《英语科教育法》PPT课件.ppt

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1、1,英語科教育法教職科目,学習者中心外国語授業A Learner-centered Communicative Language Teaching,2,学習者中心授業意義外国語言語文化教育人間教育国際理解平和教育,3,学習者中心授業基本哲学,4,A learner-centered Communicative and Interactive Language Class実現方略,5,学習者中心外国語授業A Learner-centered Communicative Language Class,自考意見目標言語発信、世界人議論参加外国語運用能力育成方略：言語学習言語習得発想転換教師中心学習中

2、心授業転換教師側意識改革(Language Home)結果具体的教室内教師学習者双方態度変容必要,6,世界社会問題対自分意見目標言語発表意義（中級上級英語名対象）1997-2000,7,外国語授業力励、知識、技能、感動共有,8,外国語教育4 EN学習者中心Language Home,必要性Encourage（常励、自信持）Enjoy（学習者共参加喜楽)Enrich（内容活動豊新鮮感動）Enlighten（啓蒙触発意識革命行動）,9,Real World Context現実世界近言語環境,Classroom activities should parallel the real world as

3、 closely as possible(Widdowson 1987).授業活動現実世界近Situationaly Realistic現実的臨場感Contextually Rich文脈豊Meaningful Content意味内容 Classroom activities should parallel the real world as closely as possible(Widdowson 1987),10,Reading授業発想転換 訳読法Reading Skill養成転換,Reading in English1 Paragraph Reading paragraph Writin

4、g Topic Sentence(main idea)Supporting Details Concluding Sentence Vocabularies and Structures2.Intensive Reading and Extensive Reading*Top-down Process for Reading*Bottom-up Process for Reading*Interactive Process for Reading4 Schema Theory(background knowledge)(Formal Schemata/Content Schemata)5 Re

5、ading Assignment for Pleasure Reading,11,Communicative Task学習者達成感共有課題,Goals Teacher role（授業目的）（教師役割）Input TASKS Learner role（入力）（課題）（学習者役割）Activities Settings（言語活動）（授業環境）A framework for analyzing communicative tasks(Nunan:1999),12,Communicative Task,A piece of classroom work which involves learners

6、in comprehending,manipulating,producing or interacting in the target language while their attention is principally focused on meaning rather than form.(Nunan：1989)学習者目標言語理解、操作、表現、相互作用意味内容課題仕事、学習者主言語形式意味内容注目。Rotating Communication,(VTR1)Summarization and commentsLogical Debate with valid evidence(VTR

7、2)Oral Presentation(Mini Lecture)(VTR3)Problem-solving Discussion,13,(1)Communicative Tasks 定義,Newnan(1989)defines communicative task as a piece of classroom work which involves learners in comprehending,manipulating,producing or interacting in the target language while their attention is principall

8、y focused on meaning rather than form.Newnan(1992)Designing Tasks for the Communicative Classroom Cambridge University Press),14,Communicative Tasks重要性,Communicative Task：意味内容実際場面想定、実際目標言語使理解、応用、創作、相互作用学習者積極的参加課題、作業。,15,Communicative Tasks,Newnan continues that task is a piece of meaning-focused wor

9、k involving learners in comprehending,producing and/or interacting in the target language,and that tasks are analyzed or categorized according to their goals,input data,activities,settings and roles.,16,(2)Communicative Competence(Canale and Swain 1980)総合的言語運用能力,英語文章構造理解能力語彙力(Grammatical Competence)

10、社会生活行上言語能力(Sociolinguistic Competence)談話文脈理解能力(Discourse Competence)非言語含相手図手段方略備能力(Strategic Competence),17,1)Grammatical Competence,Grammatical competence refers to what Chomsky calls linguistic competence and what Hymes intends by what is formally possible.It is the domain of grammatical and lexic

11、al capacity.,18,2)Sociolinguistic Competence,Sociolinguistic competence refers to an understanding of the social context in which communication takes place,including role relationships,the shared information of the participants,and the communicative purpose for their interaction.(Ex.Its cold in this

12、 room),19,3)Discourse Competence,Discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text.(Inference in the context)(Reading between the lines),20,Discourse

