英語教學法教程第二版(王薔)1-5單元學習筆記

UnitlLanguageandLanguageLearning

1.1Howdowelearnlanguage?（如何學習語言）

Muchofhumanbehaviorisinfluencedbytheirexperiences.Theway

languageteachersteachintheclassroomistosomeextentinfluencedby

thewaytheylearnedlanguages.

1.2Viewsonlanguage（學習觀）

Structural結構觀Tolearnalanguagemeanstolearnthese

viewstructuralitemssoastobeabletounderstand

andproducelanguage.

Functional功能觀Thefunctionalviewnotonlyseeslanguageasa

viewlinguisticsystembutalsoameansfordoing

things.Therefore,learnerslearnalanguagein

ordertobeabletodothingswithit.

International互動交Theinteractionalviewconsiderslanguagetobe

view互觀acommunicativetool,whosemainuseisto

buildupandmaintainsocialrelationsbetween

people.Therefore,learnersnotonlyneedto

knowthegrammarandvocabularyofthe

languagebutasimportantlytheyneedtoknow

therulesforusingtheminawholerangeof

communicativecontexts.

1.3Viewsonlanguagelearningandlearningingeneral

Now,theresearchaboutlanguagelearningtheoriescanbebroadly

dividedintotwoparts.TheyareProcess-orientedtheoriesand

Condition-orientedtheories.Someresearchersattempttoformulate

teachingapproachesdirectlyfromthesetheories.Forexample,the

NaturalApproach,TotalphysicalResponse,andtheSilentWayare

basedononeormoredimensionsofprocessesandconditions.Hereare

Whatisdoneintheseprocesses.

Behaviourist行為主InthistheoryallBehavioural

theory義理論complexformsofpsychologist

behavior-motions,Skinner（斯

habits,andsuch-areseen金納----行

ascomposedofsimple為心理學家

muscularandglandular）

elementsthatcanbe

observedandmeasured.

Cognitive認知語ThetermcognitivismisNoam

theory言學理oftenusedlooselytoChomsky（諾

論describemethodsinwhich姆.喬姆斯基

studentsareaskedtothink——美國哲

ratherthansimplyrepeat.學家）

Languageisnotaformof

behavior,itisanintricate

rule-basedsystemanda

largepartoflanguage

acquisitionisthelearning

ofthissyetem.

Constructivist結構主ThetheorybelievesthatJohnDewey

theory義理論learningisaprocessin（約翰?杜威

whichthelearner——美國哲

constructsmeaningbased學家，教育

onhis/herown家）

experiencesandwhat

he/shealreadyknows.

Socio-社會結Thetheoryemphasizes\^gotsky(維

constructivist構主義interactionand果茨基/維

theory理論engagementwiththe果斯基----

targetlanguageinasocial前蘇聯心理

contextbaseonthe學家）

conceptof"Zoneof

ProximalDevelopment9

(ZPD)andscaffolding.

1.4Whatmakesagoodlanguageteacher?(好教師的素質要素)

①Ethicdevotion?Professionalqualities?Personalstyles

1.5Howcanwebecomeagoodlanguageteacher?(如彳可成為一名好的語

言老師)

Themostimportantanddifficultpartofthemakingofagood

languageteacheristhedevelopmentofprofessionalcompetence,

whichisthestateorqualityofbeingadequatelyqualifiedforthe

profession,andarmedwithaspecificrangeofskills,strategies,

knowledge,andability.

Teacher9sprofessionaldevelopment

Stagel（第LanguageAllEnglishteacherare

一步）developmentsupposedtohaveasound

commandofEnglish.

Stage2（第LearningLearningfromother9s

二步）experiences.(Empirical

knowledgegainedthrough

readingandobservations).

Learningthereceived

knowledge.(Languagelearning

theories,educational

psychology,languageteaching

methodology,etc.)

Learningfromone'sown

experiencesasalearner.

Practice①Pseudopractice.

②Therealclassroomteaching.

Reflection①Reflectaftertheyfinisha

certainperiodofpractice.

②Reflectwhiletheyaredoing

thepractice.

GoalProfessionalProfessionalcompetenceisa

competence'movingtargetorhorizon,

towardswhichprofessionals

travelalltheirprofessionallife

butwhichisneverfinally

attained.9(Wallace,1991:58)

1.6Anoverviewofthebook

UnitlServesasanintroductionforsettingthescenefor

thismethodologycourse.

