mier教学法简答题

2021年1月20日发(作者：尼科尔)
1
What
makes
a
good
language
teacher
and
how
can
one
become
a
good
language
teacher

1.
A
good
English
teacher
should
enable
the
students
to
communicate
in
English
inside
and outside class.

2. A good English teacher should have a goal in teaching. A major goal in English
teaching is to enable learners to use English effectively.

3. A good English teacher should from the start establish English as the main
classroom language.

4. A good English teacher should create conditions for learning.

5. A good English teacher should d
o all he can do to stimulate the students’
motivation to learn.



2
According
to
Hedge,
what
are
the
five
main
components
of
communicative
competence

①Linguistic competence ‘is concerned with knowledge of the language itself, its
form
and
meaning’(Hedge,
2000:46).
More
specifically,
it
involves
spelling,
pronunciation,
vocabulary,
grammatical
structure,
etc.
Hedge
emphasized
that
linguistic
competence
is
an
integral
part
of
communicative
competence
and
it
is
wrong
to think that communicative language teaching does not aim for high standard of
linguistic correctness.
②Pragmatic competence is concerned with the appropriate use of the language in
social
context.
That
is
to say,
the choice of the vocabulary and
structure depends
on the setting, the relative status of the speakers, and their relationships. In
Hymes’s words, to know ‘when to speak, when not, what to talk about with whom,
when, where and in what manner’.

③Discourse
competence
refers
to
one’s
ability
to
create
coherent
written
text
o
r
conversation and the ability to understand them (Canale and Swain, 1980).
④Strategic
competence
refers
to
strategies
one
employs
when
there
is
communication
breakdown due to lack of resources. One can compensate for this by searching for
other
means
of
expression,
such
as
using
a
similar
phrase,
using
gestures,
or
using
longer explanation.
⑤Fluency
means
one’s
ability
to
‘link
units
of
speech
together
with
facility
and
without strain or inappropriate slowness or undue hesitation’(Hedge, 2000:54).



3 What are the Principles of the Communicative Language Teaching suggested by
Richards and Rodgers (1986:72)

①Communication
principle:
Activities
that
involve
real
communication
promote
learning.

②Task
principle:
Activities
in
which
languages
is
used
for
carr
ying
out
meaningful
tasks promote learning.

③meaningfulness
principle：
Language
that
is
meaningful
to
the
learner
supports
the
learning process.


4 task


5 What are the main features of Task-Based Language Teaching


6 According to Clark, Scarino and Brownell, what are the four main components of
a task

1) a purpose: making sure the students have a reason for undertaking the task
2)
a
context;
this
can
be
real
simulated
or
imaginary,
and
involves
sociolinguistic
issues such as the location,
the participants and their relationship, the time, and other important factors.
3)
a
process:
getting
the
students
to
use
learning
strategies
such
as
problem
solving,
reasoning, inquiring,
4) a product: there will be some form of outcome, either visible(a written plan,
a
play,
a
letter
etc.)or
invisible(enjoying
a
story,
learning
about
another
country,
etc.)


7 What are the differences between PPP and TBL

One perspective looks at practice and the way students use and experience the
language. The other perspective looks at theory and the procedures and context of
learning.

A.
The
way
students
use
and
experience
language
in
TBL
is
radically
different
from
PPP

B.
TBL
can
provide
a
context
for
grammar
teaching
and
form
focused
activities
while
PPP is different in this aspect.

PPP
offers
a
simplified
approach
to
language
learning.
It
is
based
upon
the
idea
that you can present language in a neat and clear way. Your language develops by
adding new forms from one lesson to the next. Research shows that a wide exposure
to
language
with
sufficient
opportunities
for
students
to
practice
using
the
language
in
a
meaning
context
is
the
best
way
of
ensuring
that
students
will
acquire
it effectively (Frost 2004).



8 What are the basic five steps in designing tasks (P. 34)

Step1: Thin
k about students’ needs, interests, and abilities

What are the needs, interests and abilities of the students What kind of things do
they like to do What can they handle

Step2: Brainstorm possible tasks

Brainstorm a list of communicative tasks of the topic(s) listed in your textbooks
that students may be interested in dong. Bear in mind that a task should have a
communicative
purpose
and
should
be
goal-oriented.
For
example,
making
a
guide
for
using
the
new
library;
making
a
poster
illustrating
with
pictures
and
descriptions
the changes that have taken place in the neighborhood in the past 10 years.

Step3: Evaluate the list

After
you
have
brainstormed
the
possible
tasks,
you
can
use
the
following
criteria
to evaluate them.