《Chapter实用教案》由会员分享，可在线阅读，更多相关《Chapter实用教案（29页珍藏版）》请在金锄头文库上搜索。
1、Main Points for Revision2. The commonly used learning strategies: the S. training model & the teachers roles3. The different EFL learners and what they suggest about EFL teaching (discussion). What is L. learning strategy: the definition & the classification第1页/共28页第一页，共29页。What are learning strateg
2、ies?Learning strategies are specific Learning strategies are specific actionsactions taken by the learner to make taken by the learner to make learning easier, faster, more learning easier, faster, more enjoyableenjoyable, , more more self-directedself-directed, and more , and more transferable to n
3、ew situations. transferable to new situations. ( (Oxford, 1990Oxford, 1990) )第2页/共28页第二页，共29页。WhatareL.learningstrategies?Learnersconsciousandsemi-consciousLearnersconsciousandsemi-consciousthoughtsthoughtsandandbehaviorsbehaviors, , totoimprovimprove ethetheknowledgeknowledgeandandunderstandingunde
4、rstanding ofofL2L2,aswellasstrategiesfor,aswellasstrategiesforusingusingthelanguagethathasthelanguagethathasbeenlearnedorforgettingaroundgapsinlanguagebeenlearnedorforgettingaroundgapsinlanguageproficiency.proficiency.(Cohen,2006)第3页/共28页第三页，共29页。Three-wayClassificationOMalley&Chamot(1990)Metacognit
5、iveCognitiveCognitiveSocial 第4页/共28页第四页，共29页。Model of Strategy TrainingThe procedure of strategy training should not be: Informing practiceBut:Trying sharing (discussion) performing monitoring evaluatingA process of three-stage for skill-based strategy training:l Declarative stage (for knowing), l P
6、rocedural stage (for using), l Automatized stage (for using autonomously).The final goal of S. training is to build autonomous learners. Anderson (1993, 1995) 第5页/共28页第五页，共29页。TheroleoftheteacherFind out students strategies used before and the strategies proved to be successful or less successful;He
7、lp expand the students repertoire of strategies;Provide the students with opportunities to practice;Encourage the students to monitor and evaluate their strategy use.DiagnoseBuildSupportEncourage第6页/共28页第六页，共29页。The The FocusFocus Today TodayUnderstanding interactive & collaborative learning in the
8、classroom1. The difference in the L2 learners2. The positive group dynamic in the classroom3. The collaborative learning & interactions in the classroom & its assessment第7页/共28页第七页，共29页。The difference in L2 Learners Learning strategies Starting age of learning Intelligence Language aptitude Personal
9、ity Cognitive styles 第8页/共28页第八页，共29页。L. Strategies of Successful L2 LearnersActive guessing & thinking in reading & listening Perceiving, categorizing, noticing and remembering of the linguistic features in L2 practice Supplementary learning from any L2 linguistic environmentApplication of L2 for c
10、ommunication by all means Testing the hypothesis with risks in speaking & writingMonitoring, reflection, revision of ones (or others ) outputActive participation & borrowing from the group dynamic Adaptability to different learning conditionsetc. (P 51)InputOutputLearning conditions第9页/共28页第九页，共29页。
11、The best time to start L2 learningAccording to CPH (the critical period hypothesis), the starting age for beginners to learn L2 should ideally be during the critical period (10-12y.) However it does not mean that the younger the learners are, the better they can acquire the language.The younger lear
12、ners can speak better than the adults with good pronunciation and grammatical accuracy.The older adult learners can build the systematic and morphological development faster than children for their cognitive and intellectual abilities are better developed. 第10页/共28页第十页，共29页。Function of intelligenceL
13、1 acquisition:It seems that peoples intelligence plays little role in L1 acquisition. L2 learning:However intelligence plays an important part in the formal L2 learning in classroom because the general intelligence is thought to determine people ability to learn any new skills, esp. involving Ss thi
14、nking ways, levels & skills. 第11页/共28页第十一页，共29页。L. Aptitude & its function in L2 acquisition “Language Aptitude” is believed to be an innate ability, that some of people have more than others, which makes language learners more likely to be successful in L2 learning. The ability includes: phonetic c
15、oding ability grammatical sensitivity inferential ability etc. But the hypothesis has not been finally proved yet.第12页/共28页第十二页，共29页。Introversionvs.ExtroversionIntrovertshaveaninnerstrengthofcharacterthatextrovertsdonthave.Extrovertsactuallyneedotherpeopleinordertofeel“good”.第13页/共28页第十三页，共29页。Intro
16、verts & extroverts in L2 Learning It seems that in the learning activities that emphasize the use of language fluently more, the extrovert may be more likely to be successful than the introvert. The introversive learners may more likely to be successful in the accuracy-focused learning activities as
17、 they would pay more attention to the structure of language, but dare not take risks with the unfamiliar language, thus they are too inhibited and careful in learning. 第14页/共28页第十四页，共29页。Dependent & Independent learnersIt seems that the field dependant learners may be more easily to develop their in
18、terpersonal communication skills in L2 learning. While the field independent learners would be more successful at building their inner language system.Thus EFL teachers at least should provide the learning conditions/ environment for both who are with different cognitive styles.第15页/共28页第十五页，共29页。Th
