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1、精选优质文档-倾情为你奉上Unit 1 Language and Language Learning 语言和语言学习1. Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the
2、sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3)a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a
3、 linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。2. Views on language learning and learning in general 语言学习观和学习两类理论
4、：Process-oriented theories and Condition-oriented theories (1). Behaviourist theory: (p5) 行为主义学习理论 面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynors theory of conditioning; stimulus, response, and reinforcement; the audio-lingual method; the language is learned by constant rep
5、etition and reinforcement of the teacher 沃森和雷诺的调节理论,刺激响应,和强化;听说教学法;语言是不断的重复和强化学习的老师(2). Cognitive theory: students are asked to think rather than simply repeat; (p5)Noam Chomsky; 乔姆斯基 认知学习理论:要求学生想而不是简单的重复;language is an intricate rule-based system and a large part of language acquisition is the lear
6、ning of this system; there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统的学习;乔姆斯基认知语言学 Transformational-Generative (T-G) Grammer 转换生成语法(3) . Constructivis
7、t theory:(P6) Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程,学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and e
8、ngage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive, creative, critical learner; 培养创造力,创造力,关键的学习者(4). Social-constructivist theory: (P6) 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context; the concept of Zone of P
9、roximal Development (ZPD) 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论 强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of (What makes) a good language teacher (P7) 品质好的语言老师ethic dev
10、otion; professional qualities; personal style; professional competence道德奉献 职业素质 个人风格 专业能力4. Development of teachers professional competence 教师专业能力的发展Figure 1.1 (P9): Stage 1, Stage 2 and Goal 图1.1(9页):第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning, practice, re
11、flection方案变动包括:学习实践反思The learning stage: 1. learning from others experiences; 2. learning the received knowledge; 3. learning from ones own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching (CTL) 交际语言教学
12、最具影响力的语言Task-basked Language Teaching (TBLT) 任务型语言教学 教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则 任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中,语言是用来执行特定的交际功能( in real life, language is used to perfor
13、m certain communicative functions)The language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: (P15) 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3.
14、traditional pedagogy tends to isolate language from its context. 主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文。2. CLT 交际语言教学 弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students communicative competence. Five main components of communica
15、tive competence (p17-18)交际能力的五个方面(1). Linguistic competence 语言能力 Its concerned with knowledge of the language, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.语言的知识,它包括拼写,发音,词汇,构词、语法结构、句子结构和语义。(2). Pragmatic competence 语用能力 适当的使用语言的社会环境Its concerned with the appropriate use of the language in social context; To know when to speak, when not, what to talk about with whom, when, where and in what manner. 知道何时说话,何时不说,谈论与谁,何时、何地、以何种方式。(3). Discourse competenc
