英語(yǔ)教學(xué)法知識(shí)點(diǎn)整理教學(xué)文案

1，Structuralviewoflanguageseeslanguagesasalinguisticsystemmadeupofvarioussubsystems(Larsen-Freeman&Long):Phonology,morphology,syntax.語(yǔ)言的結(jié)構(gòu)觀把語(yǔ)言看作是由各種子系統(tǒng)組成的語(yǔ)言系統(tǒng)(弗里曼&朗)：音位學(xué)、形態(tài)學(xué)、句法。2，F(xiàn)unctionalview:communicativeneedsofthelearner(JohnsonandMarrow),thefunctionalviewnotonlyseeslanguagesasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,andapologizing.功能觀：學(xué)習(xí)者的交際需求(約翰遜和馬羅)，功能觀不僅把語(yǔ)言看作一種語(yǔ)言系統(tǒng)，而且把語(yǔ)言看作一種做事的手段。我們?nèi)粘Ｊ褂玫拇蟛糠终Z(yǔ)言都涉及功能性活動(dòng)：提供、建議和道歉。3，Interactionalview:theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.互動(dòng)觀：互動(dòng)觀認(rèn)為語(yǔ)言是一種交際工具，其主要作用是建立和維護(hù)人與人之間的社會(huì)關(guān)系。4，Behaviouristtheory:thewayhumanacquireslanguage(Harmer).Basedontheirexperiments,WatsonandRaynorformulatedastimulus-responsetheoryofpsychology.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”（Harmer）行為主義理論：人類(lèi)獲取語(yǔ)言的方式（哈默）?；谒麄兊膶?shí)驗(yàn)，華生和雷諾制定了心理學(xué)的刺激反應(yīng)理論。條件作用理論的關(guān)鍵是，“如果你遵循一個(gè)有三個(gè)主要階段：刺激、反應(yīng)和強(qiáng)化的特定程序，你可以訓(xùn)練一只動(dòng)物做任何事情（在理性范圍內(nèi)）?！?,Cognitivetheory:thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat（NoamChomsky,Skinner）P5認(rèn)知理論：認(rèn)知主義這個(gè)術(shù)語(yǔ)經(jīng)常被松散地用來(lái)描述要求學(xué)生思考而不是簡(jiǎn)單重復(fù)的方法（諾姆?喬姆斯基，斯金納）p5。6，Constructivisttheory:itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners（JohnDewey）建構(gòu)主義理論：人們認(rèn)為教育是用來(lái)發(fā)展思想的，而不僅僅是用來(lái)死記硬背所學(xué)的東西。教師需要設(shè)計(jì)環(huán)境并與學(xué)習(xí)者互動(dòng)，以培養(yǎng)創(chuàng)新性、創(chuàng)造性和批判性的學(xué)習(xí)者（約翰?杜威）7，Socio-constructivisttheory:representedbyVygotskyemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.社會(huì)建構(gòu)主義理論：以維果茨基為代表，強(qiáng)調(diào)在“近端發(fā)展區(qū)”(ZPD)和“支架式”概念的基礎(chǔ)上，在社會(huì)語(yǔ)境中與目標(biāo)語(yǔ)言的互動(dòng)和聯(lián)系。換句話說(shuō)，學(xué)習(xí)最好是通過(guò)教師和學(xué)習(xí)者之間以及學(xué)習(xí)者之間的動(dòng)態(tài)互動(dòng)來(lái)實(shí)現(xiàn)的。8，Agoodteachernotonlydependonhiscommandofthelanguagebutalsodependonethicdevotion,professionalqualitiesandpersonalstyles(Parrot)一個(gè)好的老師不僅取決于他對(duì)語(yǔ)言的掌握，還取決于他的道德奉獻(xiàn)、職業(yè)素質(zhì)和個(gè)人風(fēng)格9，Teachers'professionalcompetencedevelopmentinvolvesstage1languagedevelopment,stage2(themostcrucialandmorecomplicated)learning,practiceandreflection,stage3goalprofessionalcompetence.P9教師職業(yè)能力發(fā)展包括第一階段：語(yǔ)言發(fā)展、第二階段(最關(guān)鍵、最復(fù)雜)學(xué)習(xí)、實(shí)踐與反思、第三階段目標(biāo)職業(yè)能力。10，Theultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.Veryoftenthereisabiggapbetweenthelanguageusedinreallifeandthelanguagelearnedinclassrooms.外語(yǔ)教學(xué)的最終目標(biāo)是使學(xué)生在必要時(shí)能在工作或生活中使用外語(yǔ)。在現(xiàn)實(shí)生活中使用的語(yǔ)言和在教室里學(xué)習(xí)的語(yǔ)言之間經(jīng)常有很大的差距。