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1、学习文档仅供参考Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1. How do we learn language? 2. What are the common views on language? 3. What are the common v
2、iews on language learning? 4. What are the qualities of a good language teacher? 5. How can one become a good language teacher? 1.1 How do we learn languages? Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by t
3、he way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column,
4、write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion. You ST1 ST2 ST3 1. How many foreign languages can you speak so far? 2. When did you start learning the foreig
5、n language(s)? 3. How do you feel about learning a foreign language? 4. What difficulties have you experienced in learning? 5. Which skill do you find more difficult to learn? 6. Have you focused on knowledge or skills? Why? 7. Why do you learn the foreign language(s)? 8. Do you consider yourself a
6、successful learner? Why? 9. What are your most common learning activities? 10. Do you like the way you learned the foreign language(s)? From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a for
7、eign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - -
8、-第 1 页，共 11 页学习文档仅供参考language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the l
9、earners who have more differences than the commonality. 1.2 views on language The question that all approaches to language teaching should answer is, what is language? The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the class
10、room. Different views on language generate different teaching methodologies. Task 2 Work in group of 4. Brainstorm possible answer to the question: what is language? When you are ready, join another group and share your ideas. To give a concise definition of language has always been difficult for li
11、nguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to what is language? rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the
12、moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of language , please refer to Appendix 1. Structural view The structural view of l
13、anguage sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language ha
14、s a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to
15、 language learning emerged. Functional view In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees 精选学习资料 - - - - - - - - -
16、 名师归纳总结 - - - - - - -第 2 页，共 11 页学习文档仅供参考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, apologizing, etc. therefore, learners learn a language in order to be able to do with it. I
17、n order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instrume
18、nts with a sentence, and special relationships between people and objects. Interactional view The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vo
19、cabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative
20、 or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do i
21、t. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts. The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more
22、 importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to
23、 learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning. 1.3 Views o
24、n Language learning and learning in general A language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning pr
25、ocesses to be activated? Task3 Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 11 页学习文档仅供参考Although these two questions have never been satisfactorily answ
26、ered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference
27、, hypothesis testing and generalization. Condition-oriented theories 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 receive, and the atmosphere. Some researchers attempt to formulate teaching a
28、pproaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for examp
29、le, what is done in these processes. Behaviorist theory The behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Rayno
30、r formulated a stimulus-response theory of psychology. In this theory all complex forms of behaviormotions, habits and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other
31、 skills. 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, 1983:30). Based on the theory of conditioning, Skinner suggested that lan
32、guage is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lin
33、gual method, which involves endless listen and repeat drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used
34、in many parts of the world today. Cognitive theory The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomskys reaction to Skinners behaviorist theory, which led to the revival of 精选
35、学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 11 页学习文档仅供参考structural linguistics. The key point of Chomskys theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before? According to Chomsky, lan
36、guage 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. 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. A language learne
37、r acquires language competence which enables him to produce language. Though Chomskys theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding o
38、f certain rules. This idea is clearly in opposition to the audio-lingual method. Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better jo
39、b. Constructivist theory The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely app
40、licable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activ
41、ities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing lea
42、rner s interests and curiosity for learning (Archambault, 1964). Socio-constructivist theory Similar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of
43、 Proximal Development(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher s scaffolding through questions and explanations, or with a more capable peer s support, the learner can mo
44、ve to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential. 1.4 What makes a good language teacher? 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 11 页学习文档仅供参考Some people with an excellent command of a foreign language may not be able t
45、o teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon? Task 4 Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent Englis
46、h teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher. It is clear that whether someone can become a good foreign language teacher does not solely depend on hisher command of the l
47、anguage. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993). Task 5 Ethic devotion, professional qualities and personal styles joi
48、ntly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects. 1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please
49、 write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities that you feel are missing. 3. These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what
50、way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with himher. kind dynamic authoritative hardworking creative patient well-informed fair resourceful attentive warm-hearted reflective well-prepared flexible intuitive ac
51、curate enthusiastic humorous caring disciplined professionally-trained (Adapted from Tasks for Language Teachers , Martin Parrot, 1993) From the above activities we can see that a good English teacher should have ethic 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 11 页学习文档仅供参考devotion, certai
52、n desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the
53、 elements of professional competence. It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himselfher
54、self has the willingness to do so. A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section. 1.5 How can one become a good l
55、anguage teacher? The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ab
56、ility. Task 6 Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool
57、all your ideas together to find out about your common beliefs. A language teacher s professional competence is much more difficult than a driver s skill to handle a car, and is more complicated than a student s competence of speaking foreign language. It involves more factors and longer learning tim
58、e, and may never be finished. Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making
59、 a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The followi ng model is an adapted version to illustrate the process of becoming a professionally competent teacher. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - -
60、-第 7 页，共 11 页学习文档仅供参考Figure 1.1 Teacher s professional development (Adapted from Wallace, 1991:15) From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are
61、supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end. The second stage is the most crucial stage and it is more complicated because it involves three sub-stages
62、: learning, practice, and reflection . The learning stage is actually the purposeful preparation that a language teacher normally receives before heshe starts the practice of teaching. This preparation can include: 1. learning from others experiences (empirical knowledge gained through reading and o
63、bservations) 2. learning the received knowledge (language learning theories, educational psychology, language teaching methodology, etc.) 3. learning from one s own experiences as a learner Both experiential knowledge (others and one s own) and received knowledge are useful when a teacher goes to pr
64、actice. This is the combination of craft and applied science knowledge. The learning stage is followed by practice. The term practicecan be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one s pre-service education, usually under the superv
65、ision of instructors. This practice is also called pseudo practice. The other sense of practice is the real classroom teaching that a teacher undertakes after he/she finishes 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 11 页学习文档仅供参考formal education. Teachers benefit from practice if they kee
66、p on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice. When the would-be teachers(trainees) are doing pseudo practice, they are often try
67、ing out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most
68、difficult thing is to keep on reflecting on one s work when one moves on to real classroom teaching. Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal d
69、oes not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is
70、a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained . (Wallace, 1991:58) Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1. 1.6 An overview of the book
71、This second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify po
72、ints that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text. Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped 1. Wh
73、y are stage 1 and stage 2 interrelated by a double arrow line? 2. Why are practice and reflection connected by a circle? 3. Why is professional competence a moving target or horizon, towards which professional travel all their professional life but which is never finally attained? 4. Where should a
74、TEFL methodology course fill in the model? 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 11 页学习文档仅供参考that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why. Unit 1 serves as an introduction fo
75、r setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers ways of teaching and thus learners ways of learning. The qualities of a good language teacher is also di
76、scussed in order to raise the participants awareness of what is required for a good English teacher. Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective
77、in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and
78、 task-based language teaching. Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends
79、 with discussions on the challenges facing teachers today. We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevan
80、t issues, i.e. giving effective instructions, asking effective questions, and dealing with students errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader w
81、ill use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units. Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vo
82、cabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted tha
83、t neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.
84、Unit 14 is about moral education. This is a new unit aiming at raising teachers 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 11 页学习文档仅供参考awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials
85、 and activities to help students form positive social values towards life and work. Unit 15 deals with language assessment. We have avoided testing and examinationas our unit title because we believe assessment is a broader concept. In this unit we focus on classroom assessment rather than standard
86、tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study. Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take
87、 place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this
88、 sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and l
89、earning. Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks
90、for their students. Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. So
91、metimes, discussions following the task provide the authors further comments. Occasionally, some tasks seem to need more concrete solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before refer
92、ring to the authors suggested solutions. Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 11 页，共 11 页
