东北师范大学：《英语课程与教学论》1.ppt

《东北师范大学：《英语课程与教学论》1.ppt》由会员分享，可在线阅读，更多相关《东北师范大学：《英语课程与教学论》1.ppt（167页珍藏版）》请在三一办公上搜索。

1、,English Curriculum&Teaching Methodology,Northeast Normal University,徐笑梅September,2010,Course Description,Unit I Language and Language TeachersUnit II Language Learning Theories and LearnersUnit III English Curriculum and CoursebooksUnit IV Teaching the Language System and SkillsUnit V Lesson Planni

2、ng and Classroom ManagementUnit VI Assessment and Reflection on Classroom TeachingUnit VII Modern Educational Technology and Teaching Resources,Northeast Normal University,References,1魏立明.英语课程与教学论，东北师范大学出版社，2005年2王蔷.英语教学法课程，高等教育出版社，2006年3Harmer,J.2003.The Practice of English Language Teaching.Pearso

3、n Education Press4Ur,P.1996.A Course in Language Teaching:Practice and Theory.Cambridge University Press,Northeast Normal University,Final Score,Presentation 10%Homework&Test 20%Final Exam 70%,Northeast Normal University,Unit I Language and Language Teachers,Northeast Normal University,Aims of the u

4、nit,1.How do we learn languages?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?,Northeast Normal University,I How do we learn languages?,The way language teacher

5、s teach in the classroom is to some extent influenced by the way they learned languages.,Northeast Normal University,Task 1 Questionnaire,1.How many foreign languages can you speak so far?2.When did you start learning the foreign language(s)?3.How do you feel about learning a foreign language?4.What

6、 difficulties have you experienced in learning?5.Which skills did you find more difficult to learn?,Northeast Normal University,Task 1 Questionnaire,Have you focused on knowledge or skills?Why?Why do you learn the foreign language(s)?Do you consider yourself a successful learner?Why?What are your mo

7、st common learning activities?Do you like the way you learned the foreign language(s)?,Northeast Normal University,II Views on language,What is language?The answer to this question is the basis for syllabus design,teaching methods,teaching and assessment procedures in the classroom.Different views o

8、n language generate different teaching methodologies.,Northeast Normal University,Structural view,It views language as a system of structurally related elements for the coding of meaning.The target of language learning is seen to be the mastery of elements of this system,which are generally defined

9、in terms of phonological units(e.g.,phonemes),Northeast Normal University,Structural view,grammatical units(e.g.,clauses,phrases,sentences),grammatical operations(e.g.,adding,shifting,joining,or transforming elements),and lexical items(e.g.,function words and structure words).,Northeast Normal Unive

10、rsity,Functional view,It views language as a vehicle for the expression of functional meaning,a means of doing things/combining grammatical rules and vocabulary to express idea.,Northeast Normal University,Interactional view,It views language as a vehicle for the realization of interpersonal relatio

11、ns and for the performance of social transactions between individuals.Language is seen as a tool for the creation and maintenance of social relations.,Northeast Normal University,III What is a good language teacher?,Work in groups.Reflect on your own learning experiences from early school years to t

12、he university.Have you had an excellent English teacher?Try to identify as many qualities as possible of your best English teacher(s).Note down all the qualities that you think are important for a good English teacher.,Northeast Normal University,the qualities of a good language teacher,There are a

13、variety of elements that contribute to the qualities of a good language teacher.They are:ethic devotion professional qualities personal styles.,Northeast Normal University,IV How can one become a good language teacher?,Northeast Normal University,Northeast Normal University,Unit 2 Language learning

14、theories and learners,Aims of the unit:1.What are the theories in language learning?2.What are the teaching approaches in language teaching?3.Which is more important,fluency or accuracy?4.Whats the enlightenment of learning and acquisition?,Northeast Normal University,I Views on language learning,Be

15、haviorist theory B.F.Skinner(19041990)Skinner suggested language is also a form of behaviour.It can be learned the same way as an animal is trained to respond to stimuli.Stimulus-Response-Reinforcement,Northeast Normal University,I Views on language learning,Cognitive theory Chomsky(1928-）suggests l

