英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记
一、 语言和语言学习
复习笔记
要点：
1. The way we learn languages
我们习得语言的方式
2. Views on language
语言观点
3. The structural view of language
南非国家简介结构主义语言理论
4. The functional view of language
左腰疼
功能主义语言理论
5. The interactional view of language
交互语言理论
6. Common views on language learning
关于语言学习的普遍观点
7. Process-oriented theories and condition-oriented theories
强调过程的语言学习理论和强调条件的语言学习理论
8. The behaviorist theory
行为主义学习理论
9. Cognitive theory
认知学习理论
10. Constructivist theory
建构主义学习理论
11. Socio-constructivist theory
社会建构主义理论
12. Qualities of a good language teacher
一个好的语言老师必备的素养
13. Teacher’s professional development
教师专业技能发展
本章考点：
我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；
圆月亮
认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：
Ⅰ. The way we learn languages
Ⅱ. Views on language
1. The structural view of language
2. The functional view of language
3. The interactional view of language
Ⅲ. Views on language learning and learning in general
1. Rearch on language learning
紫竹林事件2. Common views on language learning and learning in general
（1）Behaviorist theory
（2）Cognitive theory
（3）Constructivist theory
（4）Socio-constructivist theory
Ⅳ. Qualities of a good language teacher
土蜂蜜多少钱一斤Ⅴ. Development of a good language teacher薄荷日记
Ⅵ. An overview of the book
This chapter rves as an introduction for tting the scene for this methodology cour. It discuss issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discusd in order to rai the participants’ awareness of what is required for a good English teacher.
这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
Ⅰ. The way we learn languages（我们习得语言的方式）
Much of human behaviour is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching.
大多数人类行为受过往经验的影响。语言老师在课堂上的教学方式也会受到他们语言学习方式的影响。在学习外语时尤为如此。
The challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.
语言教学面临的挑战是：教学法如何才能保证不同之处多于相同之处的学习者成功习得语言。
Ⅱ. Views on language（语言理论）
【考点：结构主义语言理论、功能主义语言理论、交互语言理论的定义及具体应用】
Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which are explicitly or implicitly reflected in current approaches to language learning.
关于语言本质的三种观点：在语言的本质上有很多潜在的语言观点，当前语言学习的方法直接或间接反映了三种不同观点。
1. The structural view of language（结构主义语言理论）
The structural view of language is that language is a system of structurally related elements for the transmission of meaning.
结构主义语言理论认为语言是一个用于传递意义的系统，其中各因素在结构上相互联系。
（1）The elements of language system语言系统的因素
①phonological units （phonemes） 语音单位（音素）
②grammatical units （phras, claus, ntences） 语法单位（词组、从句、句子）
③grammatical operations （adding, shifting, joining or transforming elements） 语法操作（增添、移位、合并或改变成分）
④lexical items （function words and structure words） 词项（功能词和结构词）
（2）Target of language learning （语言学习的目标）
The target of language learning, in the structural view, is the mastery of elements of this system.
结构主义认为语言学习的目标是掌握语言系统的各因素。
（3）Methods bad on this view （基于该理论的语言学习方法）
①the Audiolingual method听说法
②Total Physical Respon全身反应法
③the Silent Way沉默法
黑人歧视2. The functional view of language（功能主义语言理论）
张生平The functional, or communicative view of language is the view that language is a vehicle for the expression of functional meaning.
功能主义语言理论也叫语言交际理论，它认为语言是表达功能意义的工具。
British linguists developed a system of categories bad on the communicative needs of the learner （Johnson and Marrow, 1981） and propod a syllabus bad on communicative functions. The functional view not only es language as a linguistic system but also a means for doing things.
基于语言学习者的交际需求，英国语言学家创建了范畴体系（Johnson and Marrow, 1981），提出以交际功能为基础的教学大纲。功能主义理论不仅把语言看作语言系统，同时把语言看成是做事的方式。
The mantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although the are also included.
相较于语法特征，功能主义语言理论更加注重语义和交际层面，尽管它也涵盖了语法特征。