11,ThegoalofCLTistodevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtouselanguageappropriatelyincommunicativesituations.CLT的目標(biāo)是培養(yǎng)學(xué)生的交際能力，包括語(yǔ)言知識(shí)和如何在交際情境中恰當(dāng)使用語(yǔ)言的知識(shí)12，Hedgediscusses5maincomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetenceandfluency.P1813，CLT(communicativelanguageteaching)'sthreeprinciplessuggestedbyRichardsandRodgers:Communicativeprinciple:activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.理查茲和羅杰斯提出的CLT三項(xiàng)原則:1）交際原則：涉及真實(shí)交際的活動(dòng)，促進(jìn)學(xué)習(xí)。2）任務(wù)原則：用語(yǔ)言進(jìn)行有意義的任務(wù)的活動(dòng)，促進(jìn)學(xué)習(xí)3）有意義原則：對(duì)學(xué)習(xí)者有意義的語(yǔ)言支持學(xué)習(xí)過(guò)程14，Ellishaslisted6criteriaforevaluatinghowcommunicativeclassroomactivitiesare:1)Communicativepurpose,Communicativedesire,Content,notform,Varietyoflanguage,NoteacherinterventionNomaterialscontrol.15，Task-basedlanguageteaching(TBLT)P2616，Clark,ScarinoandBrownellbelievethatataskhas4maincomponents:Apurpose:makingsurestudentshaveareasonforundertakingthetaskAcontext:thiscanbereal,stimulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactorsAprocess:gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualizingandcommunicatingAproduct:therewillbesomeformofoutcome,ethervisibleorinvisible.克拉克、斯卡里諾和布勞內(nèi)爾認(rèn)為，一項(xiàng)任務(wù)有四個(gè)主要組成部分：1）目的：確保學(xué)生有理由承擔(dān)該任務(wù)。2）語(yǔ)境：這可以是真實(shí)的、刺激的或想象的，涉及社會(huì)語(yǔ)言問(wèn)題，如位置、參與者及其關(guān)系、時(shí)間和其他重要因素。3）過(guò)程：讓學(xué)生使用諸如問(wèn)題解決、推理、詢問(wèn)、概念化和交流等學(xué)習(xí)策略。4）產(chǎn)品：會(huì)有某種形式的結(jié)果，可見(jiàn)或不可見(jiàn)。17，PPP（Presentation,PracticeandProduction）18，Alessonplanningisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.課程規(guī)劃是一個(gè)課程框架，在這個(gè)框架中，教師對(duì)他們希望實(shí)現(xiàn)的目標(biāo)和希望實(shí)現(xiàn)的目標(biāo)做出預(yù)先決定。19,Principlesforgoodlessonplanning:aim,variety,flexibility,learnabilityandlinkage.P53良好的課程規(guī)劃原則：目標(biāo)、多樣性、靈活性、學(xué)習(xí)能力和聯(lián)系20，Macroplanningvs.microplanningP5421，Macroplanninginvolves1）KnowingabouttheprofessionknowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculumsKnowingaboutthetextbookKnowingabouttheobjectivesTeachingaimsarethecontentstobecovered,suchasgrammar,vocabularyorlanguageskillsP56Languagecontentsandskills:languagecontentsarestructures,vocabulary,functions,topicsetc.andlanguageskillsarecommunicativeskillsinvolvedinlistening,speaking,readingandwriting.Stagesandprocedure:stagesrefertothemajorchunksofactivitiesthatteachersgothroughinalessonandproceduresarethedetailedstepsineachteachingstages.Presentinggrammar:thedeductivemethod,theinductivemethodandtheguideddiscoverymethod.呈現(xiàn)語(yǔ)法：演繹法、歸納法和引導(dǎo)發(fā)現(xiàn)法。Theadvantagesanddisadvantagesofdeduc