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1、Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place,
2、such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method is that language is
3、learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based o
4、n their understanding of certain rules ,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,personal construction,dewey, believes that learning is a process in which the learner constru
5、cts meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Developme
6、nt” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learnersLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are lea
7、rnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion， professional qualities and personal stylesCommunicative Competence:Hedge,:linguistic（knowled
8、ge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack
9、 of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation)Views on language.Structural view The founder： SaussureThe structural view of language sees language as a linguistic system made up of various subsystems：1
10、、the sound system（phonology） 2、sound combinations（morphology）3、 meaning for communication（syntax）Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view Representative： Johnson、marrow、swain cana
11、l (the core: grammar)The function view not only sees language as a linguistic system but also a means for doing thingsLearners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view Emphasis：appropriateness Language is a com
12、municative tool，which main use is to build up and maintain social relations between peopleLearners need to know the rules for using the language in certain contextThe structural view limits knowing a language to knowing its structural rules and vocabularyCLT（交际英语教学）:to help the learners acquire comm
13、unicative ability.Language in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language stud
14、ents develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.Principle of CLT:communication principle(involve real communication),task principle(carrying out meaning),meaningfulness principle(meaningful to leaner)Howatt proposes a weak and a strong version of CL
15、T.Weak version: learners first acquire language as a structural system and then learn how to use it in communication.Strong version: language is acquired through communication. Classroom activity:precommunicative activity(structural activity:primary focus on linguistic forms,quasi-communicative acti
16、vity:focus on forms plus meanings)communicative activity(functional communicative activity:focus on meanings plus forms,social interaction activity:primary focus on meanings)Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a product.Tasks focus on the complete act of communication. (Purposeful & contextualized commun
