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1、学而不思则惘，思而不学则殆Advances in English Studies (英语学科发展前沿)Dr. Wu Benhu ( 吴本虎 )Session 2 The role of foreign language learning ReadingBerdan, S. N. et al. 2012, January 30. English is global, so why learn Arabic? New York Times, Retrieved January 31, 2012Question 6:What can you find out from the debaters ge
2、neral information?Wu Benhu:I have discovered the following points:1.All the debaters have their international perspectives.2.They overwhelmingly promote foreign language learning in the United States even though English is global.3.They stress the importance of foreign language learning from differe
3、nt perspectives.Question 7:What does Stacie Nevadomski Berdan mean by saying The World Changed ? Or What has happened to the world? Wu Benhu:The claim The world has changed has a profound implication:1. Whenever you work abroad, you must compete with globally competent graduates with multilanguage c
4、ompetency. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 13 页学而不思则惘，思而不学则殆2. The world knows early language learning works best, and aids cognitive development beyond language arts just as opening a window to the world?3. The world discovers that language also matters for appreciating culture
5、s, connecting and building relationships around the world.4. The world faces the situation in which as business globalizes, our colleagues, customers, owners and investors are increasingly overseas.Course work for Session 2: Answer the following questions:1. What are your updated purposes of learnin
6、g English?2. How do you improve your English learning for your new purposes?Session 5 Connecting Theory with Practice in English Teaching Foreword as Study GuideWhen you are engaging in reading, keep the following questions and considerations in mind:1)What do you read?2)How do you read?3)Why do you
7、 read?With these questions in mind, you will read with the following approaches:1)Read selectively (选择性阅读 ): Invest your time to the most rewarding parts of the most insightful works while keeping an eye on the rest.2)Read interactively(互动性阅读 ): Value your response to the reading with equal importan
8、ce of what is in the reading.精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 13 页学而不思则惘，思而不学则殆3)Read professionally (专业性阅读 ): Aim at your professional development with multi-disciplinary approaches and with a focus on the latest development of the disciplines involved.ReadingsFleming, Michael P
9、., Mike Fleming and David Stevens. 2010. English Teaching in the Secondary School: Linking Theory and Practice. 3rd ed. Oxon: Routledge. 中华人民共和国教育部， 2011，义务教育英语课程标准。北京：北京师范大学出版社。1. What are the five models of English teaching?(Fleming, Fleming and Stevens 2010: 15-16) 1 The English teacher and the N
10、ational Curriculum1.2 Models of English teachingIn the version of the National Curriculum for English based on the Report of the Cox Committee (DES 1989), it was suggested that there were essentially five models of English teaching, and that most English teachers combined in their teaching several i
11、f not all of these. The types of English teaching posited by Cox were as follows: 1. a personal growth view, which tends to emphasise the pupil as a creative and imaginative individual developing, in terms of the teaching and learning of English, primarily through an intensive engagement with litera
12、ture and personal creative writing; 2. a cross-curricular approach, stressing the distinctive nature of English as the language of learning for virtually all curriculum areas and implying a definition of service to these areas and to education in a generic sense; 精选学习资料 - - - - - - - - - 名师归纳总结 - -
13、- - - - -第 3 页，共 13 页学而不思则惘，思而不学则殆3. an adult needs emphasis, as essentially a preparation for the demands of life beyond school in terms of effective understanding of and communication through the English language in its many forms, including those vocationally based; 4. a cultural heritage model,
14、with the teaching based heavily on great works of literature, generally drawn from the past; 5. a cultural analysis view, leading pupils to a critical understanding of the social and cultural context of English, particularly the value systems which are inevitably embedded in the ways language is use
15、d. Wu Benhus Summary:Table 5.1 The five model of English teaching highlightedNo. Model Goal 1 A personal growth view For students to act as creative and imaginative individuals 2 A cross-curricular approach For students to learn English for all the other subject 3 An adult needs emphasis For student
16、s to be prepared for their future life and profession 4 A cultural heritage model For students to pay special attention to the study of literature and history as the cultural heritage 5 A cultural analysis view For students to achieve a critical understanding of the social and cultural context of En
17、glish 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 13 页学而不思则惘，思而不学则殆义务教育英语课程标准( 中华人民共和国教育部 , 2011: 8) 一、总目标义务教育阶段英语课程的总目标是： 通过英语学习使学生形成初步的综合语言运用能力， 促进心智发展， 提高综合人文素养。 综合语言运用能力的形成建立在语言技能、 语言知识、 情感态度、 学习策略和文化意识等方面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言； 有效的学习策略有利于提高学习效率和发展自主学习能力；
