英語(yǔ)教學(xué)法知識(shí)點(diǎn)整理

1、精選優(yōu)質(zhì)文檔-傾情為你奉上1， Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen-Freeman&Long): Phonology, morphology, syntax.語(yǔ)言的結(jié)構(gòu)觀把語(yǔ)言看作是由各種子系統(tǒng)組成的語(yǔ)言系統(tǒng)（弗里曼&朗）：音位學(xué)、形態(tài)學(xué)、句法。2， Functional view: communicative needs of the learner (Johnson and Marrow), the fu

2、nctional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能觀：學(xué)習(xí)者的交際需求（約翰遜和馬羅），功能觀不僅把語(yǔ)言看作一種語(yǔ)言系統(tǒng)，而且把語(yǔ)言看作一種做事的手段。我們?nèi)粘Ｊ褂玫拇蟛糠终Z(yǔ)言都涉及功能性活動(dòng)：提供、建議和道歉。3， In

3、teractional view: the interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.互動(dòng)觀：互動(dòng)觀認(rèn)為語(yǔ)言是一種交際工具，其主要作用是建立和維護(hù)人與人之間的社會(huì)關(guān)系。4， Behaviourist theory: the way human acquires language (Harmer). Based on their experiments, Wa

4、tson and Raynor formulated a stimulus-response theory of psychology. The key point of the theory of conditioning is that “ you can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer) 行為主義理論：人類(lèi)獲取語(yǔ)

5、言的方式（哈默）?；谒麄兊膶?shí)驗(yàn)，華生和雷諾制定了心理學(xué)的刺激反應(yīng)理論。條件作用理論的關(guān)鍵是，“如果你遵循一個(gè)有三個(gè)主要階段：刺激、反應(yīng)和強(qiáng)化的特定程序，你可以訓(xùn)練一只動(dòng)物做任何事情（在理性范圍內(nèi)）?！?， Cognitive theory: the term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat( Noam Chomsky, Skinner) P5認(rèn)知理論：認(rèn)知主義這個(gè)術(shù)語(yǔ)經(jīng)常被松散地用來(lái)描述要求學(xué)

6、生思考而不是簡(jiǎn)單重復(fù)的方法（諾姆·喬姆斯基，斯金納）p5。6， Constructivist theory: it is believed that education is used to develop the mind, not just to rote recall what is learned. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners( John Dewey)建構(gòu)主義理論：人們認(rèn)為教育是用

7、來(lái)發(fā)展思想的，而不僅僅是用來(lái)死記硬背所學(xué)的東西。教師需要設(shè)計(jì)環(huán)境并與學(xué)習(xí)者互動(dòng)，以培養(yǎng)創(chuàng)新性、創(chuàng)造性和批判性的學(xué)習(xí)者（約翰·杜威）7， Socio-constructivist theory: represented by Vygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding. In other word

8、s, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.社會(huì)建構(gòu)主義理論：以維果茨基為代表，強(qiáng)調(diào)在“近端發(fā)展區(qū)”（ZPD）和“支架式”概念的基礎(chǔ)上，在社會(huì)語(yǔ)境中與目標(biāo)語(yǔ)言的互動(dòng)和聯(lián)系。換句話說(shuō)，學(xué)習(xí)最好是通過(guò)教師和學(xué)習(xí)者之間以及學(xué)習(xí)者之間的動(dòng)態(tài)互動(dòng)來(lái)實(shí)現(xiàn)的。8， A good teacher not only depend on his command of the language but also depend

9、on ethic devotion, professional qualities and personal styles(Parrot)一個(gè)好的老師不僅取決于他對(duì)語(yǔ)言的掌握，還取決于他的道德奉獻(xiàn)、職業(yè)素質(zhì)和個(gè)人風(fēng)格9， Teachers professional competence development involves stage1 language development, stage2 (the most crucial and more complicated) learning, practice and reflection, stage3 goal professional

