教程英文

Unit1

Furtherreading

ApproachesandMethodsinLanguageTeaching:ds&s外语教

学与研究出版社，2000

Howtobeagoodteacher:Scrivener,ann1994,Chapter1

CommunicativeLanguageTeaching:Nunan,ingTasksfortheCommunicativeClassroom.

CambridgeUniversityPress1989

Howtoplanlessons:Ur,dgeUniversityPress.1996.

Module15

ClassroomManagement:Gower,R.,Phillips,ters,ngPracticeHandbooknew

ann1995

Howtoteachlistening:Underwood,n.1989.

Howtoteachspeaking:Harmer,tion.

r8

Howtoteachreading:Grellet,dgeUniversityPress.1981

Harmer,r10

Howtoteachwriting:Tribble,UniversityPress.1996.

Harmer,r7&

8

Howtoutextbooks:Grant,n.1987.

nLanguage

TeachingandRearchPress.2003

《外语教学法丛书》20本ShanghaiForeignLanguageEducationPress

Thestructuralview

Thestructuralvieweslanguageasalinguisticsystem.

Thesystemoflanguage=thesystemofsounds+

thesystemofwords+

thesystemofgrammar

Thefunctionalview

(Thefunctional-notionalview)

Thefunctionalvieweslanguageas

alinguisticsystem

andas

ameansfordoingthings

Theinteractionalview

Theinteractionalvieweslanguageas

acommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

Theinteractionalvieweslanguageprimarilyasmeansforestablishingandmaintaining

interpersonalrelationshipsandforperformingtransactionsbetweenindividuals.

Thetargetoflanguagelearningislearningtoinitiateandmaintainconversationwithotherpeople

Twothingsareneededforcommunication

Rulesoflanguageform(grammar&vocabulary)

Rulesoflanguageuinacontext(Isitappropriatetouthislanguageiteminthiscontext?)

ViewsonLanguageLearning

Behaviorism

Threebasicbehavioristideasaboutlearning

ioning(Pavlovandthedribblingdogs):learningisenasaquestionofdeveloping

connections(knownasstimulus-responbonds)betweenevents.

ormation(Skinnerandthesportypigeon)

ortanceoftheenvironment(writingonacleanslate)organism:personoranimalthatdoes

thelearning

Environment:anevent,asituationoranotherperson(teacherorparent)

EnvironmentOrganism

TheCognitivetheory

Chomsky:

intricate(complicated)rule-badsystem.(Languageis

rule-governed.)

Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftherulesan

infinitenumberofntencescanbeproduced.(Languageisgenerative.)

Studentsshouldbeaskedtothinkratherthansimplyrepeat.

Constructivistviews

Learningisaprocessinwhichthelearnerconstructmeaningbadonhis/herownexperiencesand

whathe/shealreadyknows.

Constructivismisabroadtermudbyphilosophers,curriculumdesigners,psychologists,educators,

oplewhouthetermemphasize“thelearner’scontributiontomeaningand

learningthroughbothindividualandsocialactivity”.

Socialconstructivism

Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerand

betweenlearners.

Vygotsky’stheory

Vygotsky’conceptofthezoneofproximaldevelopment:achildcansolveaproblemwiththehelp

(scaffolding)ofanadultormoreablepeer.

Vygotsky’recommended

pairingmorecompetentstudentswithlesscompetentstudentstoelevatethelatter’scompetence.

scaffolding

Scaffolding:thetechniqueofchangingthelevelofsupportoverthecourofateachingssion;a

more-skilledperson(teacherormore-advancedpeerofthechild)adjuststheamountofguidancetofit

thestudent’etaskthestudentislearningisnew,theteachermightu

tudent’scompetenceincreas,lessguidanceisprovided.

Thinkofffolding

providessupportwhenneeded,butitisadjustedandgraduallyremovedasthebuildingapproaches

chersfoundthatwhenscaffoldingisudbyteachersandpeersincollaborative

learning,students’learningbenefits.