18、 积极的情感态度有利于促进主动学习和持续发展。过五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。以语言技能、 语言知识、 情感态度、 学习策略和文化意识等五个方面共同构成的英语课程总目标， 既体现了英语学习的工具性，也体现了其人文性； 既有利于学生发展语言运用能力， 又有利于学生发展思维能力， 从而全面提高学生的综合人文素养。Wu Benhu:1)What is the difference between the British Standards and the Chinese Standards of English Teaching?2)What can we learn
19、from the British Standards of English Teaching?4. What is a dynamic approach to English teaching?(Fleming, Fleming and Stevens 2010: 23-24) 1.4 Practical dimensionsAgain we can see how, with a little imagination, the requirements of the National Curriculum may be met through an organic rather than m
20、echanistic approach. Indeed the introduction to the current Orders, under the heading The Importance of English, 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 13 页学而不思则惘，思而不学则殆suggests that English enables pupils to express themselves creatively and imaginatively and to communicate with other
21、s effectively (DfEE/QCA 1999:13). Thus the National Curriculum can be viewed not just as a set of individual syllabus requirements but as providing a broad conception of the way English should be realised as a subject in schools. Attention has tended to focus on the more controversial aspects like t
22、he place of standard English (to be discussed in more detail in later chapters). However, the following selected quotations from the 1995 National Curriculum, still very much embedded in the current version, indicate that it can be judged to require a dynamic and varied approach: 1) Pupils abilities
23、 should be developed within an integrated programme of speaking and listening, reading and writing. 2) Pupils should be given opportunities to talk for a range of purposes. 3) Pupils should be given opportunities to read a wide variety of literature .to read widely and independently solely for enjoy
24、ment. 4) The main emphasis should be on the encouragement of wider reading in order to develop independent, responsive and enthusiastic readers. 5) Pupils should be encouraged to extend their confidence in writing for a variety of purposes and to develop their own distinctive and original styles. 6)
25、 Pupils should be given opportunities to write for specific readers, for a large unknown readership and for themselves. We can add to this list two quotations from the earliest formulation of the English Order: 1) Working on tasks which they have chosen and which they direct for themselves. 2) Worki
26、ng with teachers who are themselves involved in the processes, with special expertise, as talkers, listeners, readers and writers. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 13 页学而不思则惘，思而不学则殆Wu Benhu: A dynamic approach to English teaching is expected to include the following features: 1.
27、Students can develop their abilities in the integration of speaking, listening, reading and writing. 2. Students have opportunities to talk for a range of purposes. 3. Students have opportunities to read a wide variety of literature for enjoyment. 4. Students are encouraged to read widely in order t
28、o develop as independent, responsive and enthusiastic readers. 5. Students are encouraged to extend their confidence in writing for a variety of purposes and develop their distinctive and original styles. 6. Students have opportunities to write for specific readers, for general readers and for thems
29、elves. 6. What are the basic requirements of English teachers?(Fleming, Fleming and Stevens 2010: 28) Chapter 2 The impact of the Strategy 2.1 Introduction: the context It could be argued that because the demands of literacy education are so fundamental to the teaching and learning of English, ideal
30、ly so integrated into the practical curriculum, it would be mistaken to devote a chapter to it as a discrete entity in a book like this. Most English teachers could happily agree with Davies that: 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 13 页学而不思则惘，思而不学则殆the first requirement of the Engl
31、ish teacher has to be to ensure that students can read and write, to make them literate. Beyond that point I believe that students should be actively encouraged to read for pleasure and should be provided with an adequate timetable for personal reading. (1996: 135) Wu Benhu: The basic requirements o
32、f English teachers are identifies as follows: 1. To help students learn to read and write. 2. To encourage students to read for pleasure. 3. To provide students with adequate time for personal reading. Questions for consideration:1. What are the five models of English teaching? 2. What can we figure
33、 out from the alternative names of English as courses? 3. How shall we implement The National English Curriculum Standard? 4. What is a dynamic approach to English teaching? 5. What are major characteristics of positive collaboration that can promote English teaching? 6. What are the basic requireme
34、nts of English teachers? 7. How do you understand the literacy issues presented here?8. What are the five elements of the proposed teaching sequence?精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 13 页学而不思则惘，思而不学则殆9. What should the English teacher do in developing the students writing skills?C
35、ourse Work:1.Select one question among what we have covered including the questions of your own.2.Discuss it with approaches and dimensions as many as possible.Session 7 Advances in English language teaching Readings Claypole, Maurice. 2010. Controversies in ELT: What You Always Wanted to Know about