Unit2IntroducethebasicprinciplesofCLTandactivities

followedbyanintroductiontotask-based

approach.

Unit3AnewunitwhichfocusesonthenewNational

EnglishCurriculum.

Unit4,5Lessonplanningand

classroommanagement.

Unit6,7,8Theteachingoflanguage

components.(pronunciation,grammarand

vocabulary)

Unit9,10,ll,12Theteachingoffourskills.(listening,speaking,

readingandwriting)

Unitl3Integrationoffourskills.

Unitl4Moraleducation

Unit15Languageassessment

Unitl6,17Learnersdifferencesandlearnertraining.

Usingandcreatingresources.

Unitl8Themostbasicthingsintheevaluation,selection

andadaptationoftextbooksusedinlanguage

teachingandlearning.

Unit2CommunicationPrinciplesandTask-basedLanguageTeaching

2.1Languageuseinreallifevs.traditionalpedagogy

InreallifeIntheclassroom

HowislanguageLanguageisusedtoFocusontwolanguage

used?/taught?performcertainskillsandignoretheothers.

communicative

functions.

WhatpartsofLanguageisusedinaTendstoisolatelanguage

languagearecertaincontext.fromitscontext.

used/taught?

2.2Whatiscommunicativecompetence?

communicativecompetenceincludesboththeknowledgeaboutthe

languageandtheknowledgeabouthowtousethelanguageappropriately

incommunicativesituation.

FivemaincomponentsofCommunicativecompetence

Linguistic語言能力Itinvolvesspelling,pronunciation,

competencevocabulary,wordformation,

grammaticalstructure,sentence

structureandsemantics.

Pragmatic語用能力Itconcernedwiththeappropriateuse

competenceofthelanguageinsocialcontext.

Thatmeans"Whentospeak,when

not,whattotalkaboutwithwhom,

when,whereandinwhat

manner.9(Hedge)

Discourse語篇能力Itisone'sabilitytoexpressorto

competenceunderstandatopiclogicallyand

coherently.Suchas:6first9,"second9,

6atlast9,'toputinotherwords9,4by

thesametoken9andsoon.

Strategic策略能力Itmeansonecancompensateforthis

competencebysearchingforothermeansof

expression,suchasusingasimilar

phrase,usinggestures,orusinga

longerexplanation.

Fluency流利性Itmeansone'sabilityto"linkunitsof

speechtogetherwithfacilityand

withoutstrainorinappropriate

slownessorundue

hesitation9(Hedge)suchas:4inmy

opinion9,4bythesametoken9,'to

makealongstoryshort9,etc.

2.3Implicationsforteachingandlearning(略)

2.4PrinciplesofCommunicativeLanguageTeaching(CLT)

1)Communicationprinciple:Activitiesthatinvolvesrealcommunication

promotelearning.

2)Taskprinciple:Activitiesinwhichlanguageisusedforcarryout

meaningfultaskspromotelearning.

3)Meaningfulnessprinciple:Languagethatismeaningfultothelearner

supportsthelearningprocess.

2.5CLTandtheteachingoflanguageskills

InacommunicativeInatraditionalclassroom(In

classroom(CLT)traditionalpedagogy)

Listening&StudentsshouldhavetheStudentslistentotextseither

Speakingchancetolistentoandreadbytheteacherorpre-

producewhatisrecordedonthetape;repeat

meaningful,authentic,whatisheard;answer

unpredictable,andquestionsaccordingtowhat

creativeifpossible.isheard;produceresponses

basesongivencues;retell

whatisheard,etc.

ReadingReadingistoextractReadingistolearnlanguage,

meaningorinformationnamelyvocabulary,

andthelearningofgrammar,etc.Thereading

grammarandskillinvolvedmightbe

vocabularyistodecoding,structural

facilitatesuchaprocess.analyzing,etc.

Studentsusedifferent

skills,suchasskimming,

scanning,etc.

WritingStudentsshouldhavetheWritingignoresits

chancetowritetocommunicativegoals.

expresstheirownStudentsjustimitatethe

feelingsordescribetheirsamplesofwriting.

ownexperiences,thus

makingthepracticeof

writingmeaningfuland

authentic.

