1,Structural view of Ian guage es Ian guages as a lin guistic system made up of various subsystems (Larr-Freeman&Long): Phono logy, morphology, syn tax.
语言的结构观把语言看作是由各种子系统组成的语言系统(弗 里曼&朗)：音位学、形态学、句法。
2,Fun cti onal view: com muni cative n eeds of the lear ner (Joh nson and Marrow), the functional view not only es Ianguages as a linguistic system but also a means for doing things. Most of our day-to-day Ianguage u invoIves functional activities: offering, suggesti ng, advis ing, and apologiz ing.
功能观：学习者的交际需求(约翰逊和马罗)，功能观不仅把语 言看作一种语言系统，而且把语言看作一种做事的手段。我们 日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3儿童灯谜大全， In teractio nal view: the in teractio nal view con siders Ian guage to be
a com muni cative tool, who main u is to build up and maintain social relati ons betwee
n people.
互动观：互动观认为语言是一种交际工具，其主要作用是建立 和维护人与人之间的社会关系。
4， Behaviourist theory: the way huma n acquires Ian guage (Harmer). Bad on their experime nts, Wats on and Raynor formulated a stimulus-respon theory of psychology. The key point of the theory of conditioning is that “you can train an animal to do anything（within reason） if you follow a certain procedure which has three major stages, stimulus, resp on , and reinforcement ” （Harmer）
行为主义理论：人类获取语言的方式（哈默）。基于他们的实验， 华生和雷诺制定了心理学的刺激反应理论。条件作用理论的关 键是，“如果你遵循一个有三个主要阶段： 刺激、反应和强化的
梦见芝麻特定程序，你可以训练一只动物做任何事情（在理性范围内）。”
5， Cognitive theory: the term cognitivism is often ud looly to
describe methods in which students are asked to think rather than simply repeat（ Noam Chomsky, Skinner P5
认知理论：认知主义这个术语经常被松散地用来描述要求学生 思考而不是简单重复的方法（诺姆•乔姆斯基，斯金纳） p5。
6,Constructivist theory: it is believed that education is ud to develop the mind, no t just to rote recall what is lear ned. Teachers n eed to desig n en vir onments and in teract with lear ners to foster inventive, creative, critical learners（ John Dewey）
建构主义理论：人们认为教育是用来发展思想的，而不仅仅是 用来死记硬背所学的东西。教师需要设计环境并与学习者互动， 以培养创新性、创造性和批判性的学习者（约翰•杜威）
7,Socio-constructivist theory: reprented by Vygotsky emphasizes in teracti on and en gageme nt with the target Ian guage in a social con text bad on the con cept of Zone of Proximal Developme nt (ZPD)and scaffolding. In other words, learning is best achieved th
rough the dynamic interaction between the teacher and the lear ner and betwee n lear ners.
宁波南塘老街社会建构主义理论：以维果茨基为代表，强调在“近端发展区”
(ZPD和“支架式”概念的基础上，在社会语境中与目标语 言的互动和联系。换句话说，学习最好是通过教师和学习者之 间以及学习者之间的动态互动来实现的。
8， 幼儿园课后反思A good teacher not only depe nd on his comma nd of the Ian guage but also depend on ethic devotion, professional qualities and pers onal styles(Parrot)
一个好的老师不仅取决于他对语言的掌握，还取决于他的道德 奉献、职业素质和个人风格
9， Teachers professi onal compete nee developme nt invo Ives stage1 Ianguage development, stage2 (the most crucial and more complicated) learning, practice and reflection, stage3 goal professi onal compete nee. P9
教师职业能力发展包括第一阶段：语言发展、
第二阶段(最关键、最复杂)学习、实践与反思、
第三阶段目标职业能力。
10, The ultimate goal of foreig n Ian guage teachi ng is to en able students to u the foreign Ianguage in work or life when necessary. Very often there is a big gap between the Ianguage ud in real life and the Ian guage lear ned in classrooms.
操场上教案外语教学的最终目标是使学生在必要时能在工作或生活中使用
外语。在现实生活中使用的语言和在教室里学习的语言之间经
常有很大的差距。
11， The goal of CLT is to develop students 'ommunicative compete nee, which in cludes both the kno wledge about the Ianguage and the knowledge about how to u Ianguage appropriately in com muni cative situati ons.
CLT的目标是培养学生的交际能力，包括语言知识和如何在交
际情境中恰当使用语言的知识
12， Hedge discuss 5 main comp onents of com muni cative compete nee: lin guistic compete nee, pragmatic compete nee, discour compete nee, strategic compete nee and flue ncy. P18
13， CLT(com mun icative Ian guage teachi ng) 'three prin ciples年度预算
suggested by Richards and Rodgers:
1)Communicative principle: activities that invoIve real com muni cati on promote lear ning.
2)Task principle: activities in which Ianguage is ud for carry ing out meanin gful tasks promote lear ning.
3)Meaningful principle: Ianguage that is meaningful to the lear ner supports the lear ning process.
理查兹和罗杰斯提出的CLT三项原则:
1)交际原则：涉及真实交际的活动，促进学习。
2)任务原则：用语言进行有意义的任务的活动，促进学习。
3)有意义原则：对学习者有意义的语言支持学习过程
14， Ellis has listed 6 criteria for evaluati ng how com muni cative
classroom activities are:1) Communi cative purpo,
2)Communi cative desire,
3)Content, not form,
4)Variety of Ian guage,
5)No teacher in terve ntio n
区域代理6)No materials con trol.
15， Taskbad Ian guage teachi ng(TBLT)26
16， Clark, Scarino and Brownell believe that a task has 4 main comp onen ts:
新一年的祝福语1)A purpo: making sure students have a reason for undertaking the task