13、Analysis談話分析,Z Harris 1952 Discourse AnalysisDiscourse analysis means the study of Grammar beyond the sentence.The analysis of the writers intention in the context,paragraph and conversation.There are some discourse principles(rules)There are some prediction and inference followed by the next words:

14、Therefore,議論深In conclusion,結論導However,反論As a matter of fact,実際的例What makes the matter worse,、悪条件,21,Discourse Analysis,Ex.1.Do not come any closer,please.=Do not come to me any further.2.Kiss me,please.=I would like you to kiss me.3.Who is it?=Who are you?Who is speaking?4.Someone in.=Please do not

15、come in.(in the public toilet)5.There goes telephone.=Will you get the telephone?Discourse CompetenceIt is very hot in this room,isnt it?=Could you open the widow?The story will be different depending on the stress of the accent.Tom plays football very well,too.,22,4)Strategic Competence,Strategic c

16、ompetence refers to the coping strategies that communicators employ to initiate,terminate,maintain,repair,and redirect communication.(Non-verbal communication),23,Communicative Language Teaching,Communicative Language Teaching(CLT)学習者中心相互作用授業、目標言語習得有効性、移民留学生多受入、多民族多文化複合社会、北米、豪州実証。特統合以来、次世代経済的、政治的、文化

17、的諸国理解必要。母国語含多言語多文化中等教育学習、留学単位互換奨励計画発展。,24,本質文脈能力,仮説理論Communicative Approach 目的 to make communicative competence the goal of language teaching to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication Richards(1986),25,学習者中心立

18、場,能力育成目標言語機能構造的側面重視。学習者role play（）、problem-solving（問題解決）、improvisation（即興劇）、pair-monitoring（文法）peer-editing（学習者同士互文章構成点検編集）等、多様communicative tasks（）与、積極的言語活動奨励。人間欠一方働（transaction）相互作用（interaction）学習者目標言語使体得。,26,CLT学習者中心授業,Nunan(1997)states that a major impetus to the develop of learner-centered lang

19、uage teaching came with the advent of communicative language teaching.A communicative view of language and language learning has become the mainstream in ELT.,27,The principles of Communicative language Teaching(CLT),*Learners learn a language through using it to communicate*Authentic and meaningful

20、 communication should be the goal of classroom activities*Fluency is an important dimension of communication.*Communication involves the integration of different language skills.*Learning is a process of creative construction and involves trial and error.Richards and Rogers(2001),28,Integrated Commu

21、nicative Approaches,提言最近統合、学習者一連Communicative Tasks参加授業学習者中心授業発展。Recent EFL/ESL education is exploring the integration of current communicative approaches.,29,Integrated Current Communicative Approaches,30,he integration of current communicative approaches(1),Communicative Language Teaching(CLT)(目標言

22、語使用communication目的)Task-based Teaching(Communicative Tasks)（中心）(Role play,improvisation,pair work,group work,peer editing,oral and written presentation,problem-solving discussion and logical debate)Natural Approach and the five Hypotheses（仮説）,31,he integration of current communicative approaches(2).

23、,Content-based Teaching(CBT)（意味内容重視）(Logical and academic/interdisciplinary development)Cooperative Language Learning（共同学習、協力、不安緊張解消）(Brain-storming,preparation,peer editing,peer-revising and sharing)Problem-solving Approach(Dewey問題解決法)Process Approach（結果学習重視）Humanistic Approach(人間愛、個人間尊重),32,Integr

24、ated Current Communicative Approaches,1 Communicative Language Teaching 目標言語使用communication目的2 Task-Based Teaching(Communicative Tasks：中心）Communication(rotating,role play,interviewing)Drama(improvisation)Essay Writing(peer editing,sharing,)Oral presentation(VTR 5)Problem-solving Discussion（4）Logical

25、 Debate,33,Integrated Current Communicative Approaches for a Learner-centered classroom,Going through these integrated current communicative approaches,naturally we can create a learner-centered classroom based on the philosophy of humanistic tradition,which argues“Learners first,learning second.”As

26、 Richards and Rogers(2001)emphasize,“Learner engagement is a priority.,34,Integrated Current Communicative Approaches for a Learner-centered classroom,As Nunan(1997)shows,curriculum development should involve the interaction of needs analysis,goal setting,grading and sequencing of content,materials

