英语教学法知识点整理
1，Structural view of language es languages as a linguistic system made up of various subsystems (Larn-Freeman&Long): Phonology, morphology, syntax.
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，Functional view: communicative needs of the learner (Johnson and Marrow), the functional view not only es languages as a linguistic system but also a means for doing things. Most of our
day-to-day language u involves functional activities: offering,
suggesting, advising, and apologizing.
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，Interactional view: the interactional view considers language to be
己可以组什么词a communicative tool, who main u is to build up and maintain
social relations between 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。
园林效果图心肌梗塞的前兆和表现4，Behaviourist theory: the way human acquires language (Harmer).
Bad on their experiments, Watson 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, respon, and
潮州开元寺
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
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, not just to rote recall what is learned. Teachers
need to design environments and interact with learners 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 interaction and engagement with the target language in a social
context bad on the concept of “Zone of Proximal Development”
(ZPD)and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.
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， A good teacher not only depend on his command of the language but also depend on ethic devotion, professional qualities and personal styles(Parrot)
一个好的老师不仅取决于他对语言的掌握，还取决于他的道德凉拌菜学习
奉献、职业素质和个人风格
9，Teachers’professional competence development involves stage1 language development, stage2(the most crucial and more complicated) learning, practice and reflection, stage3 goal professional competence. 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 foreign language teaching is to enable students to u the foreign language in work or life when necessary. Very often there is a big gap between the language
ud in real life and the language learned in classrooms.
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
暖一杯茶常有很大的差距。
11，The goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to u language appropriately in communicative situations.
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
后入白虎12，Hedge discuss 5 main components of communicative competence:linguistic competence, pragmatic competence, discour competence, strategic competence and fluency. P18 13，CLT(communicative language teaching)’s three principles suggested by Richards and Rodgers:
1)Communicative principle: activities that involve real
communication promote learning.
2)Task principle: activities in which language is ud for
carrying out meaningful tasks promote learning.
3)Meaningful principle:language that is meaningful to the
learner supports the learning 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 evaluating how communicative classroom activities are: 1) Communicative purpo,
2) Communicative desire,直销难民
3) Content, not form,
4) Variety of language,
5) No teacher intervention
6) No materials control.
P26
15，Task-bad language teaching(TBLT)
16，Clark, Scarino and Brownell believe that a task has 4 main components:
1)A purpo: making sure students have a reason for undertaking
the task
2)A context: this can be real, stimulated or imaginary, and