2.6MainfeaturesofCommunicativeactivities

ThestyleofcommunicativeMainfeaturesofcommunicative

activitiesactivitiesforevaluation

Functionalcommunicative1)Communicativepurpose

activities2)Communicativedesire.

Socialinteractionactivities3)Content,notform.

4)Varietyoflanguage.

5)Noteacherintervention.

6)Nomaterialcontrol.

2.7Task-basedLanguageTeaching(TBLT)

Task-basedLanguageTeachingis,infact,afurtherdevelopmentof

CommunicativeLanguageTeaching.

2.7.1DefinitionsofataskW

KindsofteachingFocusofeachmethodTip

methods

GrammarTranslationFocusonaccuracy.(關Activities#：

Method(GTM)注精確性)tasks（活動不

CommunicativeFocusonfluency.(關等于是任務）

LanguageTeaching注流利度)

Method(CLT)

Task-basedLanguageFocusonaccuracyand

Teaching(TBLT)fluency.（既關注精確

性又關注流利度）

2.7.2Fourcomponentsofatask.

1)Apurpose:makingsurethestudentshaveareasonforundertakingthe

task.

2)Acontext:thiscanbereal,simulated,orimaginary,andinvolves

sociolinguisticissuessuchasthelocation,theparticipantsandtheir

relationship,thetime,andotherimportantfactors.

3)Aprocess:gettingthestudentstouselearningstrategiessuchasproblem

solving,reasoning,inquiring,conceptualizingandcommunicating.

4)Aproduct:therewellbesomeformofoutcome,eithervisible(written

plan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningabout

anothercountry,etc.)

2.7.3Exercises,exercise-tasksandtask

I/f批注[yzl]:

exerciseexercise-tasktask

2.8PPPandTask-basedLanguageTeaching

ManyteachersmaybefamiliarwiththePresentation,Practiceand

Production(PPP).AtypicalPPPlessonwouldstartbytheteacher

introducinganewlanguageiteminacontextfollowedbysomecontrolled

practice,suchasdrilling,repetition,dialoguereading,etc.Studentsthen

moveontoproducethelanguageinamoremeaningfulway,suchasarole

play,adrama,aninterview,etc.Someteachersmayalsobefamiliarwith

thefive-stepteachingmethod,whichisquitesimilartothePPPmodelbut

addingrevisionatthebeginningandconsolidationattheend.

production

2.8.1DifferencesbetweenPPPandTBL

1)ThewaystudentsuseandexperiencelanguageinTBLisrapidly

differentfromPPP.

2)TBLcanprovideacontextforgrammarteachingandform-focused

activities.PPPisdifferentinthisaspect.

2.9Howtodesigntasks?W

Pre-taskSteplTohelplearnersdefinetheTheteachers9

area.Topicslikefamilies,schoolorroles:

workfacilitator,

Step2Tohelpstudentsrecallandlanguageguide

activatewordsandphrases.Andandcourse

introduceafewvitaltopic-relatedwordsguide

andphrases.

Step3Toensureallstudents

understandthetask,itsgoalsand

outcome.

TaskcycleStepl(Thetaskstage):Tocarryoutthe

taskbyusingwhateverlanguage

learnersknow.

Step2(Theplanningstage):Tocome

afterthetaskstagebeforethereport

stage;Toformthecentralpartofthe

taskcycle;Toplanthepresentationin

thereportstagetointroducethe

outcomeofthetask.

Step3(Thereportstage):Thenatural

conclusionofthetaskcycle;Slightly

lessofalearningopportunitythanthe

planningstage.

PosttaskStepl:Tobenefitfromactivities

(Languagefocusingonlanguageform.

focus)

Step2:Havingsomeactivitiestoget

studentsidentifyandthinkabout

particularfeaturesoflanguageformand

use;tohelpthemrecognizethese

featureswhentheymeetthemagain;to

leadtoadeeperunderstandingoftheir

meaninganduses.

碩士研究生階段的學習筆記，比書本詳細，請仔細研讀運用。

2.10AppropriatenessofCLTandTBLTintheChinesecontext

l)TheproblemsofCLT:①IfCLTisculturallyappropriate.(Bothits

advantagesandconstraintsarerecognizedbyteachersandstudents.)②It

isverydifficulttodesignasyllabuswithaonetoonecorrespondence

betweenafunctionandaform.