16、anguage is not a form of behaviour,it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Chomskys Transformational Generative Grammar,Northeast Normal University,I Views on language learning,Students are asked to think rather simply repeat.Stude

17、nts should be allowed to create their own sentence based on their understanding of certain rules.,Northeast Normal University,I Views on language learning,Constructivist theory:It believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he

18、/she already known.John Dewey(1859-1952)provided a foundation for constructivism.,Northeast Normal University,I Views on language learning,John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities.Teachers need to design environm

19、ents and interact with learners to foster inventive,creative,critical learners.,Northeast Normal University,I Views on language learning,Socio-constructivist theory Vygotsky(1896-1934)emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of P

20、roximal Developmentand scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.,Northeast Normal University,II Interlanguage,American linguist,Larry SelinkerL2 learners construct a linguistic system that draws,in part,on the lear

21、ners L1 but is also different from it and also from the target language.A learners interlanguage is a unique linguistic system.,Northeast Normal University,Error sources,PsycholinguisticSociolinguisticEpistemicDiscourse structure,Northeast Normal University,Psycholinguistic sources of errors,Compete

22、nce(error)Performance(mistake),Northeast Normal University,Psycholinguistic sources of errors,Competence(error)transferintralingual unique Performance(mistake)processing problemscommunication strategies,Northeast Normal University,Intralingual errors,OvergeneralizationIgnorance of rule restrictionsI

23、ncomplete application of rulesFalse concepts hypothesized,Northeast Normal University,III Krashens five hypotheses,the acquisition/learning hypothesisthe monitor hypothesisthe natural order hypothesisthe input hypothesisthe affective filter hypothesis,Northeast Normal University,the acquisition/lear

24、ning hypothesis,Two independent systems of second language performance:the acquired system the learned system The acquired system or acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language.,Northeast Normal University,t

25、he acquisition/learning hypothesis,The learned system or learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge about the language,for example knowledge of grammar rules.According to Krashen learning is less important than acquisition.

26、,Northeast Normal University,the monitor hypothesis,It explains the relationship between acquisition and learning and defines the influence of the latter on the former.The monitoring function is the practical result of the learned grammar.The acquisition system is the utterance initiator,while the l

27、earning system performs the role of the monitor or the editor.,Northeast Normal University,the monitor hypothesis,The monitor acts in a planning,editing and correcting function when three specific conditions are met:that is,the second language learner has sufficient time at his/her disposal,he/she f

28、ocuses on form or thinks about correctness,and he/she knows the rule.,Northeast Normal University,the natural order hypothesis,The acquisition of grammatical structures follows a natural order which is predictable.For a given language,some grammatical structures tend to be acquired early while other

29、s late.This order seemed to be independent of the learners age,L1 background,conditions of exposure.,Northeast Normal University,the natural order hypothesis,Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the

30、 order found in the studies.,Northeast Normal University,the input hypothesis,Input hypothesis is only concerned with acquisition,not learning.The learner improves and progresses along the natural order when he/she receives second language input that is one step beyond his/her current stage of lingu

31、istic competence.,Northeast Normal University,the input hypothesis,Krashen suggests that natural communicative input is the key to designing a syllabus,ensuring in this way that each learner will receive some i+1 input that is appropriate for his/her current stage of linguistic competence.,Northeast

32、 Normal University,the affective filter hypothesis,A number of affective variables play a facilitative,but non-causal,role in second language acquisition.These variables include:motivation,self-confidence and anxiety.Learners with high motivation,self-confidence,a good self-image,and a low level of

33、anxiety are better equipped for success in second language acquisition.,Northeast Normal University,the affective filter hypothesis,Low motivation,low self-esteem,and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being

34、used for acquisition,Northeast Normal University,Fluency and accuracy,Schmidt(1992)summarizes Fillmores ideas and points out four items for us to identify different levels of fluency.time-fillingquality of speechappropriacy of speechaesthetic capability,Northeast Normal University,Fluency and accura

