王薔《英語(yǔ)教學(xué)法教程》（第2版）筆記和課后習(xí)題（含考研真題）詳解

絎?绔犮€€璇█鍜岃璦€瀛︿範(fàn)

1.1銆€澶嶄範(fàn)絎旇

 

鏈珷瑕佺偣錛?/p>

1Thewaywelearnlanguages

鎴戜滑涔?fàn)寰楄€鐨勬柟寮?/p>

2Viewsonlanguage

璇█瑙傜偣

3Thestructuralviewoflanguage

緇撴瀯涓諱箟璇█鐞嗚

4Thefunctionalviewoflanguage

鍔熻兘涓諱箟璇█鐞嗚

5Theinteractionalviewoflanguage

浜や簰璇█鐞嗚

6Commonviewsonlanguagelearning

鍏充簬璇█瀛︿範(fàn)鐨勬櫘閬嶈鐐?/p>

7Process-orientedtheoriesandcondition-orientedtheories

寮鴻皟榪囩▼鐨勮璦€瀛︿範(fàn)鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範(fàn)鐞嗚

8Thebehavioristtheory

琛屼負(fù)涓諱箟瀛︿範(fàn)鐞嗚

9Cognitivetheory

璁ょ煡瀛︿範(fàn)鐞嗚

10Constructivisttheory

寤烘瀯涓諱箟瀛︿範(fàn)鐞嗚

11Socio-constructivisttheory

紺句細(xì)寤烘瀯涓諱箟鐞嗚

12Qualitiesofagoodlanguageteacher

涓€涓ソ鐨勮璦€鑰佸笀蹇呭鐨勭礌鍏?/p>

13Teacher鈥檚professionaldevelopment

鏁欏笀涓撲笟鎶€鑳藉彂灞?/p>

 

鏈珷鑰冪偣錛?/p>

鎴戜滑濡備綍涔?fàn)寰楄€錛涚粨鏋勪富涔夎璦€鐞嗚錛涘姛鑳戒富涔夎璦€鐞嗚錛涗氦浜掕璦€鐞嗚錛涘叧浜庤璦€瀛︿範(fàn)鐨勬櫘閬嶈鐐癸紱寮鴻皟榪囩▼鐨勮璦€瀛︿範(fàn)鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範(fàn)鐞嗚錛涜涓轟富涔夊涔?fàn)鐞嗚锛涜鐭ュ涔?fàn)鐞嗚錛涘緩鏋勪富涔夊涔?fàn)鐞嗚锛浗C句細(xì)寤烘瀯涓諱箟鐞嗚錛涙垚涓轟竴涓ソ鐨勮璦€鑰佸笀鎵€瑕佸叿澶囩殑鍩烘湰绱犺川錛涙暀甯堜笓涓氭妧鑳藉彂灞曞浘銆?/p>

 

鏈珷鍐呭绱㈠紩錛?/p>

鈪?/span>.Thewaywelearnlanguages

鈪?/span>.Viewsonlanguage

1Thestructuralviewoflanguage

2Thefunctionalviewoflanguage

3Theinteractionalviewoflanguage

鈪?/span>.Viewsonlanguagelearningandlearningingeneral

1Researchonlanguagelearning

2Commonviewsonlanguagelearningandlearningingeneral

(1)Behavioristtheory

(2)Cognitivetheory

(3)Constructivisttheory

(4)Socio-constructivisttheory

鈪?/span>.Qualitiesofagoodlanguageteacher

鈪?/span>.Developmentofagoodlanguageteacher

鈪?/span>.Anoverviewofthebook

 

Thischaptercontainsthefoundationofthismethodologycourse,discussingissuescoveringthedefinitionoflanguageandthelanguagelearningtheories,aswellastheimpactofthesetheoriesonteachers鈥?teachingmethodsaswellaslearners鈥?learningways.Moreover,thischapterdiscussesthequalitiesthatagoodEnglishteachershouldpossesstohelplanguageteachingparticipantsestablishtheproperteachingawareness.

