Unit 1 Language and Language Learning (introduction)

英语教学法

英语教学法

Overview

英语教学法

SyllabusGoals:To understand and grasp some basic concepts in English language teaching To learn about important teaching methods To know how to plan a lesson To know how to manage classroom activities To know how to teach pronunciation, vocabulary, grammar, and four language skills To know how to assess students’ English proficiency To know how to use and adapt textbooks

英语教学法

SyllabusContents:Unit 1. Language and Language Learning (Week 1) Unit 1-2. Communicative Principles and Task-based Language Teaching (Week 2-3) Unit 3. The National English Curriculum (self-learning) Unit 4. Lesson Planning (Week 4) Unit 5. Classroom Management (Week 5) Unit 6. Teaching Pronunciation (self-learning) Unit 7. Teaching Grammar (Week 6) Unit 8. Teaching Vocabulary (Week 7) Unit 9. Teaching Listening (Week 8)

英语教学法

SyllabusContents:Unit 9. Teaching Listening (Week 9) Unit 10. Teaching Speaking (Week 10) Unit 11. Teaching Reading (Week 11) Unit 12. Teaching Writing (Week 12) Unit 13. Integrated Skills (Week 13) Unit 14. Moral Learning (self-learning) Unit 15. Assessment in Language Teaching (Week 14) Unit 16. Learner Differences and Learner Training (Week 15) Unit 17. Using and Creating Resources (Week 15) Unit 18. Evaluating and Adapting Textbooks (Week 16)

英语教学法

SyllabusRequirement:Not to be late (1 point) or absent (3 points) To be active in classroom participation To be active in collaborative learning (group work) To preview and review the lesson To do presentation on teaching practices To give a report on designing assessment methods

英语教学法

SyllabusGrading :Attendance and Participation (10%) Classroom discussion (5%) Peer assessment (5%) Presentation (10%) Report (10%) Final exam (60%)

英语教学法

SyllabusTextbook :王蔷.《英语教学法教程》第二版，高等教育出版社， 王蔷 《英语教学法教程》第二版，高等教育出版社， 2000。 。

英语教学法

SyllabusReferences :束定芳，庄智象，《现代外语教学—理论、实践与方法》, 上海外语教育出版社，1996. Brown, H. D. (2004). Language assessment principles and classroom practices. New York: Pearson Education. Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford: Oxford University Press. Richards, J.C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

英语教学法

Unit 1. Language and Language Learning

英语教学法

1. How do we learn languages?(P.2)Daily views on language learning:People start learning a foreign language at different ages. People have different experiences in language learning. People learn languages for different reasons. People learn languages in different ways. People have different understandings about language learning. People have different capabilities in language learning. Learning can be affected by teaching. Learning can be affected by the degree of success one is expected to achieve.

英语教学法

Views on language

Aims for Learning

Influence on teachingThe audioling

ual mehod (听说 教学法)

Structural View (结构观 结构观) 结构观

a linguistic system made up To know structural of various subsystems: the rules and vocabulary sound system, the discrete units of meaning produced by sound combinations, and the system of combining units of meaning for communication a linguistic system but also a means for doing things (functional activities: offering, suggesting, advising, etc.) To know how to use the rules and vocabulary To do things

Functional view (功能观 功能观) 功能观

Communicative language teaching (交际教学法) Communicative language teaching ( support rather than influence)

Interactional view (交互观 交互观) 交互观

a communicative tool for building up and maintain social relations between people

To know how to use the rules and vocabulary To do things To know the appropriateness of doing things

英语教学法

3. Views on language learning and learning in generalWhat are the psycholinguistic and cognitive processes involved in language learning? What are the conditions that need to be met in order to activate learning processes?

英语教学法

3. Views on language learning and learning in generalBehaviorist theory:Representative: Skinner (behavioral psychologist) Theoretical foundation: stimulus-response theory (刺激反 映论) What is the stimulus-response theory? Learning is the formation of the connection between stimulus and response. A stimulus is that which produces a change or reaction in an inpidual. A response is the reaction to a stimulus. Reinforcement (强化物 is a stimulus which follows the 强化物) 强化物 occurrence of a reaction. (positive or negative reinforcement)

英语教学法

3. Views on language learning and learning in generalViews on language learning: language is a form of behavior. Language should be learned by constant repetition and the reinforcement of the teacher Mistakes should be immediately corrected and the correction should be immediately praised. Influence on language teaching: the audio-lingual method

英语教学法

3. Views on language learning and learning in generalCognitive theory:Representative: Noam Chomsky (linguist, an opponent to behaviorist theory) Views on language learning: language is an intricate rule-based system. With a finite number of grammatical rules, an infinite number of sentences can be produced. Influence on language teaching: Idea: students should be allowed to create their own sentences based on their understanding of certain rules.