《英语教学法教程》.doc

一名合格的英语教师，不仅要具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学基本技能，既能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。而这些能力的形成都基于我们对语言的认识和对语言学习过程的认识。这些正是我们制作英语教学法网络课件的目的所在。     本网络课件以英语教学法教程（王蔷:2000）为基本素材，又补充了新近的教学改革理念以及大量的语言教学材料供英语教师和师范类英语专业学生学习参考。 An Instruction to ELT MethodologyI. The Concept of MethodologyQuestion 1:What is Methodology and what aspect does it cover?It is a course in English Language Teaching.It may help you to become a good language teacher. It is aimed at introducing some teaching theories and practical methods to English teachers. It deals with language and language learning and teaching.It provides with knowledge of lesson planning and classroom management.It focuses on the teaching of language components; that is, pronunciation, vocabulary and grammar.It also focuses on the teaching of the four language skills; that is, listening, speaking, reading and writing.It shows how these language components and skills are taught and practiced in and out of the classroom.It is about language assessmentIt introduces the users of the book to the evaluation, selection and adaptation of textbooks and so on.It also shows how teachers will be able to integrate these areas, language components and the teaching of the four language skills (or five: plus translation).Question 2:Why are our children/people learning English?They have to pass the examinations.They can help foreign visitors.Its necessary if they want to enter university.Learning a foreign language is an intellectual challenge.They can use computers more easily.They need to keep in touch with what is going on in their profession worldwide.English will be very important to get a job in trade.English will be useful for them to travel abroad.They will be able to read and listen to in English. This can improve their knowledge of the world.Of course, there are no right or wrong answers. But what they are doing in the English class is gaining skills that might help them in life. Question 3:How do/did you study English?Different students study in different ways. All roads lead to Rome/English.Question 4:How was English taught in the past? The following questions may help you to answer the former question.What happened at the beginning of each lesson?How did you have to prepare for the lesson?How did you feel during your lesson?What step did the teacher follow?What did you & the teacher do in class?How much homework did you have?What did you enjoy most about your classes?Here is something that you should always keep in mind as a teacher:Your relationship with your students and with the subject you are teaching will always have an important effect on the students learning.Question 5What is language? Language is a means of communication with other people.Question 6:So what is the aim or purpose of language teaching? Communication. Question 7:How many language teaching methods or approaches do you know?the grammar-translation methodthe direct methodthe audio-lingual method the situational language teachingthe cognitive approach the silent waythe total physical response methodthe communicative approachthe natural approachthe functional-notional method, etc.II. Current Teaching Methods and ApproachesIn current language classes in China, it is very popular to apply the following teaching methods, which are more popular and practical:1.The objective teaching methodIts 3 key elements: Teaching Objectives, objective activities and teaching evaluation.2.Five-step Teaching Method(1) Revision (2) Presentation (3) Drill (4) Practice (5) ConsolidationEach class contains at least 3 parts: Review learned language materials Teach new language components: phonetics, vocabulary and            grammar. Carry out various forms of 4 skills activities.3. The Integral Teaching MethodIt is quite similar to the communicative approach, which will be discussed in detail and fully in Unit 2.Question 8:What is a good language teacher?A good English teacher should have (strong) ethic devotion, (certain desirable) personal style and (necessary) professional qualities.                    E.D.              P.S.                        P.Q.Question 9:How can you become a good language teacher? Language training: a sound command of EnglishLearn from others experienceLearn received knowledge, such as language theories, methodology, education, psychology, etc.Learn from ones own experiencePractice makes perfectKeep on reflecting on work, etc.III. The Evaluation of a Teacher in School Moral character Ability Work attendance AchievementAnd some other social elements:A formula that may make a VIT (very important teacher):IQ EQ = VIT/VIPIV. Four Basic Skills/Abilities of a Teacher1.Lesson planning (Prepare lessons creatively and imaginatively)2.Lesson presenting (Present lessons practically and theoretically)3.Lesson teaching (Teach lessons effectively and efficiently)4.Lesson assessing (Assess lessons objectively and impartially)That is to say, first, prepare your lesson well; second, make clear about your lesson to others; third, carry out your lesson plan well and fourth evaluate your lesson appropriately.V. ConsiderationWhat have you learned in this lecture?What can be the most useful to you?What do you think you can apply to your teaching?How will you intend to deal with the problems if you have any in this course?What problems do you think you will meet with in your teaching? And how will you deal with them?VI. General assignment for this course:Be clear about how to prepare, teach, present and evaluate a lesson, and prepare for the final exam. Unit1 Language and Learning1.1 Question 1What is the challenge the language teacher is confronted with?Learners: Different reasons/ways/understanding/capabilities/ Different language levelsThe challenge that the language teacher is confronted with is how teaching methodology can cater for learners who have more differences than commonalities.1.2 Question 2What is the question that all approaches of language teaching should answer?The question is “What is language?” Question 3What are the three different views of language that language teaching and learning practice have been influenced by? They are the structural view, the functional view and the interactional view.Question 4How does the structural view see language?How does the functional view see language?How does the interactional view see language?  The structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.The functional view sees language as a linguistic system but also as a means of doing things. Learners learn  a language in order to be able to do things with functional activities.The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. The learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech context.1.3  Question 5The language learning theory underlies a teaching approach or method. This theory can be broadly divided into two kinds:What are Process-oriented theories concerned with? How the mind processes new information.What do Condition-oriented theories emphasize?The nature of the human and physical context in which language learning takes place.Question 6What is the behaviorist theory of language learning?Behavioral psychologist Skinner, based on the theory of conditioning, suggested language is also a form of behavior. It can be learned in the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which has three major stages, “stimulus, response, and reinforcement (Harmer)”. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher (e.g.: the audio-lingual method.)What is the Cognitive theory of language learning?The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. The key point of Chomskys theory is reflected in his most famous question: if all language is learned behavior, how can a child produce a sentence that has never been said by others before? So language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Can a person whose English is very good become a qualified teacher?1.4 Question 7How many groups of elements can contribute to the qualities of a good language teacher? And  what are they?3 groups: ethic devotion, professional qualities and personal styles(More adjectives: E.D Group: co-operative,responsible,devotional,diligent,dood-conducting,faithful,honest,frankP.S Group: communicative sociable, imaginative, tidy and neat, active , good-tempered, friendly, graceful (handsome).P.Q Group: knowledgeable, stimulating, inspiring, observant, skillful, equal, experienced1.5 Question 8How many stages does the development of professional competence for a language involve? And what are they? 3 stages:language training others experience/received knowledge/own experience practice reflection professional competence (goal)Professional competence is “a moving target”, towards which professionals travel all their professional life but which is never finally attained.Question 9What is “pseudo practice”?It is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under the supervision of their instructors. 1.6 Question 10What is CLT?The Communicative Language Teaching Method  Unit 2 Communicative Principles and Activities Question 1:What is CLT?One of the most important teaching method/approach: Communicative Language Teaching (CLT).The ultimate aim of foreign language teaching is to enable the learners to use the language in real life.  But its a great pity that this cant be the real situation in the situational classrooms. For instance, when  teaching this sentence:Have you had your lunch? The traditional teaching steps:Step 1   Teacher: Read the sentence, and then get the students to read the              sentence after the teacher.Step 2   Teacher: Explain the meaning and translate the sentence.Step 3   Teacher: Explain the grammatical structure or rules and tell the              students to be clear and remember the tense used in the              sentence: The present perfect tense, and the formation of this              kind of tense (have + p.p), and the form of question and              negation (Have/has+ subj.; Subj.+ have/ has + not), and their              abbreviation: havent/hasnt.Step 4   Teacher: give more examples, such as:             Have you had your breakfast?             Answer: Yes, I have/No, I haventStep 5 Students: Pattern drills-read the examples aloud again and again.Step 6 Students: Do some written exercises.In this way, the structure of the sentence will be learned and remembered, and some of the students may be able to compose grammatically correct sentences, e.g.            Have you had your supper?            Yes, I have. /No I havent. But when two Chinese people meet in real life, Xiao Li says to Lao Wang:Have you had your lunch?Li means (function): A question: If Wang has eaten the meal Wang may not , but he may say yes) Greeting: Hello. Invitation: Invite Wang to a meal (Come, its my treat)For Chinese, its a usual informal greeting, and it has the same function as “Hello”.So in communication, a certain sentence can be understood very differently in different situations.For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structure.2.1 Question 2What are the differences between language used in real life and traditional language teaching pedagogy? Real life: Communicative functions All skills Certain contextTraditional pedagogy: Form One or two skill Isolate language from context2.2 Question 3What is Communicative Competence?Read this dialogue and then answer the questions:            A Student: Give me a glass of water.            A Teacher: Here you are.There is something wrong with Ss request. How do you imagine T feels? (S is rude and impolite; if S is a child, he would be considered spoilt.)So, to different people, use different structures, just like wearing different clothes on different occasions. The choice of language should be appropriate to the situation.So, one of the possible solution to bridge the gap between classroom language teaching and real life language use is to apply CLT. The goal of CLT is to develop students communicative competence, which includes the knowledge about language and the knowledge about how to use the language appropriately in real communication situations.Hymes has given a good description of communicative competences 4 aspects : knowing whether or not something is formally possible grammatically acceptable, which is roughly equivalent to Chomskys linguistic competence knowing whether something is understandable to human beings knowing whether something is in line with social norms knowing whether or not something is in fact done. Do people actually use language this way?  which is used in contrast to Noam Chomskys term linguistic competence. That is to say, Communicative Competence includes not only the form of language, but also what to say to whom and how to say it appropriately in any given situation. To be short, communicative competence includes knowledge of what to say, when, how, where, and to whom.The goal of CLT is to develop students competence. In other words, the goal of CLT is to use language for communicative purpose.Question 4What features does communicative language teaching have?  It stresses the need to allow students opportunities           for authentic and creative use of the language. It focuses on meaning rather than form. It suggests that learning should be relevant to the needs of the students. It advocates task-based language teaching. Students should be given tasks to perform or problems to solve in classroom. It emphasizes a functional approach to language learning. Also, to be