榪欎竴绔犱粙緇嶇殑鏄暀瀛︽硶鐨勫熀鏈柟娉曡錛屾帰璁ㄧ殑闂娑電洊璇█鐨勫畾涔夊拰璇█瀛︿範(fàn)鐨勮鐐癸紝浠ュ強(qiáng)榪欎簺瑙傜偣瀵規(guī)暀甯堟暀瀛︽柟寮忓拰瀛︿範(fàn)鑰呭涔?fàn)鏂瑰紡鐨勫奖鍝嶃€傚彟澶栵紝鏈珷榪樻帰璁ㄤ簡(jiǎn)涓€涓ソ鐨勮嫳璇暀甯堝簲鍏峰鐨勭礌璐紝浠ュ府鍔╄璦€鏁欏鍙備笌鑰呮爲(wèi)绔嬪簲鏈夌殑鏁欏鎰忚瘑銆?/p>

鈪?/span>.Thewaywelearnlanguages錛堟垜浠範(fàn)寰楄璦€鐨勬柟寮忥級(jí)

Manyhumanbehaviorswillshowtheinfluenceofpersonalpastexperience,includinglearningforeignlanguages.Thelanguagelearningmodethatthelanguageteachersacceptedwillaffecttheirlaterteachingmethodsintheclass.

Thedifficultyoflanguageteachingistoenablelearnerswithmanydifferencestosuccessfullyacquirethenewlanguage.

璁稿浜虹被琛屼負(fù)浼?xì)鏄剧幇鍑轰笣h榪囧線緇忛獙鐨勫獎(jiǎng)鍝嶅姏錛屽涔?fàn)彖熸樻銆傝璦€鑰佸笀鎺ュ彈榪囩殑璇█瀛︿範(fàn)妯″紡浼?xì)濯?jiǎng)鍝嶄粬浠箣鍚庡湪璇懼爞涓婄殑鏁欏鏂瑰紡銆?/p>

璇█鏁欏鐨勯毦鐐瑰湪浜庡敖閲忎嬌瀛樺湪璁稿涓嶅悓涔嬪鐨勫涔?fàn)鑰呮垚鍔熶範(fàn)寰楁柊璇█銆?/p>

鈪?/span>.Viewsonlanguage錛堣璦€鐞嗚錛?/p>

銆愯€冪偣錛氱粨鏋勪富涔夎璦€鐞嗚銆佸姛鑳戒富涔夎璦€鐞嗚銆佷氦浜掕璦€鐞嗚鐨勫畾涔夊強(qiáng)鍏蜂綋搴旂敤銆?/span>

Threeviewsaboutthenatureoflanguage:Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichareexplicitlyorimplicitlyreflectedincurrentapproachestolanguagelearning.

鍏充簬璇█鏈川鐨勪笁縐嶈鐐癸細(xì)鍦ㄨ璦€鐨勬湰璐ㄤ笂鏈夊緢澶氭綔鍦ㄧ殑璇█瑙傜偣錛屽綋鍓嶈璦€瀛︿範(fàn)鐨勬柟娉曠洿鎺ユ垨闂存帴鍙嶆槧浜?jiǎn)涓壙U嶄笉鍚岃鐐廣€?/p>

 

1Thestructuralviewoflanguage錛堢粨鏋勪富涔夎璦€鐞嗚錛?/p>

Thestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.

緇撴瀯涓諱箟璇█鐞嗚璁や負(fù)璇█鏄竴涓敤浜庝紶閫掓剰涔夌殑緋葷粺錛屽叾涓悇鍥犵礌鍦ㄧ粨鏋勪笂鐩鎬簰鑱旂郴銆?/p>

(1)Theelementsoflanguagesystem

鈶?/span>phonologicalunits(phonemes)

鈶?/span>grammaticalunits(phrases,clauses,sentences)

鈶?/span>grammaticaloperations(adding,shifting,joiningortransformingelements)

鈶?/span>lexicalitems(functionwordsandstructurewords)

(1)璇█緋葷粺鐨勫洜绱?/p>

鈶?/span>璇煶鍗曚綅錛堥煶绱狅級(jí)

鈶?/span>璇硶鍗曚綅錛堣瘝緇勩€佷粠鍙ャ€佸彞瀛愶級(jí)

鈶?/span>璇硶鎿嶄綔錛堝娣匯€佺Щ浣嶃€佸悎騫舵垨鏀瑰彉鎴愬垎錛?/p>

鈶?/span>璇嶉」錛堝姛鑳借瘝鍜岀粨鏋勮瘝錛?/p>

(2)Targetoflanguagelearning

Thetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.

