alluvial教学法

2021年1月20日发(作者：bogdan)
一．
View on language
语言观

1.
Structural
view:

Language
as
a
linguistic
system
made
up
of
various
subsystems,
such
as
sounds,
words
and grammar.
2.
Functional
view:

Functional
view
not
only
sees
language as a linguistic system but also a means for doing
things.
It
combines
the
grammartic
rules
the
vocabulary
to express notions that perform the functions.
ctional
view:

It
considers
language
to
be
a
communicative
tool,
whose
main
use
is
to
build
up
and
maintain social relations between people.
二．
View on language learning and learning in general
ourist theory:
In this theory all complex forms
of behaviour
—
motions, habits. It has three major stages,
stimulus, response, and reinforcement.
ive
theory
认知主义学习观
:

It
emphasizes
thinking,
generative,
rule-based.
It
was
put
forward
by
Chomsky and thinks language is not a forms of behaviour,
it is an intricate rule- based system.
3.
Constructivist
theory
构建意识主义观
:
It
believes
that learning is a process in which the learning constructs
meaning based on his or her own experiences and what he
or she already know.
-constructivist
theory:
It
emphasizes
interaction
and
engagement
with
the
target
language
in
a
social
context based on the concept of ZPD and scaffolding.
三．
What makes a good language teacher?
There
are
a
variety
of
elements
that
contribute
to
the
qualities
of
a
good
language
teacher:
ethic
devotion,
professional qualities and personal styles.
The
ultimate
goal
of
foreign
language
teaching
is
to
enable students to use the foreign language in work or
life when necessary.
四．
What is communicative competence?
1.
One
possible
solution
to
bridge
the
gap
between
classroom language teaching and real-life language use.2.
CTL is to develop students
’
communicative competence.3
it includes both the knowledge about the language and the
knowledge
about
how
to
use
the
language
appropriately
in communicative situations.
五．
Communicative competence
交际能力

stic
competence
语
言
能
力
:

Linguistic
competence is concerned with knowledge of the language
itself, its form and meaning.
tic
competence
语用能力
:
It
is
concerned
with
the appropriate use of the language in social context.
rse
competence
话语能力
:
It
refers
to
one
’
s
ability to create coherent written text or conversation and
the ability to understand them.
gic
competence
策
略
能
力
:
It
is
similar
to
communication
strategies.
It
refers
to
strategies
one
employs when there is communication breakdown due to
lack of resources.


y
流畅
:
one
’
s
ability
to
link
units
of
speech
together with facility and without strain or inappropriate
slowness or undue hesitation.
六．
Principles of communicative language teaching:
.Communication
principle
交际原则

,
Task
principle,
Meaningfulness principle.
Howatt proposes a weak and a strong version of CLT
七．
Main features of communicative activities:
Functional communicative activities: Identifying pictures
discovering identical pairs
…
.
Social
interaction
activities:
role-playing
through
cued
dialogue, improvisation(
仿真
)
…
.
八
Task- based
language
teaching
(TBLT
)
任务型教学法
:
It
is
a
feature
development
of
communicative
language
teaching.
It
has
stressed
the
importance
to
combine
form-focused
teaching
with
communication-focused
teaching.
Four
components
of
a
task:

a
purpose,
a
context,
a
process, a product.
PPP:
presentation practice and production.
TBL
：
-task(introduction
to
topic
and
task)
cycle(task, planning, report, students hear task recording
or
read,
text)ge
focus(analysis
and
practice,
review and repeat task)
九．
Overall language ability:

1.
Cultural(knowledge,
understanding,
awareness)
2
.Language(phonetics,
grammar,
vocabulary,
functions,
topics)
3
.Language
skills(listening,
speaking,
reading,
writing)
4
.Learning(cognitive,
self
management,
communication
resourcing)
5
.Affect(international,
respective, patriotism, confidence, motivation)
十．
Why is lesson planning important?

A
lesson
plan
is
a
framework
of
a
lesson
in
which
teachers make advance decisions about what they hope to
achieve and how they would like to achieve it . In other
words,
teachers
need
to
think
about
the
aims
to
be
achieved,
materials
to
be
covered,
activities
to
be
organized,
and
techniques
and
resources
to
be
used
in
order to achieve the aims of the lesson.
十一
. Principle for good lesson planning
(objectives):

aims
are
not
the
things
teachers
intend
to
do
during
the
lesson,
but
the
things
that
students are able to do by the end of the lesson.