27、development,implementation and evaluation.We should also see how theses processes interact within a leaner-centered approaches to curriculum.,35,学習者中心授業 Cooperative Language Learning,John Dewey影響 Cooperation in learning(peer-tutoring and peer-monitoring)認知心理学影響Richards and Rogers(2001)state that in

28、second language teaching,Cooperative Language Learning(CLL)has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the principles of Communicative Language Teaching.It is viewed as a learner-centered approach to teaching held to offer advanta

29、ges over teacher-fronted classroom methods.,36,学習者中心授業,In language reaching its goals are:-to provide opportunities for naturalistic second language acquisition through the use of interactive pair and group activities-to provide opportunities for learners to develop successful learning and communica

30、tion strategies-to enhance learner motivation and reduce leaner stress and to create ea positive affective classroom climate.(Richards and Rogers 2001:193),37,内容重視、重視、問題解決重視Content-Based,Process-Based,学習者中心発信型英語教育自分発信言語習得最優先。学習者興味関心内容重視(Content-Based Instruction)学習意欲高、学習者同士協力合、教師側指導下、従自分自身意見解決策上可能(P

31、rocess Approach)。、学習者興味関集情報背景知識整理、問題解決(Problem Solving)現状分析、因果関係明確、解決策導、論理的議論能力育可能。,38,The Natural Approach,The Natural Approach 仮説有効性 The Acquisition Learning HypothesisThe Monitor HypothesisThe Natural Order HypothesisThe Input HypothesisThe Affective Filter Hypothesis,39,NA 仮説1Acquisition-Learnin

32、g Hypothesis,Acquisition(習得）Learning（学習）informal formal“picking up”“knowledge about”Subconscious Conscious implicit explicit,40,仮説The Natural Order Hypothesis,The Second Language(L2)Acquisition models the process of the First Language(L1)Acquisition L2 Models L1The 1st Stage:Silent Period(Only liste

33、ning)The 2nd Stage:Simple Forms,1 to 3 word,sentences(ex.“Teacher mine pencil”)The 3rd Stage:Developmental Errors(as in L1)(ex.“Dad my foot are all wet.”),41,仮説：The Monitor Hypothesis,Relates to Conscious Learning(as opposed to acquisition)Self-editor FunctionEx.“My foots are,Oh no,thats wrong my fe

34、et are.”“He go to,Oh no,He goes.”Seen Most Often in Adult“Drive careful.”Learners and Literate Students,42,Model of Language Performance,Acquired Competence monitor output 1 time to think 2 focus on form/structure 3 knowledge of rule,43,仮説：The Input Hypothesis,Input Should be:1)Comprehensible/Intere

35、sting/Meaningful2)Slightly beyond the students current Level of Competence(i)(i+1)Input umbrella(i+1)Students Current Level hand(i),44,Input Hypothesis 活用,理解、意味内容情報（More Comprehensive Input）学習者与、外国語（第二言語）習得（More Second Language Acquisition）一層可能。Ex.(Web Research by Internet,Pleasure Reading,Romantic

36、Movies)学習者興味関心抱、意味内容十分、追共同学習目標言語習得、学習者参加型授業実現。,45,Input Hypothesis by Krashen A Stage i(current level)+1,More Second Language Acquisition More Comprehensible Input,46,Input Hypothesis,What Makes Input Comprehensible?Modeling(Situational,Realistic)Visual Aids(Visual Context)Pictures(New Vocabularies

37、with Pictures)Objects(something to touch,experience)Gestures(by doing,acting,moving)Changing the way to describe and express(paraphrasing,rephrasing)Ex.TPO VTR,47,仮説活用 Input Hypothesis,情意関係As much comprehensible input as possible must be presented.In order to lower the affective filter,student work

38、should center on meaningful communication rather than on form;input should be interesting and so contribute to a relaxed classroom atmosphere.(Richards:1995),48,仮説活用 Input Hypothesis,内容重視学習者中心授業、学習者知的関心高、学習者自身共通人間社会問題扱望。Natural Approach仮説中力説、理解情報（More Comprehensive Input）学習者与、外国語習得（More Foreign Lang