(2)璇█瀛︿範(fàn)鐨勭洰鏍?/p>

緇撴瀯涓諱箟璁や負(fù)璇█瀛︿範(fàn)鐨勭洰鏍囨槸鎺屾彙璇█緋葷粺鐨勫悇鍥犵礌銆?/p>

(3)Methodsbasedonthisview

鈶?/span>theAudiolingualmethod

鈶?/span>TotalPhysicalResponse

鈶?/span>theSilentWay

(3)鍩轟簬璇ョ悊璁虹殑璇█瀛︿範(fàn)鏂規(guī)硶

鈶?/span>鍚娉?/p>

鈶?/span>鍏ㄨ韓鍙嶅簲娉?/p>

鈶?/span>娌夐粯娉?/p>

 

2Thefunctionalviewoflanguage錛堝姛鑳戒富涔夎璦€鐞嗚錛?/p>

Thefunctional,orcommunicativeviewoflanguageistheviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.

Inordertomeetthecommunicativeneedsoflanguagelearners,BritishlinguistsJohnsonandMarrowproposedfunctionalviewin1981.Thetheoryholdsthatlanguageisawayofdoingthings,notjustamerelinguisticsystem.

Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealsoincluded.

鈶?/span>Herearesomeoftheareasofresearchinthisviewoflanguage:sociolinguistics,pragmatics,semantics.

鈶?/span>Targetoflanguagelearning:Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaning.

鈶?/span>Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

Communicativeapproaches;

Functional-notionalsyllabuses;

TheNaturalApproach.

鍔熻兘涓諱箟璇█鐞嗚涔熷彨璇█浜ら檯鐞嗚錛屽畠璁や負(fù)璇█鏄〃杈懼姛鑳芥剰涔夌殑宸ュ叿銆?/p>

涓轟簡(jiǎn)婊¤凍璇█瀛︿範(fàn)鑰呯殑浜ら檯闇€姹傦紝鑻卞浗璇█瀛﹀Johnson鍜孧arrow浜?981騫存彁鍑轟簡(jiǎn)鍔熻兘涓諱箟瀛︿範(fàn)鐞嗚銆傚姛鑳戒富涔夌悊璁鴻涓鴻璦€鏄竴縐嶅仛浜嬬殑鏂瑰紡錛岃€屼笉浠呬粎鏄崟綰殑璇濊緋葷粺銆?/p>

鐩歌緝浜庤娉曠壒寰侊紝鍔熻兘涓諱箟璇█鐞嗚鏇村姞娉ㄩ噸璇箟鍜屼氦闄呭眰闈紝灝界瀹冧篃娑電洊浜?jiǎn)桄硶鐗瑰緛銆?/p>

鈶?/span>鍔熻兘涓諱箟璇█鐞嗚鐨勭浉鍏崇爺絀墮鍩燂細(xì)紺句細(xì)璇█瀛︺€佽鐢ㄥ銆佽涔夊銆?/p>

鈶?/span>璇█瀛︿範(fàn)鐨勭洰鏍囷細(xì)瀛︿範(fàn)琛ㄨ揪浜ら檯鍔熻兘鍜屾剰涔夌被鍒€?/p>

鈶?/span>鍩轟簬鍔熻兘涓諱箟鐞嗚鐨勮璦€瀛︿範(fàn)鏂規(guī)硶錛?/p>

浜ら檯娉曪紱

鍔熻兘鎰忓康鏁欏澶х翰錛?/p>

鑷劧娉曘€?/p>

 

3Theinteractionalviewoflanguage錛堜氦浜掕璦€鐞嗚錛?/p>

Theinteractionalviewoflanguageseeslanguageprimarilyasthemeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingsocialtransactionsbetweenindividuals.

鈶?/span>Herearesomeoftheareasofresearchinthisviewoflanguage:

Interactionalanalysis;

Conversationalanalysis;

Ethnomethodology.

