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英语教学法教程(第二版)Unit2要点

英语教学法教程(第二版)Unit2要点
英语教学法教程(第二版)Unit2要点

Unit 2

Communicative Language Teaching

?The goal of CLT is to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where, and to whom).

Five main components of communicative competence

?Linguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)

?Pragmatic competence: the appropriate use of the language in social context (the choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationships.)

?Discourse competen ce: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)

Five main components of communicative competence

?Strategic competence : one’s ability to compensate for the

communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.

?Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation

Principles of CLT

?Communication principle: activities that involve real communication promote learning

?Task principle: activities in which language is used for carrying out meaningful tasks promote learning

?Meaningfulness principle: language that is meaningful to the learner supports the learning process

The teaching of language skills in CLT

?Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.

?Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate such a process)

?Writing: students should practice writing what people write in everyday life and writing in the way people write in reality.

Learner roles within CLT

?Learner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.

?Learner should contribute as much as he gains, and learn in an interdependent way.

Teacher roles within CLT

?Organizer: to facilitate the communication process between all participants in he classroom, and between these participants and the various activities and texts

?Learner and researcher: to act as an independent participant within the learning-teaching group.

?Needs Analyst: to respond to learner language needs

Teacher roles within CLT

?Counselor: to maximize the meshing(配合)of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.

?Group process manager: organize the classroom as a setting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, grammar, and strategy but notes such gaps for later commentary. At the conclusion of group activities, the leads in the

debriefing(汇报)of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.

Six criteria for evaluating communicative classroom activities

?Communicative purpose

?Communicative desire

?Content, not form

?Variety of language

?No teacher intervention

?No materials control

Task-based Language Teaching

?Four components of a task:

?A purpose: ensure that students have a reason for undertaking the task

?A context:location, participants, relationships, time … (can be real, simulated or imaginary )

?A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.

?A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.) Procedures of TBLT

?Pre-task

?introduction to

?topic and task

?Task cycle

?Task Planning Report

?Language Focus

?Analysis and practice characteristics of TBLT

?1.Interactive principles. Students communicate with each other in target language, and then acquire this language;

?https://www.sodocs.net/doc/222333682.html,nguage materials are close to real life. Student learn in the environment which is real and natural;

?3.Focusing on both the result and process. It provides students with the chances for both language that they are learning and the learning process;

?4.Stressing on personal experience. Students' own experience and feeling about learning language can promote the effectiveness of class;

?5.Relative principles. It aims to connect the in-class learning and

out-class one.

Advantages of TBLT

?Exposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task.

?This input is not confined to sentence level examples, but consists of real, often spontaneous language use.

?Opportunities for real use of language---chances for learners to experiment and test hypothesis, to mean what they say and express what they mean in a variety of circumstances.

?TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives students the confidence and support they need before they actually perform in public.

?Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write.

?Focus on language--- Report and Analysis phase

Similarities between CLT and TBLT

?1. Design Principles

?Communication Principle

?The Authenticity Principle

?Learning by Doing Principle

?2. Teaching Forms

?role play and group discussion

Differences between CLT and TBLT

?CLT pays more attention to the process of communication. It has not a certain purpose and the result of it is not important.

?However, TBLT stresses on purpose and result. A task must have a clear purpose.

英语教学法教程教案(王蔷)

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纪,由于民族语渗入学校,拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈(ratch1571-163500))②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法,自觉对比法,认真教学法。 二、联结性的教学法学派 特点:经验主义的哲学观点;重视外语话语与实物,观念,概念等外部世界与思维的直接联系;侧重口头操练。 自然教学法(绝对排斥本族语的教学法) 直接教学法(自然教学法发展起来的)(一种习惯) 听说教学法 视听教学法 功能教学法(又名意念法,交际法或意念——功能—交际法 三、综合性的教学法学派,来源于直接法与翻译的综合 自觉实践法 折衷法(又是极端) 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径,使用的课本,开始是孤立的单词和孤立的语法例句,都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges: 1.在外语教学里创建了翻译的教学形式; 2.在外语教学里利用文法、利用学生的理解力,以提高外语教学的效果; 3.着重阅读,着重学习原文或原文文学名著; 4.使用方便。只要教师掌握了外语的基本知识,就可以拿着外语课本教外语,不需要什么教具和设备。 Disadvanfudges: 1.忽视口语教学。在教学里没有抓住语言的本质; 2.忽视语音和语调的教学; 3.过分强调翻译,单纯通过翻译手段教外语,不利于培养学生用外语进行交际的能力,易使学生在使用外语时对翻译有依赖性;

英语教学法教程选择填空

Unit 1 一,Views on language: 1、Structural view (language competence)结构主义语言观 —The founder:Saussure,lasen freeman&long —The structural view of language sees language as a linguistic system made up of various subsystems:1、the sound system(phonology)2、sound combinations(morphology)the discrete units of meaning 3、the system of combining units of meaning for communication(syntax) —The structural view limits knowing a language to knowing its structural rules and vocabulary 2 、Functional view功能主义语言观 —Representative:Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式 —Learners learn a language in order to be able to doing things with it Use the linguistic structure to express functions 3、Interactional view 交互语言观(communicative competence) —Emphasis:appropriateness —Language is a communicative tool,which main use is to build up and maintain social relations between people —Learners need to know the rules for using the language in certain context 二,View on language learning语言学习观 1.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. 2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere. 3.Behavioristtheory,(Skinner and waston raynor) A the key point of the theory of conditioning is that” you can train an animal to do anything if yo u follow a certain procedure which has three major stages, s timulus, response, and reinforcemen t B the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. 4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. 5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows 6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (Z

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