39、uage Acquisition）可能。学習者興味関心抱、意味内容十分、追共学習目標言語習得。,49,仮説：The Affective Filter Hypothesis,When the filter(fear and anxiety of learning L2)is lower students feel comfortable and receptive in learning in L2 class.When the filter is up,students feel nervous and learn less in L2 class.1)Students Attitude(Po

40、sitive,challenging?)2)Maslows Hierarchy of Needs(need to learn)3)Classroom Atmosphere(Comfortable context)4)Teacher Attitude(Sensitive and Humanistic),50,情意仮説活用,Affective Filter HypothesisMotivation.Learners with high motivation generally do better.高Self-confidence.Learners with self-confidence and

41、a good self-image tend to be more successful.学習者自信Anxiety.Low personal anxiety and low classroom anxiety are more conductive to second language acquisition.不安緊張解消,51,（7）情意低押Language Home目指 Affective Filter Hypothesis,The Affective Filter Hypothesis from The Natural Approach The Affective Filter Hypo

42、thesis is built on research in second language acquisition,which has identified three kinds of affective or attitudinal variables related to second language acquisition.Motivation.Learners with high motivation generally do better.Self-confidence.Learners with self-confidence and a good self-image te

43、nd to be more successful.Anxiety.Low personal anxiety and low classroom anxiety are more conductive to second language acquisition.,52,情意低押Language Home目指 Affective Filter Hypothesis,学習者中心授業、従来外国語学習伴高情意（緊張感、恐怖感）学習者同士相互協力、分担、相互点検、教師側指導援助通低押。結果、語学学場教師学習者文法知識点検訳読中心教室言語習得目指言語活動(Language Home)変容。,53,Summ

44、ary of The Natural Approach:Classroom Implications in NA,1)Encouragement(4 EN of EFL/ESL Class)2)Creating Low Risk Environment3)Concrete Experiences for Language Acquisition4)Use of Cues(visual aids,pictures,objects)5)Meaningful Input for Communicative Tasks 6)Active Involvement(Cooperative and Comm

45、unity Language Learning),54,Summary:The Natural Approach,1)Comprehension Precedes Production（理解発話先行）2)High-interest Activities Stimulate Language Development（興味関心活動）3)Message Must Be comprehensible,55,Summary of Natural Approach:Stages of the Natural Approach,1)Comprehension2)Early Speech Production

46、3)Speech Emergence,56,Eclectic Approach 折衷式教授法,一教授法固執支配,仮説理論折衷統合。授業目的、教師外国語運用能力、学習者習熟、学習者、年齢、心理状態応、多教授法利点取捨選択、統合適切目標言語習得学習環境創造。,57,教師役割Teacher Roles:,英語授業教師中心monologue（独白）、双方向授業実現教師常 supervisor（指導者）、cultural informant（文化情報提供者）、facilitator of the communicative classroom（授業促進者）、observer（観察者）、participa

47、nt（参加者）、learner（学習者）action researcher(自己授業改善常授業実践基教授法研究者)役割巧演。,58,教師役割,59,教師役割Teacher Roles:,Facilitator:to facilitate the communication process between all participants in the classroom,and between these participants and the various activities and texts.Independent participant within the learning-t

48、eaching group organizer of resources and as a resource himself/herself Guide within the classroom procedures and activitiesResearcher and learner for Action Research.(See Richards and Rogers 2001),60,教師求学生甲南大学（中級上級英語）名対象,61,学習者役割 Learner Roles,A negotiator between the self,the leaning process,and th

49、e object of leaning.Joint negotiator within the group and within the classroom procedures and activities which the group undertakes.Contributor and Participants in the communicative and interactive classroom(See Richards and Rogers 2001).,62,Academic Approach教室内外学習者主体的参加,gathering information（情報収集）I

50、nternet,Resource Center sharing information and facts（情報事実共有）processing the necessary information（必要情報選択処理）organizing and constructing their own ideas（自分自身考意見構築）presenting their own ideas in written and oral forms（口頭発表）,63,An Academic Approach in EFL,The prerequisite of EFL education includes a basi