鈶?/span>Targetoflanguagelearning:Thetargetoflanguagelearningintheinteractionalviewislearningtoinitiateandmaintainconversationswithotherpeople.

鈶?/span>Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:strategicinteractionandcommunicativeapproaches.

鈶?/span>TeachingMethodsintheLanguageClassroom:FLteachersmustprovidestudentswithadequateteachingmethodologyandtime,aswellasappropriatevocabularyandlearningactivitiesthatwillallowforthedevelopmentofverbalskills.

Thereisnosingle鈥淏ESTWAY鈥?toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives/goals.

浜や簰璇█鐞嗚涓昏灝嗚璦€鐪嬪仛鏄緩绔嬪拰緇存寔浜洪檯鍏崇郴鐨勫熀鏈墜孌碉紝騫跺飽琛屼漢涓庝漢涔嬮棿紺句細(xì)浜ら檯鐨勫姛鑳姐€?/p>

鈶?/span>浜や簰璇█鐞嗚鎵€瑕佺爺絀剁殑棰嗗煙鏈夛細(xì)

浜や簰鍒嗘瀽錛?/p>

浼?xì)璇濆垎鏋愬Q?/p>

姘戞棌鏂規(guī)硶瀛︺€?/p>

鈶?/span>浜や簰璇█鐞嗚鐨勮璦€瀛︿範(fàn)鐩爣鏄浼?xì)鍙戣捣迤埦l存寔涓庝粬浜虹殑瀵硅瘽銆?/p>

鈶?/span>鍩轟簬浜や簰璇█鐞嗚鐨勮璦€瀛︿範(fàn)鏂規(guī)硶鏈夛細(xì)絳栫暐浜掑姩鍜屼氦闄呮硶銆?/p>

鈶?/span>璇█璇懼爞鐨勬暀瀛︽柟娉曪細(xì)鏁欏笀搴旇緇欏鐢熸彁渚涘厖瓚崇殑鏁欏鏂規(guī)硶璁哄拰鏃墮棿銆侀€傚綋鐨勮瘝姹囧拰瀛︿範(fàn)媧誨姩錛屾潵鎻愬崌浠栦滑鐨勫彛璇妧鑳姐€?/p>

騫朵笉瀛樺湪鏌愪釜鍗曚竴鐨勬渶濂界殑鏁欏鏂規(guī)硶錛屾暀甯堣鎬濊€冪殑闂鏄浣曞湪涓嶅悓鐨勬暀瀛﹂樁孌甸€夋嫨鏈€閫傚悎鐨勬柟娉曟潵淇?jī)杩涘涔?fàn)浠ュ強(qiáng)鏍規(guī)嵁鏈€緇堢洰鏍囨潵璁捐璇劇▼鍜屾暀瀛﹁鍒掋€?/p>

 

鈪?/span>.Viewsonlanguagelearningandlearningingeneral錛堝叧浜庤璦€瀛︿範(fàn)鍜屼竴鑸涔?fàn)鐨勭悊桢Q?/p>

銆愯€冪偣錛氬己璋冭繃紼嬬殑璇█瀛︿範(fàn)鐞嗚鍜屽己璋冩潯浠剁殑璇█瀛︿範(fàn)鐞嗚錛涜涓轟富涔夊涔?fàn)鐞嗚锛涜鐭ュ涔?fàn)鐞嗚錛涘緩鏋勪富涔夊涔?fàn)鐞嗚锛浗C句細(xì)寤烘瀯涓諱箟鐞嗚銆?/span>

1Researchonlanguagelearning錛堣璦€瀛︿範(fàn)鐨勭爺絀訛級(jí)

Generallyspeaking,alanguagelearningtheorycovers:theanalysisoflanguagelearningpsychologyandcognitiveprocess,andtheconditionsthatstimulatetheabovelearningprocess.

Thestudyoflanguagelearningcontains:process-orientedtheoriesandcondition-orientedtheories.

Process-orientedtheoriesemphasizeprocessinvolvesthewayourbrainsorganizenewinformation,suchashabitformation,induction,inference,hypothesistesting,andgeneralization.

