英語學(xué)科發(fā)展前沿課程講義及思考題

英語學(xué)科發(fā)展前沿課程講義及思考題英語學(xué)科發(fā)展前沿課程講義及思考題英語學(xué)科發(fā)展前沿課程講義及思考題xxx公司英語學(xué)科發(fā)展前沿課程講義及思考題文件編號(hào)：文件日期：修訂次數(shù)：第1.0次更改批準(zhǔn)審核制定方案設(shè)計(jì)，管理制度AdvancesinEnglishStudies(英語學(xué)科發(fā)展前沿)Dr.WuBenhu(吳本虎)Session2TheroleofforeignlanguagelearningReadingBerdan,S.N.etal.2012,January30.

Englishisglobal,sowhylearnArabic?

NewYorkTimes,

RetrievedJanuary31,2012Question6:

Whatcanyoufindoutfromthedebaters’generalinformation?

WuBenhu:Ihavediscoveredthefollowingpoints:1.

Allthedebatershavetheirinternationalperspectives.2.

TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.3.

Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.Question7:

Whatdoes

StacieNevadomskiBerdan

meanbysaying‘TheWorldHasChanged’OrWhathashappenedtotheworld

WuBenhu:Theclaim‘Theworldhaschanged’hasaprofoundimplication:1.

Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency.2.

Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld?3.

Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.4.

Theworldfacesthesituationinwhich‘a(chǎn)sbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.

CourseworkforSession2:Answerthefollowingquestions:1.

WhatareyourupdatedpurposesoflearningEnglish?

2.

HowdoyouimproveyourEnglishlearningforyournewpurposes?

Session5ConnectingTheorywithPracticeinEnglishTeachingForewordasStudyGuideWhenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:1)

Whatdoyouread?

2)

Howdoyouread?

3)

Whydoyouread?

Withthesequestionsinmind,youwillreadwiththefollowingapproaches:1)

Readselectively

(選擇性閱讀):Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest.2)

Readinteractively

(互動(dòng)性閱讀):Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.3)

Readprofessionally

(專業(yè)性閱讀):Aimatyourprofessionaldevelopmentwithmulti-disciplinaryapproachesandwithafocusonthelatestdevelopmentofthedisciplinesinvolved.

ReadingsFleming,MichaelP.,MikeFlemingandDavidStevens.2010.

EnglishTeachingintheSecondarySchool:LinkingTheoryandPractice.3rded.Oxon:Routledge.中華人民共和國教育部，2011，《義務(wù)教育英語課程標(biāo)準(zhǔn)》。北京：北京師范大學(xué)出版社。

1.WhatarethefivemodelsofEnglishteaching?

(Fleming,FlemingandStevens2010:15-16)1TheEnglishteacherandtheNationalCurriculum1.2ModelsofEnglishteachingIntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee(DES1989),itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:1.

apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;2.

across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;3.

anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;4.

aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;5.

aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.

WuBenhu’sSummary:Table5.1ThefivemodelofEnglishteachinghighlightedNo.ModelGoal1ApersonalgrowthviewForstudentstoactascreativeandimaginativeindividuals2Across-curricularapproachForstudentstolearnEnglishforalltheothersubject3AnadultneedsemphasisForstudentstobepreparedfortheirfuturelifeandprofession4AculturalheritagemodelForstudentstopayspecialattentiontothestudyofliteratureandhistoryastheculturalheritage5AculturalanalysisviewForstudentstoachieveacriticalunderstandingofthesocialandculturalcontextofEnglish

《義務(wù)教育英語課程標(biāo)準(zhǔn)》(中華人民共和國教育部,2011:8)一、總目標(biāo)

義務(wù)教育階段英語課程的總目標(biāo)是：通過英語學(xué)習(xí)使學(xué)生形成初步的綜合語言運(yùn)用能力，促進(jìn)心智發(fā)展，提高綜合人文素養(yǎng)。綜合語言運(yùn)用能力的形成建立在語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等方面整體發(fā)展的基礎(chǔ)之上。語言技能和語言知識(shí)是綜合語言運(yùn)用能力的基礎(chǔ)；文化意識(shí)有利于正確地理解語言和得體地使用語言；有效的學(xué)習(xí)策略有利于提高學(xué)習(xí)效率和發(fā)展自主學(xué)習(xí)能力；積極的情感態(tài)度有利于促進(jìn)主動(dòng)學(xué)習(xí)和持續(xù)發(fā)展。過五個(gè)方面相輔相成，共同促進(jìn)學(xué)生綜合語言運(yùn)用能力的形成與發(fā)展。

以語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等五個(gè)方面共同構(gòu)成的英語課程總目標(biāo)，既體現(xiàn)了英語學(xué)習(xí)的工具性，也體現(xiàn)了其人文性；既有利于學(xué)生發(fā)展語言運(yùn)用能力，又有利于學(xué)生發(fā)展思維能力，從而全面提高學(xué)生的綜合人文素養(yǎng)。

WuBenhu:1)

WhatisthedifferencebetweentheBritishStandardsandtheChineseStandardsofEnglishTeaching?