19、e Main Teaching Events in the ClassA talk about western table manners with picturesPrediction of the central meaning of the text by M-questionsReading to know what “manners” mean/ R-tasks & purposeReading, pair discussion & notes-taking for group report Team presentation with the written report & de
20、monstrationListening & notes-taking for the assessment of task outcomeChecking Ss notes, reading & evaluating their reports Class assessment on the team work (feedback to the speakers)More supplementary reading about the different table manners第16页/共28页第十六页，共29页。The QuestionsThe Questions for Observ
21、ation & DescriptionDo you think the teacher knows her Ss well? Why? T. numbers all group members in her way, why? Why does T. give Ss different reading tasks? What would introvert/ extrovert Ss like to do in the class? What would dependent/ independent Ss like to do? How can both visual-sensitive/ a
22、udio-sensitive Ss learn more effectively? 第17页/共28页第十七页，共29页。What is the Classroom?Classroom is a social contextsocial context where the learners can not only acquire the linguistic knowledge & skills but also realize their interpersonal relations or perform or perform social transactions between in
23、dividuals. by Michael Breen Learning Interaction第18页/共28页第十八页，共29页。The Positive Group Dynamic All learners are willing to test L2 without worrying about losing faces or making errors; The learners are more likely to take notice of and learn from what their peer learners say & do as well as from the
24、teachers feedback; To perform the student-centered and less controlled activities/tasks, the learners would like to cooperate in groups in the relaxing and comfortable environment. 第19页/共28页第十九页，共29页。The Principles of collaborative learning Students are accountable as individuals and as a group (any
25、ones success will benefit other members in the group). Students work in positive interdependence (to pair the partner who is willing to interact and may play different parts in the friendly and harmonious atmosphere). Student work mainly in small heterogeneous groups (pairs, groups of 4 or 6). Stude
26、nts learn language through ample opportunities for purposeful tasks. Students learn and practice the skills required for collaboration (work towards common goals). 第20页/共28页第二十页，共29页。Function of Collaborative LearningCollaborative learning provides students -, and enable them help and learn from one
27、 another in the supporting “social context”. more interactionsWhere a peer-support learning atmosphere is found, the different-ability students can not only acquire the linguistic knowledge & skills but also realize their interpersonal relations or perform the social transactions between individuals
28、 through tasks. 第21页/共28页第二十一页，共29页。The Function of Interactionin Language LearningCognitive ProcessSocial ProcessAffective ProcessConstruction of KnowledgeInterpersonal SkillSs Learning Attitude第22页/共28页第二十二页，共29页。 “Summative assessment” & ” & “Formative assessment” ”Summative assessment: learning
29、results Formative assessment: learning processThe classroom assessment is process-focused as it is not only the way for the teacher to know how well students are learning and what needs to be done next for helping them learn better but also the way for students themselves to know their achievement d
30、uring the learning process. 第23页/共28页第二十三页，共29页。Teachers Role in the ClassroomStrongly believe that there are not any “bad learners” in your class but different learners.Create a positive group dynamic for all different learners.Organize the mixed-ability learners in groups and try to help them play
31、 different roles.Make good use of the peer-support grouping in the “class community”.Getting learners to learn how to work together with others.Assess learning focusing on learning process and help Ss find out their own way (the suitable learning strategies and all personality factors) to acquire L2
32、.第24页/共28页第二十四页，共29页。The QuestionsThe Questions for Further DescriptionHow does the T. create positive group dynamic in this classroom? How does the T. help Ss interact each other actively? How does the T. assess learning? Do you like it? Why/ Why not?How to help Ss learn more collaboratively? How t
33、o help Ss learn more interactively?第25页/共28页第二十五页，共29页。Homework 1. 1. Complete Complete Description Report (6)Description Report (6) (critical comments & suggestions ) (critical comments & suggestions ) focusing on how T. should do to help EFL learners focusing on how T. should do to help EFL learne
34、rs lproduce spoken language more effectivelyproduce spoken language more effectivelyl be more motivated to learn or use the language be more motivated to learn or use the languagel use learning strategies more effectively use learning strategies more effectivelyl learn collaboratively with more inte
35、raction etc. learn collaboratively with more interaction etc.2. Read Handout “2. Read Handout “Chapter 7Chapter 7” about “EFL Teaching Design ” about “EFL Teaching Design , Chapter 2 “Aspects of foreign language teaching” (P.22-, Chapter 2 “Aspects of foreign language teaching” (P.22-34) and Chapter
36、 12 Classroom Communication and 34) and Chapter 12 Classroom Communication and Management (p241-265)Management (p241-265)第26页/共28页第二十六页，共29页。Thank you for listening第27页/共28页第二十七页，共29页。感谢您的观看(gunkn)！第28页/共28页第二十八页，共29页。内容(nirng)总结Main Points for Revision。inferential ability etc.。“Summative assessment” &。感谢您的观看(gunkn)第二十九页，共29页。