Condition-orientedtheoriesfocusonthestudyofthehumancontextandthephysicalcontextinthelanguagelearningprocess.Thetheorybelievesthatthenumberofstudents,thetypeoflanguageinputandthelearningenvironmentwillaffecttheresultoflanguagelearning.

Someresearcherssummarizedthesetheoriesandformednewteachingmethods,includingtheNaturalApproach,TotalPhysicalResponse,andtheSilentWay.

涓€鑸€岃█錛岃璦€瀛︿範(fàn)鐞嗚娑電洊浜?jiǎn)锛?xì)瀵硅璦€瀛︿範(fàn)蹇?jī)鐞嗗拰桤煡杩嚱E嬬殑鍒嗘瀽錛屼互鍙?qiáng)婵€鍙戜互涓婂涔?fàn)杩嚱E嬬殑鏉′歡銆?/p>

璇█瀛︿範(fàn)鐨勭爺絀跺彲浠ュ垎涓轟袱涓柟闈細(xì)寮鴻皟榪囩▼鐨勭爺絀跺拰寮鴻皟鏉′歡鐨勭爺絀躲€?/p>

寮鴻皟榪囩▼鐨勮璦€瀛︿範(fàn)鐞嗚娑夊強(qiáng)澶ц剳緇勭粐鏂頒俊鎭殑鏂瑰紡錛岃濡備範(fàn)鎯殑鍏繪垚銆佸綊綰熾€佹帹璁恒€佸亣璁炬楠屽拰姒傛嫭銆?/p>

寮鴻皟鏉′歡鐨勮璦€瀛︿範(fàn)鐞嗚娉ㄩ噸鐮旂┒璇█瀛︿範(fàn)榪囩▼涓漢鏈澧冨拰瀹炰綋璇錛岃鐞嗚璁や負(fù)瀛︾敓鐨勬暟閲忋€佸涔?fàn)鑰呰緭鍏ョ殑縐嶇被浠ュ強(qiáng)瀛︿範(fàn)鐜閮戒細(xì)褰卞搷璇█瀛︿範(fàn)鐨勬渶緇堟晥鏋溿€?/p>

鏈夌殑鐮旂┒鑰呮€葷粨榪欎簺鐞嗚錛屽艦鎴愪簡(jiǎn)鏂扮殑鏁欏鏂規(guī)硶錛屽寘鎷嚜鐒舵硶銆佸叏韜弽搴旀硶鍜岄潤(rùn)榛樻硶銆?/p>

 

2Commonviewsonlanguagelearningandlearningingeneral錛堣璦€瀛︿範(fàn)鍜屼竴鑸涔?fàn)鐨勬檨嶈鐐瑰Q?/p>

(1)Behavioristtheory(Skinner)

Referringthestimulus-responsetheoryofpsychology,thebehavioralpsychologistSkinnercameupwiththeBehavioristtheory.Heclaimedthatlanguageshouldalsobelearnedasaformofbehavior.Humanlanguagelearningbehaviorissimilartotheprocessinwhichanimalsaretrainedtorespondtostimuli.Thistheoryoflearningisknownasbehaviorism.

Theaudio-lingualmethodisdeeplyinfluencedbybehaviorism.Thismethodbelievesthatlanguageisacquiredthroughcontinuousrepetitionandreinforcementbytheteacher,andthereforeencouragescontinuous鈥渓istenandrepeat鈥?practiceactivities.Whenstudentsmakelisteningandspellingerrors,theteacherwillcorrectthemintime.Whenstudentsareright,theteacherwillpraisethem.Thismethodisstillpopularinmanycountries.