2)

WhatcanwelearnfromtheBritishStandardsofEnglishTeaching?

4.WhatisadynamicapproachtoEnglishteaching?(Fleming,FlemingandStevens2010:23-24)1.4PracticaldimensionsAgainwecanseehow,withalittleimagination,therequirementsoftheNationalCurriculummaybemetthroughanorganicratherthanmechanisticapproach.IndeedtheintroductiontothecurrentOrders,undertheheading‘TheImportanceofEnglish’,suggeststhatEnglishenablespupils‘toexpressthemselvescreativelyandimaginativelyandtocommunicatewithotherseffectively’(DfEE/QCA1999:13).ThustheNationalCurriculumcanbeviewednotjustasasetofindividualsyllabusrequirementsbutasprovidingabroadconceptionofthewayEnglishshouldberealisedasasubjectinschools.AttentionhastendedtofocusonthemorecontroversialaspectsliketheplaceofstandardEnglish(tobediscussedinmoredetailinlaterchapters).However,thefollowingselectedquotationsfromthe1995NationalCurriculum,stillverymuchembeddedinthecurrentversion,indicatethatitcanbejudgedtorequireadynamicandvariedapproach:1)

Pupils’abilitiesshouldbedevelopedwithinanintegratedprogrammeofspeakingandlistening,readingandwriting.2)

Pupilsshouldbegivenopportunitiestotalkforarangeofpurposes.3)

Pupilsshouldbegivenopportunitiestoreadawidevarietyofliterature...toreadwidelyandindependentlysolelyforenjoyment.4)

Themainemphasisshouldbeontheencouragementofwiderreadinginordertodevelopindependent,responsiveandenthusiasticreaders.5)

Pupilsshouldbeencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesandtodeveloptheirowndistinctiveandoriginalstyles.6)

Pupilsshouldbegivenopportunitiestowriteforspecificreaders,foralargeunknownreadershipandforthemselves.WecanaddtothislisttwoquotationsfromtheearliestformulationoftheEnglishOrder:1)

Workingontaskswhichtheyhavechosenandwhichtheydirectforthemselves.2)

Workingwithteacherswhoarethemselvesinvolvedintheprocesses,withspecialexpertise,astalkers,listeners,readersandwriters.

WuBenhu:AdynamicapproachtoEnglishteachingisexpectedtoincludethefollowingfeatures:1.

Studentscandeveloptheirabilitiesintheintegrationofspeaking,listening,readingandwriting.2.

Studentshaveopportunitiestotalkforarangeofpurposes.3.

Studentshaveopportunitiestoreadawidevarietyofliteratureforenjoyment.4.

Studentsareencouragedtoreadwidelyinordertodevelopasindependent,responsiveandenthusiasticreaders.5.

Studentsareencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesanddeveloptheirdistinctiveandoriginalstyles.6.

Studentshaveopportunitiestowriteforspecificreaders,forgeneralreadersandforthemselves.

6.WhatarethebasicrequirementsofEnglishteachers?(Fleming,FlemingandStevens2010:28)Chapter2TheimpactoftheStrategy2.1Introduction:thecontextItcouldbearguedthatbecausethedemandsofliteracyeducationaresofundamentaltotheteachingandlearningofEnglish,ideallysointegratedintothepracticalcurriculum,itwouldbemistakentodevoteachaptertoitasadiscreteentityinabooklikethis.MostEnglishteacherscouldhappilyagreewithDaviesthat:thefirstrequirementoftheEnglishteacherhastobetoensurethatstudentscanreadandwrite,tomakethemliterate.BeyondthatpointIbelievethatstudentsshouldbeactivelyencouragedtoreadforpleasureandshouldbeprovidedwithanadequatetimetableforpersonalreading.(1996:135)WuBenhu:ThebasicrequirementsofEnglishteachersareidentifiesasfollows:1.

Tohelpstudentslearntoreadandwrite.2.

Toencouragestudentstoreadforpleasure.3.

Toprovidestudentswithadequatetimeforpersonalreading.

Questionsforconsideration:1.WhatarethefivemodelsofEnglishteaching?2.Whatcanwefigureoutfromthealternativenamesof

English

ascourses?

