years是什么意思英语教学法教程主要知识点归纳

2021年1月20日发(作者：failto)

Process-oriented
theories:
are
concerned
with
how
the
mind
organizes
new
information
such
as
ion,.induction,nce,.lization.
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
receives,
and
the
atmosphere.
Behaviorist
theory
,
skinner,learning
process
of
habit
formation&conditioning,a
stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this
method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes
were immediately corrected, and correct utterances were immediately praised.
Cognitive theory,
chomsky,learning:creative process, internal factors,students are asked to thinking and
allow to create their own sentence based on their understanding of certain rules ,language 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.
Constructivist
theory,
personal
construction,dewey,
believes
that
learning
is
a
process
in
which
the
learner
constructs
meaning
based
on
his/her
own
experiences
and
what
he/she
already
knows.
Socio-constructivist
theory
,
similar
to
constructivist
theory,
socio-constructivist
theory
emphasizes
interaction
and
engagement
with
the
target
language
in
a
social
context
based
on
the
concept of
“
Zone of Proximal
Development” (
ZPD)
and ng is best achieved through
dynamic interaction between the teacher&learner&between learners
Language teacher qualifications
：
1
、
a good command of spoken and written language2
、
formulate
theory presupposition3
、
language background and experience4
、
know how languages are learnt 5
、
the
ability to use methods in various situations6
、
deep understanding of cultural background7
、
understanding
the
principles
of

elements
can
be
categorized
into
three
groups
：
ethic
devotion
，

professional qualities and personal styles
Communicative
Competence
:
Hedge
,:linguistic
（
knowledge
of
the
language
itself,its
form
and
meaning
）
,pragmatic(the appropriate use of the language in social context),discourse(one ability to create
coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs
when there is communication breakdown due to lack of resource),fluency(ability to link units of speech
together with facility and without strain or inappropriate to slowness or undue hesitation)
Views on ural view
—
The founder
：

Saussure
—
The structural view of language sees
language as a linguistic system made up of various subsystems
：
1
、
the sound system
（
phonology
）

2
、
sound combinations
（
morphology
）
3
、

meaning for communication
（
syntax
）
—
Learning the language
is to learn the structural items
，
study the inner structure and rule of language
，
ignore the social functions
of the language
。
Functional view
—
Representative
：

Johnson
、
marrow
、
swain canal (the core: grammar)
—
The
function
view
not
only
sees
language
as
a
linguistic
system
but
also
a
means
for
doing
things
—
Learners learn a language in order to be able to doing things with it .Use the linguistic structure
to express functions.
Interactional view
—
Emphasis
：
appropriateness
—
Language is a communicative
tool
，
which main use is to build up and maintain social relations between people
—
Learners need to know
the
rules
for
using
the
language
in
certain
context
—
The
structural
view
limits
knowing
a
language
to
knowing its structural rules and vocabulary
CLT
（交际英语教学）
:to help the learners acquire communicative ability.
Language in real life
is used to
perform
certain
communication
functions;
use
all
skills:
A.
Receptive
skill:
listening
and
reading
B.
Productive skill: speaking and writing; used in a certain social context: teach the part of language in real
life rather than all the language students develop all the language skills.
Traditional pedagogy (
传统教
学法
)
: focus on the forms of language.


Principle
of
CLT:
communication
principle(involve
real
communication),task
principle(carrying
out
meaning),meaningfulness principle(meaningful to leaner)
Howatt
proposes a weak and a strong version

of CLT.
Weak version
: learners first acquire language as a structural system and then learn how to use it
in
communication.
Strong
version
:
language
is
acquired
through
communication.
Classroom
activity:
precommunicative
activity(structural
activity:primary
focus
on
linguistic
forms,quasi- communicative
activity:focus
on
forms
plus
meanings)communicative
activity(functional
communicative
activity:focus
on
meanings
plus
forms,social
interaction
activity:primary
focus
on
meanings)
Tasks
are activities where the target language is used by the leaner for a communicative purpose (goal)
in order to achieve an outcome.
Four components of a task:
a purpose, a context, a process, and a
product.
Tasks

focus
on
the
complete
act
of
communication.
(
Purposeful
&
contextualized
communication
)
. Exercises
focus the students
’
attention on the individual aspects of language, such as
vocabulary, grammar or individual skills.
(Focus on individual language items)

Exercise-task
comes
halfway between tasks and exercises, consists of contextualized practice of language item.
Six
criteria
for
evaluating
classroom
activity:
communicative purpose,communicative desire,content
not form,variety of language,not teaching intervention,no materials control
TBLT
:a further development of
communicative language shares the same beliefs ,as language should be learned as close as
possible
to
how
it
is
used
in
real
life,stressed
the
importance
combine
form-focused
teaching
with
communication-focus teaching
PPP
:
presentation
(introduces new vocabulary and grammatical structures),
practice
(the lesson moves
from controlled practice to guided practice and exploitation of the texts when necessary) and
production

(the
students
are
encouraged
to
use
what
they
are
learned
and
practiced
to
perform
communicative
tasks)
Five steps of designing task
:think about students need interest and ability,brainstorm possible
task,evaluate the list,choose the language item
Lesson Planning
: 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.
Principles for good lesson planning:
aim,
variety, flexibility, learnability, and linkage
.Variety:
planning a number of different types of activities and
where possible, introducing students to a wide selection of materials so that learning is always interesting,
motivating and never monotonous for the students.
Flexibility:
preparing some
extra
and
alternative
tasks
and
activities
at
the
class
does
not
always
go
according to the plan so that teachers always have the option to cope with the unexpected
situations
rather than being the slaves of written plans or one methodology.
Learnability:

within capability of the
students, not be too easy or beyond or below the students
’
coping ability
.Linkage
: easy task followed by
a comparatively difficult one, or do a series of language-focused activities to get the students prepared
linguistically.
Macro
planning
involves
the
following:
A.
Knowing
about
the
profession,g
about
the
institution,C. Knowing about the learners,D. Knowing about the curriculum/syllabus E
．
Knowing about the
textbook

F
．
Knowing about the objectives
Components of a lesson plan:
A. Background information,B
Teaching aims C. Language contents and skills D. stages and procedures E. Teaching aids F. End of
lesson summary G.. Optional activities and assignments H. After lesson reflection
Classroom management
is

the way teachers organize what goes on in the classroom.
The
role
of
the
teacher
(based
on
the
function
of
the
teacher):
1.
Controller2.
Assessor:3.
ce- provide(:facilitator,guide,researcher)