10、 competence. P9教師職業(yè)能力發(fā)展包括第一階段：語(yǔ)言發(fā)展、第二階段（最關(guān)鍵、最復(fù)雜）學(xué)習(xí)、實(shí)踐與反思、第三階段目標(biāo)職業(yè)能力。10， The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Very often there is a big gap between the language used in real life and the language learned in cl

11、assrooms.外語(yǔ)教學(xué)的最終目標(biāo)是使學(xué)生在必要時(shí)能在工作或生活中使用外語(yǔ)。在現(xiàn)實(shí)生活中使用的語(yǔ)言和在教室里學(xué)習(xí)的語(yǔ)言之間經(jīng)常有很大的差距。11， 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 language appropriately in communicative situations.CLT的目標(biāo)是培養(yǎng)學(xué)生的交際能力，包括語(yǔ)言

12、知識(shí)和如何在交際情境中恰當(dāng)使用語(yǔ)言的知識(shí)12， Hedge discusses 5 main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency. P1813， CLT(communicative language teaching)s three principles suggested by Richards and Rodgers:1) Communicative

13、 principle: activities that involve real communication promote learning.2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning.3) Meaningful principle: language that is meaningful to the learner supports the learning process.理查茲和羅杰斯提出的CLT三項(xiàng)原則：1）交際原

14、則：涉及真實(shí)交際的活動(dòng)，促進(jìn)學(xué)習(xí)。2）任務(wù)原則：用語(yǔ)言進(jìn)行有意義的任務(wù)的活動(dòng)，促進(jìn)學(xué)習(xí)。3）有意義原則：對(duì)學(xué)習(xí)者有意義的語(yǔ)言支持學(xué)習(xí)過(guò)程14， Ellis has listed 6 criteria for evaluating how communicative classroom activities are: 1) Communicative purpose, 2) Communicative desire, 3) Content, not form,4) Variety of language, 5) No teacher intervention 6) No materials co

15、ntrol.15， Task-based language teaching(TBLT) P2616， Clark, Scarino and Brownell believe that a task has 4 main components:1) A purpose: making sure students have a reason for undertaking the task2) A context: this can be real, stimulated or imaginary, and involves sociolinguistic issues such as the

16、location, the participants and their relationship, the time, and other important factors3) A process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating4) A product: there will be some form of outcome, ether visible or inv

17、isible.克拉克、斯卡里諾和布勞內(nèi)爾認(rèn)為，一項(xiàng)任務(wù)有四個(gè)主要組成部分：1）目的：確保學(xué)生有理由承擔(dān)該任務(wù)。2）語(yǔ)境：這可以是真實(shí)的、刺激的或想象的，涉及社會(huì)語(yǔ)言問(wèn)題，如位置、參與者及其關(guān)系、時(shí)間和其他重要因素。3）過(guò)程：讓學(xué)生使用諸如問(wèn)題解決、推理、詢問(wèn)、概念化和交流等學(xué)習(xí)策略。4）產(chǎn)品：會(huì)有某種形式的結(jié)果，可見(jiàn)或不可見(jiàn)。17， PPP(Presentation, Practice and Production)18， A lesson planning is a framework of a lesson in which teachers make advance decisions

18、about what they hope to achieve and how they would like to achieve it.課程規(guī)劃是一個(gè)課程框架，在這個(gè)框架中，教師對(duì)他們希望實(shí)現(xiàn)的目標(biāo)和希望實(shí)現(xiàn)的目標(biāo)做出預(yù)先決定。19， Principles for good lesson planning: aim, variety, flexibility, learnability and linkage. P53良好的課程規(guī)劃原則：目標(biāo)、多樣性、靈活性、學(xué)習(xí)能力和聯(lián)系20， Macro planning vs. micro planning P5421， Macro planning

19、 involves 1) Knowing about the profession 2) knowing about the institution 3) Knowing about the learners 4) Knowing about the curriculums 5) Knowing about the textbook 6) Knowing about the objectives22， Teaching aims are the contents to be covered, such as grammar, vocabulary or language skillsP5623， Language contents and skills: language contents are structures, vocabulary, functions, topics etc. and language skills are communicative skills involved in listening, speaking, reading and writing.24， Stages and procedure