一建准考证打印1. What do you think are the most important qualities of a good language teacher? Why?
A good English teacher:
1) Professional competence
a) ethic devotion
b) certain desirable personal styles
c) necessary professional quality
期待英文a good language teacher:
2) Professional competence
the state of quality of being adequately qualified for the profession
armed with specific range of skills, strategies, knowledge, and ability
The learning stage
Learning from others’ experience
— craft
2. Learning the received knowledge
—‘applied science’ knowledge
3. Learning from one’s own experiences
as a learner
The practice stage (2 ns)
Pudo ['sjuːdəʊ] practice:
short period of time assigned to do teaching practice as part of one’s pre-rvice educatio
n, usually under the supervision of instructors
The real classroom teaching:
what a teacher undertakes after he/she finishes formal education
The practice stage
Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999)
Teachers should reflect on their work not only after they finish a certain period of practice but while they’re doing the practice as well
The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching
2. What are the common views on language learning? What are the implications for language teaching?
common views on language learning:
The process where the exposure to language is structured through language teaching.
Learning is a conscious process, and it usually takes place in the language classroom.
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Process: Conscious + Explicit(显性的）
Emphasis: Accuracy
Setting：formal/ controlled
Compared to language acquisition focus on meaning, language learning focus on form.
Language input in natural, language learning input is lected..
implications for language teaching
language competence
1) teachers need to help learners:
a) achieve accuracy in the grammatical forms of the language
b) pronounce the forms accurately
c) u stress, rhythm, and intonation to express meaning
d) build a range of vocabulary
e) learn the script and spelling rules
f) achieve accuracy in syntax and word formation
danpragmatic competence
2) teachers need to help learners
a) gordonlearn the relationship between grammatical forms and functions
b) u stress and intonation to express attitude and wmotion
c) learn the scale of formality
南安普顿大学d) understand and u emotive tone
e) u the pragmatic rules of language
f) lect language forms appropriatethe pirate bay to topic, listener, or tting…
discour competence
3) teachers need to help ppgoulearners
a) take longer turns, u discour markers and open and clo conrvations
b) appreciate and be able to produce contextualized written texts in a variety of genres
c) be able to to u cohesive devices in reading and writing texts
d) be able to to cope with authentic texts
strategic competence
4) teachers need to enable learners
a) to take risks in using the language
b) to u a range of communicative strategies
c) to learn the language needed to engage in some of the strategies
fluency
5) teachers need to help learners
a) deal with the information gap of real discour
b) process language and respon appropriately with a degree of ca
c) be able to respond with reasonable speed in ‘real time’
3. What is communicative competence?
Defintion of communicative competence
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Hedge discuss five main components of communicative competence:
1) linguistic competence
the knowledge of the language itlf, its form and meaning
2) pragmatic competence
appropriate u of the language in social context
3) discour competence
one’s ability to create coherent written text or conversation and the ability to understand them
4) strategic competence 儿歌mp3下载
strategies one employs when there is communication breakdown due to lack of resources
5) fluency.
One’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation’
Hymes’ view of communicative competence (1979)
Besides grammatical rules, language u is governed by rules of u.
the language code(the form of language) +
what to say to whom and how to say it appropriately in any given situation
including knowledge of what to say, when, how, where, and to whom