36、 Teaching English but Were Afraid to Ask. Bellevue, WA: LinguaBooks. Chapter 2 Goodbye to all that: The death of the communicative approach (Claypole 2010: 15-24) 1. What does the title of this chapter mean to you? Claypole (2010: 15) Goodbye to all thatThe death of the communicative approachWu Benh
37、u This chapter title signifies a criticism of communicative language teaching. 2. How was the communicative approach born? Claypole (2010: 15) Like so many other things in human history, the communicative approach was born of noble ideas and implemented initially by dedicated specialists. On the bas
38、es of 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 13 页学而不思则惘，思而不学则殆its perceived success, it blossomed rapidly, spread throughout the world, taking with it a potential for great good and was widely embraced as the benchmark for modern language teaching. Then is all went pear-shaped. Wu Benh
39、u The communicative approach was born out of some devoted experts in language teaching. They thought language teaching would be more successful if the communicative approach was used. 4. What is wrong with the communicative approach? Claypole (2010: 15) The main argument offered in its defense by pr
40、actitioners of this approach is that it works. Of course it works, for the simple reason that with many types of class and many teaching situations, anything will work. You may be able to knock in a nail with a brick or by tapping it with a rubber hammer, but this does not mean that this is the best
41、 way to get the job done. And sometimes a rubber hammer is just not strong enough. Wu Benhu According to Claypole, the communicative approach can be applied to some situations but not all the situation of language teaching since it is not strong enough. 7. What is the communicative approach? Claypol
42、e (2010: 17) l People learn a foreign language in order to communicate. l Social language functions are an important part of learning a language. l Classroom activities should reflect the context in which the language is to be used. l The teachers main role is to facilitate communication.精选学习资料 - -
43、- - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 13 页学而不思则惘，思而不学则殆l Language acquisition will take place through frequent exposure. l Fluency is more important to communication than accuracy. Wu Benhu The 6 assumptions are the basis of the communicative approach. We can find these assumptions are still ap
44、plicable to our foreign language classrooms. However, we need to consider some other aspects in foreign language teaching. So we need to consider the following. 1) It is not wise to go extreme to advocate “learning a foreign language only for communication. 2) We have other goals in learning a forei
45、gn language such as learning for our cognitive development, learning for creativity, learning for the improvement of our thinking, problem-solving, decision-making. 8. How are the assumptions of the communicative approach adopted in class? Claypole (2010: 18) l Students work in groups or in pairs in
46、 order to negotiate and transfer meaning. l Information gaps are crucial to the meaningful transfer of information. l Authentic materials are used whenever possible. l Frequent use is made of role-play and simulation. l Productive skills are emphasised. l Class work is mainly oral. l Games, puzzles
47、and quizzes are key classroom techniques. Wu Benhu 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 11 页，共 13 页学而不思则惘，思而不学则殆The communicative approach is adopted by using the following techniques and activities: 1) group work 2) information gaps 3) authentic materials 4) role-play and simulation 5) or
48、al class work 6) games, puzzles and quizzes. From the above, we can see that the communicative language teaching focuses on the interaction between students. 9. What is the limitation of the communicative approach? Claypole (2010: 19) Furthermore, defining the method according to the goal is in effe
49、ct putting the cart before the horse. In language learning, there is no objective evidence that learning by doing is better than learning by listening or learning by reading. Practice alone does not make perfect, and encouraging groups of learners to have lively discussions in increasingly fluent br
50、oken English can quite simply do more harm than good. It can be like a group of students learning to play the piano by hitting the keys until it comes right. Wu Benhu According to Claypole, the communicative approach limits itself by simply using communicative activities to develop students communic
51、ative competence. However, other activities such as listening and reading can also be used to develop students communicative competence. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 12 页，共 13 页学而不思则惘，思而不学则殆Besides, it is noticeable that practice alone cannot make perfect but may lead to “increasin
52、gly fluent broken English”. We must say that practice alone is not effective practice. That is why many Chinese students fail to make substantial progress after a large number of exercises. Course Work: Reflect on the following questionsHow can we go beyond the communicative language teaching?1)What directions shall we go?2)What shall we do in each new direction?3)How shall we do in each new direction?精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 13 页，共 13 页