3.Howshallweimplement

TheNationalEnglishCurriculumStandard

4.WhatisadynamicapproachtoEnglishteaching?5.WhataremajorcharacteristicsofpositivecollaborationthatcanpromoteEnglishteaching?6.WhatarethebasicrequirementsofEnglishteachers?7.Howdoyouunderstandthe‘literacyissues’presentedhere?8.Whatare‘thefiveelementsoftheproposedteachingsequence’9.WhatshouldtheEnglishteacherdoindevelopingthestudents’writingskills?

CourseWork:1.

Selectonequestionamongwhatwehavecoveredincludingthequestionsofyourown.2.

Discussitwithapproachesanddimensionsasmanyaspossible.Session7AdvancesinEnglishlanguageteachingReadingsClaypole,Maurice.2010.

ControversiesinELT:WhatYouAlwaysWantedtoKnowaboutTeachingEnglishbutWereAfraidtoAsk.

Bellevue,WA:LinguaBooks.Chapter2Goodbyetoallthat:Thedeathofthecommunicativeapproach(Claypole2010:15-24)1.Whatdoesthetitleofthischaptermeantoyou?Claypole(2010:15)GoodbyetoallthatThedeathofthecommunicativeapproachWuBenhuThischaptertitlesignifiesacriticismofcommunicativelanguageteaching.2.Howwasthecommunicativeapproachborn?Claypole(2010:15)

Likesomanyotherthingsinhumanhistory,thecommunicativeapproachwasbornofnobleideasandimplementedinitiallybydedicatedspecialists.Onthebasesofitsperceivedsuccess,itblossomedrapidly,spreadthroughouttheworld,takingwithitapotentialforgreatgoodandwaswidelyembracedasthebenchmarkformodernlanguageteaching.Thenisallwentpear-shaped.WuBenhuThecommunicativeapproachwasbornoutofsomedevotedexpertsinlanguageteaching.Theythoughtlanguageteachingwouldbemoresuccessfulifthecommunicativeapproachwasused.4.Whatiswrongwiththecommunicativeapproach?Claypole(2010:15)

Themainargumentofferedinitsdefensebypractitionersofthisapproachisthatitworks.Ofcourseitworks,forthesimplereasonthatwithmanytypesofclassandmanyteachingsituations,anythingwillwork.Youmaybeabletoknockinanailwithabrickorbytappingitwitharubberhammer,butthisdoesnotmeanthatthisisthebestwaytogetthejobdone.Andsometimesarubberhammerisjustnotstrongenough.WuBenhuAccordingtoClaypole,thecommunicativeapproachcanbeappliedtosomesituationsbutnotallthesituationoflanguageteachingsinceitisnotstrongenough.7.Whatisthecommunicativeapproach?Claypole(2010:17)l

Peoplelearnaforeignlanguageinordertocommunicate.l

Sociallanguagefunctionsareanimportantpartoflearningalanguage..l

Classroomactivitiesshouldreflectthecontextinwhichthelanguageistobeused.l

Theteacher’smainroleistofacilitatecommunication.l

Languageacquisitionwilltakeplacethroughfrequentexposure.l

Fluencyismoreimportanttocommunicationthanaccuracy.WuBenhuThe6assumptionsarethebasisofthecommunicativeapproach.Wecanfindtheseassumptionsarestillapplicabletoourforeignlanguageclassrooms.However,weneedtoconsidersomeotheraspectsinforeignlanguageteaching.Soweneedtoconsiderthefollowing.1)

Itisnotwisetogoextremetoadvocate“l(fā)earningaforeignlanguageonlyforcommunication.2)

Wehaveothergoalsinlearningaforeignlanguagesuchaslearningforourcognitivedevelopment,learningforcreativity,learningfortheimprovementofourthinking,problem-solving,decision-making.8.Howaretheassumptionsofthecommunicativeapproachadoptedinclass?Claypole(2010:18)l

Studentsworkingroupsorinpairsinordertonegotiateandtransfermeaning.l

Informationgapsarecrucialtothemeaningfultransferofinformation.l

Authenticmaterialsareusedwheneverpossible.l

Frequentuseismadeofrole-playandsimulation.l

Productiveskillsareemphasised.l

Classworkismainlyoral.l

Games,puzzlesandquizzesarekeyclassroomtechniques.WuBenhuThecommunicativeapproachisadoptedbyusingthefollowingtechniquesandactivities:1)

groupwork2)

informationgaps3)

authenticmaterials4)

role-playandsimulation5)

oralclasswork6)

games,puzzlesand