35、cy,In terms of second or foreign language environment,fluency means a level of proficiency in communication(Richards,1992).Four kinds of abilities:the ability to produce spoken language with ease;,Northeast Normal University,Fluency and accuracy,2.the ability to speak with a good but not necessarily

36、 perfect command of intonation,vocabulary,and grammar;3.the ability to communicate ideas effectively;4.the ability to produce continuous speech with causing comprehensible difficulties or a breakdown in communication.,Northeast Normal University,Fluency and accuracy,Accuracy refers to the ability to

37、 produce grammatically correct sentences but may not include the ability to speak or write fluently.,Northeast Normal University,The role of interaction in the classroom,Interaction pushes learners to produce more accurate and appropriate language,which itself provides input for other students.Hedge

38、,2002,Northeast Normal University,The role of comprehensible output,Output can serve a consciousness-raising function by helping learners to notice gaps in their interlangauges.Output helps learners to test hypotheses.Learners sometimes talk about their own output,identifying problems with it and di

39、scussing ways in which they can be put right.,Northeast Normal University,Enlightenment,Teachers should encourage students to test hypotheses and to notice gaps in interactive processes.Students are supposed to learn English by using English and interacting with others.,Northeast Normal University,L

40、earning and communication strategies,learning strategiesmetacognitive strategies cognitive strategies social mediation strategies communication strategies compensatory strategies avoidance,Northeast Normal University,Metacognitive Strategies,advance organizerdirected attentionselective attentionself

41、-managementadvance preparationself-monitoringdelayed productionself-evaluationself-reinforcement,Northeast Normal University,Cognitive Strategies,repetitiongroupingnote-takingdeductionauditorykey wordcontextualisationelaborationtransferinferencing,Northeast Normal University,Social Mediation Strateg

42、ies,cooperationquestion for clarification,Northeast Normal University,Natural Context,Using English in real situationsInformal learningDirect participation and observationNo articulation of rulesLearning knowledge of the languageSubconscious learning,Northeast Normal University,Educational Context,C

43、lassroom learning situationformal learningDecontextualizedArticulation of rulesLearning knowledge about the languageConscious learning,Northeast Normal University,Learning and acquisition,Acquisition naturalpick up learningunconsciousinformalnon-school likeno focus on linguistic form,Northeast Norma

44、l University,Learning and acquisition,Learningunnaturaldeliberate or systematic learningconsciousformalschool likefocus on linguistic form,Northeast Normal University,Why do learners use“avoidance”?,They feel inadequate and do not want to touch what they do not feel sure of for their secure identity

45、.They do not want to lose marks as trying can produce mistakes.Avoidance is not helpful to language learning.Without trying,students have no chance to test hypotheses and to come to a higher level.,Northeast Normal University,Knowledge sources for comprehension,(1)Knowledge neededSchematic knowledge

46、 background knowledge-factual-sociocultural procedural knowledge-how knowledge is used in discourse,Northeast Normal University,Knowledge sources for comprehension,Contextual knowledge knowledge of situation-physical setting,participants,etc.knowledge of co-text-what has been,will be saidSystemic kn

47、owledge-syntactic-semantic-morphological,Northeast Normal University,Knowledge sources for comprehension,(2)Roles of the knowledgeallowing for effective guess(system knowledge)building meanings by drawing on a wider range of sources(including semantic and contextual knowledge.Sound recognition is no

48、t enough.),Northeast Normal University,Knowledge sources for comprehension,making effective inference(previous knowledge)Cutting down the range of possible meanings(situational context)meaning understanding is required bottom-up and top-down processes,Northeast Normal University,Knowledge sources fo

49、r comprehension,Cutting down the range of possible meanings(situational context)meaning understanding is required bottom-up and top-down processes,Northeast Normal University,Unit 3 The English curriculum and coursebooks,Aims of the unit:1.What is curriculum?2.Whats the difference between curriculum

50、 and syllabus?3.Whats the difference between the teaching of coursebooks and teaching by the use of the coursebooks?,Northeast Normal University,Defining curriculum,It refers to the program of studies of an educational institution.It refers to the substance of what is taught in a given subject:(a)de