(1)琛屼負(fù)涓諱箟瀛︿範(fàn)鐞嗚錛圫kinner錛?/p>

鍙傝€冨埡嬋€-鍙嶅簲鐨勫績(jī)鐞嗗鐞嗚錛岃涓哄績(jī)鐞嗗瀹禨kinner鎻愬嚭浜?jiǎn)桎皋Z富涔夊涔?fàn)鐞嗚銆備漢綾葷殑璇█瀛︿範(fàn)琛屼負(fù)涓庡姩鐗╃粡榪囪緇冨鍒烘縺鏈夊弽搴旂殑榪囩▼綾諱技銆備粬鐨勫涔?fàn)鐞嗚櫩U頒負(fù)琛屼負(fù)涓諱箟銆?/p>

鍚娉曞彈琛屼負(fù)涓諱箟褰卞搷寰堟繁銆傝繖縐嶇悊璁鴻涓鴻璦€鏄€氳繃鑰佸笀涓嶆柇鐨勯噸澶嶅拰寮哄寲涔?fàn)寰楃殑锛屽洜骈紦鍔变笉鏂殑杩涜鈥滃惉騫墮噸澶嶁€濈殑緇冧範(fàn)媧誨姩銆傚鐢熷嚭鐜板惉璇婚敊璇椂鑰佸笀鍙?qiáng)鏃舵洿驽Q屾紜椂鑰佸笀榪涜琛ㄦ壃銆傜洰鍓嶈繖涓柟娉曞湪璁稿鍥藉渚濈劧嫻佽銆?/p>

 

(2)Cognitivetheory(NoamChomsky)

Thetermcognitivismistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Thisideaisclearlyinoppositiontotheaudio-lingualmethod.

(2)璁ょ煡瀛︿範(fàn)鐞嗚(NoamChomsky)

鈥滆鐭ヤ富涔夆€濊繖涓€鏈涓昏鎻忚堪鑰佸笀瑕佹眰瀛︾敓鎬濊€冪殑鏂瑰紡錛岃€岄潪浠呬粎閲嶅銆?/p>

璇█涔?fàn)寰楄€呰幏寰楄兘澶熻鍏惰緭鍑?guó)櫗a€鐨勮璦€鑳藉姏銆?/p>

涓€涓湁褰卞搷鐨勮鐐規(guī)槸鑰佸笀搴旇璁╁鐢熷湪鐞嗚В涓€浜涜鍒欑殑鍩虹涓婅嚜宸卞垱閫犲彞瀛愩€傝繖涓鐐逛笌鍚娉曟槑鏄劇浉宸︺€?/p>

 

(3)Constructivisttheory

Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.

(3)寤烘瀯涓諱箟瀛︿範(fàn)鐞嗚

寤烘瀯涓諱箟璁や負(fù)錛氬涔?fàn)鏄涔?fàn)鑰呬緷鎹凡鏈夌粡楠屽拰宸叉湁鐭ヨ瘑寤烘瀯鎰忎箟鐨勮繃紼嬨€?/p>

綰︾堪路鏉滃▉璁や負(fù)錛屾暀瀛﹀簲璇ュ緩绔嬪湪瀛︾敓宸叉湁鐭ヨ瘑鍩虹涓婏紝璁╁鐢熷弬涓庡涔?fàn)娲诲姩銆傝€佸笀闇€瑕佸垱閫犵幆澧冿紝鍜屽鐢熶氦嫻侊紝浠庤€屽煿鍏誨瘜鏈夊彂鏄庣簿紲炪€佸垱閫犲姏鍜屾壒鍒ゆ€ф€濈淮鐨勫鐢熴€?/p>

 

(4)Socio-constructivisttheory

Thesocio-constructivisttheorywasinspiredbytheconstructivism.TherepresentativefigureisVygotsky.Basedontheconceptof鈥淶oneofProximalDevelopment鈥?thesocio-constructivisttheoryencouragestheuseofscaffoldingteaching.Usingthetargetlanguagetocommunicatewithstudentsandcarryoutclassroomactivitiesforreachingtheactiveinteractionbetweenteachersandstudentsisthebestwaytoachieveteachinggoals.

