16精選課件ppt17精選課件ppt18精選課件ppt How do we learn languages ?Language acquisitionLanguage learning19精選課件pptLanguage acquisition: th

2、e process where a language is acquired as a result of natural and largely random exposure to language.( a subconscious process)20精選課件pptLanguage learning: the process where the exposure to language is structured through language teaching.21精選課件ppt22精選課件ppt To give a concise definition of language ha

3、s always been difficult for linguists and philologists. There is no authoritative answer has been given to “ What is language?” But here is 23精選課件ppt24精選課件ppt25精選課件ppt26精選課件ppt27精選課件ppt28精選課件ppt29精選課件ppt30精選課件ppt31精選課件ppt32精選課件ppt33精選課件pptSoundsWordsGrammar34精選課件ppt Functional View : It sees languag

4、e as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities : offering , suggesting , advising, apologizing, etc. Therefore , learners learn a language in order to do things with it . To perform functions , learners need to know h

5、ow to combine the grammatical rules and the vocabulary to express notions that perform the functions.35精選課件ppt36精選課件ppt37精選課件ppt38精選課件ppt39精選課件ppt40精選課件ppt41精選課件ppt42精選課件pptStimulus Organism Response BehaviorReinforcement(behavior likely to occur again and become a habit)No Reinforcement(behavior no

6、t likely to occur again )43精選課件ppt44精選課件ppt45精選課件ppt46精選課件pptAccording to Chomskys theory, language is not a form of behaviour, it 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 a

7、nd with a knowledge of these rules an infinite number of sentences can be produced. One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.Cognitive theory :(認知學(xué)習(xí)理論）47精選課件ppt48精選課件pptConstructivist theory（建構(gòu)主

8、義學(xué)習(xí)理論）（建構(gòu)主義學(xué)習(xí)理論） Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and What he/she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned.49精選課件pptReceivinginformationProcessi

9、ng informationConstructing new meaningsInput(listening,reading)Decoding(解碼）解碼）Relating what learners already know with the received information(Listening/reading) comprehensionoutputConstructivist theory50精選課件ppt讓讓皮亞杰（皮亞杰（Jean Piaget，18961980），瑞士），瑞士心理學(xué)家，發(fā)生認識論創(chuàng)始人。心理學(xué)家，發(fā)生認識論創(chuàng)始人。51精選課件pptSocio-constru

10、ctivist theory 社會社會-建構(gòu)主義理論建構(gòu)主義理論It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development (ZPD,最近發(fā)展區(qū)) and scaffolding (support, 支架). In other words, learning is best achieved through the dynamic interaction between the

11、teacher and the learner and between learners.52精選課件pptIt is the distance between the actual developmental level as determined by (視視而定而定) independent problem solving and the level of potential (潛在的潛在的) development as determined through problem solving under adult guidance or in collaboration with mo

12、re capable peers. （Vygotsky 1978 ：86）Zone of Proximal Development(ZPD 最近發(fā)展區(qū)最近發(fā)展區(qū))53精選課件ppt54精選課件ppt在幫助下解在幫助下解決問題的能決問題的能力表現(xiàn)力表現(xiàn)學(xué)生獨立解學(xué)生獨立解決問題的能決問題的能力表現(xiàn)力表現(xiàn)ZPD the actual developmental level as determined by independent problem solving the level of potential development as determined through problem solv

13、ing under adult guidance 55精選課件pptImplications for classroom teaching“最近發(fā)展區(qū)最近發(fā)展區(qū)”的概念對于教學(xué)的的概念對于教學(xué)的意義是：課堂教學(xué)的每個環(huán)節(jié)，必意義是：課堂教學(xué)的每個環(huán)節(jié)，必須適合學(xué)生的須適合學(xué)生的“最近發(fā)展區(qū)最近發(fā)展區(qū)”，既，既不消極適應(yīng)或滯后于學(xué)生現(xiàn)有的智不消極適應(yīng)或滯后于學(xué)生現(xiàn)有的智力發(fā)展水平，也不過度超前于學(xué)生力發(fā)展水平，也不過度超前于學(xué)生現(xiàn)有的水平。應(yīng)當(dāng)從有利于促進學(xué)現(xiàn)有的水平。應(yīng)當(dāng)從有利于促進學(xué)生智力發(fā)展的角度去考慮，讓學(xué)生生智力發(fā)展的角度去考慮，讓學(xué)生“跳一跳摘到果子跳一跳摘到果子”。56精選課件pp

14、t The concept of scaffolding originates with the work of Wood (1976).and it serves as (充當(dāng)充當(dāng), 擔(dān)任擔(dān)任) a metaphor for the novice-master interaction in a problem-solving taskScaffolding (支架理論）支架理論）57精選課件ppt最近最近發(fā)展區(qū)發(fā)展區(qū)58精選課件ppt59精選課件ppt A good English teacher should .IV. What qualities do you think a good

15、English teacher should have?60精選課件ppt61精選課件ppt62精選課件pptEthic devotionwarm-hearted, hardworking, responsible ， enthusiastic, caring, kind, well-prepared63精選課件pptProfessional qualities Resourceful, well-informed (博識的博識的), professionally trained, creative64精選課件ppt flexible, patient, humourous, attentive(專心的專心的), dynamic (不斷變化的不斷變化的)(positive) Personal style65精選課件ppt66精選課件ppt67精選課件ppt68精選課件ppt69精選課件ppt70精選課件ppt71精選課件ppt72精選課件ppt73精選課件ppt74精選課件ppt75精選課件ppt76精選課件ppt77精選課件ppt78精選課件ppt79精選課件ppt80精選課件ppt81精選課件ppt82精選課件ppt83精選課件p