unit1-language-and-language---learning.ppt

1、Course arrangements,1. Language and language learning 2. Approaches and Methods in Language Teaching (Grammar-translation Method; Audio-lingualism; CLT; TBLT) 3. Lesson planning 4. Classroom management 5. National English Curriculum 6. Teaching Practice Pronunciation, grammar, vocabulary, listening,

2、 speaking, reading, writing teaching 7. How to present a class 8. Classroom observation to some middle schools 9. Micro-teaching 10. Attending lectures,Requirements,Attendance Concentration Involvement Performance Homework,English Language Teaching Methodology,Learning Objectives,The students will b

3、e guided to know how to be a good language teacher. The students are supposed to distinguish some teaching terms. The students will get known about the course arrangement and requirements.,Contents,What is a good language teacher? Course Arrangement,The Relations,Teaching and Learning Influence/Affe

4、ction Interaction Lover/friends,Students,Teacher,Learning can be affected by the way how language is taught.,a good language teacher,Ethnic Devotion,Desirable personal styles,Professional competence,Professional competence See P.9 Figure 1.1 Teachers Professional Development (Wallace, 1991:15),A goo

5、d language teacher:,opens up the possibility for a communicative learning forum; creates linguistic attention in related to the content-oriented communication helps the students to assume the responsibility for their own learning. (Karen Lund & Machael Svendson Pedersen, 2001),The good teacher tells

6、. The better teacher explains. The superior teacher demonstrates. The great teacher inspires.,Views on language P3-6 Views on language learning and teaching Theory is based on practice and in turn serves practice. No methodologist has the whole answer.,Language view-language learning view,Structural

7、ism Functionalism internationalism,Behaviorist theory Cognitive theory Constructivist theory Socio-constructivist theory,ZPD,The zone of proximal development often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help.,Vygotsky stated that

8、a child follows an adults example and gradually develops the ability to do certain tasks without help or assistance. Vygotskys often-quoted definition of zone of proximal development presents it as the distance between the actual developmental level as determined by independent problem solving and t

9、he level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers1,ZPD,例如：在進(jìn)行教學(xué)設(shè)計時怎樣來設(shè)計提問？問題應(yīng)設(shè)在什么地方？根據(jù)維果茨基的最近發(fā)展區(qū)理論，問題應(yīng)該設(shè)在學(xué)生智力的“最近發(fā)展區(qū)”內(nèi)才是合適的，因?yàn)樽罱l(fā)展區(qū)是學(xué)生現(xiàn)有發(fā)展水平與潛在發(fā)展水平之間的正處于形成狀態(tài)的心理機(jī)能和活動水平。,The challenge confronting language teaching

10、 is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.,scaffolding,支架式教學(xué)包括以下幾個環(huán)節(jié)： 1.搭腳手架 2.進(jìn)入情境 3.獨(dú)立探索 4.協(xié)作學(xué)習(xí) 5.效果評價,Terms Distinction Methodology A system of methods used in a particular area of study or activity Language Teac

11、hing Methodology The study of pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are involved in how to teach are methodological.,Approach Theoretical positions and beliefs about the nature of language, the nature of language learning

12、, and the applicability of both to pedagogical settings. An approach to language pedagogy is not just a set of static principles “set in stone”. It is ,in fact, a dynamic composite of energies within a teacher that changes(or should change, if one is a growing teacher) with continued experience in l

13、earning and teaching（H.Douglas Brown),It has been realized that there never was and probably never will be a method for all , and the focus in recent years has been on the development of classroom tasks and activities which are consonant with what we know, and which are also in keeping with the dyna

14、mics of the classroom itself( David Nunan1991） about second language acquisition,Method A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always