(4)紺句細(xì)寤烘瀯涓諱箟鐞嗚

紺句細(xì)寤烘瀯涓諱箟鐞嗚鍦ㄥ緩鏋勪富涔夌悊璁虹殑鍩虹涓婂彂灞曡搗鏉ワ紝浠ｈ〃浜虹墿鏄淮鏋滆尐鍩恒€傜ぞ浼?xì)寰忔瀯涓讳箟鐞嗚鍩轰簬鈥滄渶榪戝彂灞曞尯鈥濊繖涓€姒傚康錛岄紦鍔遍噰鐢ㄦ敮鏋跺紡鏁欏銆傜敤鐩爣璇█涓庡鐢熶氦嫻佸拰榪涜璇懼爞媧誨姩錛屽疄鐜板笀鐢熶箣闂寸殑媧昏穬浜掑姩鏄揪鍒版暀瀛︾洰鏍囩殑鏈€浣抽€斿緞銆?/p>

鈪?/span>.Qualitiesofagoodlanguageteacher錛堜紭縐€鑻辮鑰佸笀鍏峰鐨勭礌璐級(jí)

Languageabilityalonecannotdetermineteachingability.Anexpertinaforeignlanguagemaynotbeabletoteachaforeignlanguagewell,butapersonwithaverageforeignlanguageproficiencycouldbesuitableforteachingaforeignlanguage.

WhatgoodEnglishteachershaveincommonisexcellentmoralquality,attractivepersonalstyleandstrongprofessionalability.

璇█鑳藉姏鏈韓涓嶈兘鍐沖畾鏁欏鑳藉姏銆備竴闂ㄥ璇殑涓撳涓嶄竴瀹氳兘鏁欏ソ澶栬錛屽璇按騫蟲櫘閫氱殑浜哄嵈鏈夊彲鑳藉叿澶囨暀濂藉璇殑鑳藉姏銆?/p>

濂界殑鑻辮鑰佸笀鐨勫叡鍚屼箣澶勬槸浼樼鐨勯亾寰風(fēng)礌璐ㄣ€佹湁鍚稿紩鍔涚殑涓漢椋庢牸浠ュ強(qiáng)榪囩‖鐨勪笓涓氭妧鑳姐€?/p>

鈪?/span>.Developmentofagoodlanguageteacher錛堜紭縐€璇█鑰佸笀鐨勫彂灞曪級(jí)

銆愯€冪偣錛氭垚涓轟竴涓ソ鐨勮璦€鑰佸笀鎵€瑕佸叿澶囩殑鍩烘湰绱犺川錛沇allace鐨勬暀甯堜笓涓氭妧鑳藉彂灞曞浘鐨勯樁孌靛強(qiáng)鍏蜂綋榪愮敤銆?/span>

1Elementsthatcontributetothequalitiesofagoodlanguageteacher錛堜紭縐€鐨勮璦€鑰佸笀搴旇鍏峰鐨勭礌鍏伙級(jí)

(1)ethicdevotion

(2)professionalqualities

(3)personalstyles

Improvingprofessionalskillsisthedifficultyandthekeytotheprogressoflanguageteachers.Tobecomeaqualifiedandprofessionallanguageteacherrequiresawiderangeofprofessionalskills,teachingstrategies,knowledgeandabilities.

(1)閬撳痙绱犲吇

(2)涓撲笟鎶€鑳?/p>

(3)涓漢淇吇

鎻愰珮涓撲笟鎶€鑳芥槸璇█鏁欏笀鍙戝睍榪涙鐨勯毦鐐瑰拰鍏抽敭銆傛垚涓哄悎鏍煎拰涓撲笟璇█鏁欏笀闇€瑕佸叿澶囧箍娉涚殑涓撲笟鎶€鏈€佺瓥鐣ャ€佺煡璇嗕互鍙?qiáng)鑳藉姏銆?/p>

 

2Teacher鈥檚professionaldevelopment錛堟暀甯堢殑涓撲笟鎶€鑳藉彂灞曪級(jí)

Wallace鈥檚(1991)鈥淩eflectivemodel鈥?(Figure1.1)

Thedevelopmentofone鈥檚professionalcompetencewillgothrough:Stage1,Stage2,andGoal.

鈶?/span>Thefirststageislanguagetraining.EnglishteachersmusthavecomprehensiveEnglishskills.Sincelanguageisconstantlychanging,Englishteachersneedtoacceptcontinuouslanguagetraining.

鈶?/span>Thesecondstageisdividedintothreesteps:learning,practiceandreflection.Learningreferstothepreparationbeforetheteachingpractice.Teachersneedtolearnfromtheexperienceofothers,masterpsycholinguistics,variouslanguageteachingmethodsandothertheoreticalkno