2)TheproblemsofTBLT:①Itmaynotbeeffectiveforpresentingnew

languageitems.(Swan,2005)②Time.Teachershavetopreparetask-based

activitiesverycarefully.③Thecultureoflearning.Somestudentsmay

finditdifficulttoadapttoTBLT.?Thelevelofdijficulty.Studentsmay

findtask-basedlearningquitedifficultiftheydonothavesufficient

linguisticresourcestohandleholisticcommunication.

2.11Conclusion

Itisimportanttorememberthatamethodiseffectiveonlywhenitis

appropriatetotheteachingcontext.Therefore,whenanewmethodor

approachemerges,itisunwisetosimplycastawaythetraditionaland

followthenewtrend.Thebestthingtodoistodevelopone'sownteaching

methodsbasedonthecontextwhereoneteachesandintegratesthemerits

ofdifferentmethodologiestoservethepurposeofone'steaching

objectivesandtheneedsofone'sstudents.

Unit3TheNationalEnglishCurriculum

3.1AbriefhistoryofforeignlanguageteachinginChina

ForeignlanguageAphaseof

teachingbeforerestoration(1978-

19781985)

AphaseofAphaseofAphaseofrapid

innovationfromreform(1993-development(1986-

20002000)1992)

相關專有詞匯詳解

MOEMinistryofEducation

PEPPeople'sEducationPress

SEdCStateEducationCommission

NFLTRATheNationalForeignLanguageTeachingand

ResearchAssociation

JEFCJuniorEnglishforChina

SEFCSeniorEnglishforChina

Nine-year九年義務教育

Compulsory

Education

Unit4LessonPlanning

4.1Whyislessonplanningimportant?

Definition:Alessonplanisaframeworkofalessoninwhichteachers

makeadvancedecisionsaboutwhattheyhopetoachieveandhowthey

wouldliketoachieveit.

Reasons:①Aclearlessonplanmakestheteacherawareoftheaims

andlanguagecontentsofthelesson.②Ithelpsteachersdistinguishthe

variousstagesofalessonandseetherelationshipbetweenthemsothatthe

activitiesofdifferentdifficultylevelscanbearrangedproperlyandthe

lessoncanmovesmoothlyfromonestagetoanother.@Properlesson

planninggivesteacherstheopportunitytoanticipatepotentialproblems

thatmayariseinclasssothattheycanbepreparedwithsomepossible

solutionsorotheroptionsforthelesson.④Goodplanninggivesteachers,

especiallynoviceteachersconfidenceinclass.⑤Whenplanningthe

lesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded

forthelesson.?Planningisagoodpracticeandasignofprofessionalism.

4.2Principlesforgoodlessonplanning

Aim目標Realisticandcleargoalsforthelesson.

Variety多樣性Differenttypesofactivitiesandwherepossible

Flexibility靈活性Teachershavetheoptionstocopewiththe

expectedsituationsthroughsomeextraand

alternativestasksandactivities.

Learnability有效性Thecontentsandtasksplannedforthelesson

shouldbewithinthelearningcapabilityofthe

students.

Linkage連續(xù)性Goodlinkagemakesthelessontransitfromone

stagetothenextsmoothlyandstudents

experiencelessanxiety.

4.3Macroplanningvs.microplanning.(宏觀計劃vs.微觀計劃)

Planningfora

whole

programme

Planningfora

whole-year

course.

Planningfora

specificunit

oralesson.

Thecomponentsofmacroplanning:(宏觀計劃包含的內容)

1)Knowingabouttheprofession.

2)Knowingabouttheinstitution.

3)Knowingaboutthelearners.

4)Knowingaboutthecurriculum/syHabus.

5)Knowingaboutthetextbook.

6)Knowingabouttheobjectives.

4.4Componentsofalessonplan

Differentteachershavedifferentteachingstylesandmayusedifferent

teachingprocedures,so"everylessonisunique9(Robertsonand

Acklam,2000:6),andsoiseverylessonplan.Alessonplanincludemany

parts.

Background背景信息Toknowwhothestudents

informationare.(number,ages,grades,

genders,hobbies.)

Teachingaims教學目標Toknowwhathis/her

studentsareabletoachieve

bytheendofthelesson.

Languagecontentsand語言內容和技能Languagecontents:

skillsstructures(grammar),

vocabulary,functions,

topics.

Languageskills:listening,

speaking,readingand

writing

Stagesandprocedures層次和步驟Teachingstagesrefertothe

majorchunks