英语教学法Word格式.docx
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英语教学法Word格式.docx
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B.Cognitivepsychology
1.definition:
thestudyofpeople’sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehavior.
2.factorsmakingcognitivepsychologythedominantapproachintheworld:
a.thedevelopmentofcomputertechnology
b.JeanPiaget
Hedividedchildren’scapacityoflearningintofourstages:
sensorimotor,preoperatinal,concreteoperational,formaloperational.Heproposedthatchildrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses:
assimilationandaccommodation.
Assimilationreferstotheprocessbywhichnewitemsareaddedtoaconceptorschema.
Accommodationmeanstheprocessbywhichtheexistingconceptorschemaischangedonthebasisofnewinformation.
c.NormChomsky
HispublicationofSyntacticStructuresin1957notonlystartedarevolutioninlinguisticsbutalsohadanenormousimpactonpsychology.
Hearguedthatlanguageshouldbeviewedasasystemofmentalruleswhichareinpartwiredintothebrainasaresultofevolution.
LAD(LanguageAcquisitionDevice)
C.Humanisticpsychology/Humanism
humanisticapproachesemphasizetheimportanceoftheinnerworldofthelearnerandplacetheindividual’sthoughts,feelings,andemotionsattheforefrontofallhumandevelopment.
2.AbrahamMaslow’shierarchyofhumanneeds
Self-Actualization
BeingneedsAestheticNeeds
CognitiveNeeds
Needforself-esteem
DeficiencyneedsNeedforinterpersonalcloseness
Needforsafetyandsecurity
Basicphysiologicalneeds
Table1Maslow’sHierarchyofHumanNeeds
(Maslow,1968;
Williams&
Burden,2000)
Maslowpointedoutthatifthedeficiencyneedswerenotmet,ortheirfulfillmentwasdisruptedinsomeway,thenitwouldbecomedifficultorevenimpossibleforapersontofulfillneedsfurtherupthehierarchy.
Ⅱ.TheoriesofSecondLanguageAcquisition
Themonitortheory
A.founder:
StephenKrashen
B.fivehypotheses:
1.Theacquisition-learninghypothesis
Acquisitionreferstothesubconsciousprocessinwhichlearnersdeveloptheirlanguageproficiencythroughnaturalcommunicationinthetargetlanguage.
Learningmeanstheconsciousprocessinwhichlearnersacquireexplicitknowledgeoftherulesofthetargetlanguage.
Thedistinctionbetweenthemiswhetherthelearnerplaysaconsciousattentiontotherulesofthetargetlanguage.
2.Themonitorhypothesis
Acquisitionandlearninghavedifferentfunctionsinthecommunicationactivities.Acquisitionisresponsibleforthefluencyoftheutterancesproducedbyspeakerswhilelearningisresponsiblefortheaccuracyofthespeechesorpassages.Theonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.
Threeconditionsofmonitor:
First,thespeakermusthavesufficienttimetomonitorhisproductions.
Second,thelanguageperformermusthavehisfocusonform.
Third,thelanguageperformermusthaveanexplicitknowledgeoftherulesorthetargetlanguge.
3.Thenaturalorderhypothesis
Foreignlanguagelearnersacquiretherulesofthetargetlanguageinthesameordernomatterwhere,whenandhowtheyarelearningthelanguage.
AverageOrderofAcquisitionofGrammaticalMorphemesforEnglish
asSecondLanguage(ChildrenandAdults)
4.Theinputhypothesis
Weacquire(nolearn)languagebyunderstandinginputthatisalittlebeyondourcurrentlevelof(acquiredcompetence).
5.Theaffectivefilterhypothesis
Learnerswithhighmotivation,self-confidence,lowanxietywilldomuchbetterthanthosethatareunmotivated,lackinginself-confidenceandconcernedtoomuchaboutfailure.
Ⅲ.TheoriesofLinguistics
A.Traditionallinguistics
1.time:
In5thcenturyB.C.(morethan2000yearsago)theancientGreeksbegantomakeaseriousstudyoflanguageintherealmofphilosophy.
2.twofamouscontroversiesatthattime:
Onewasbetweenthenaturalistsandconventionalistsontherelationsbetweenformandmeaning.Theotherwasbetweentheanalogistsandtheanomalistsontheregularitiesoflanguage.
B.Americanstructuralism
itstartedatthebeginningofthe20thcenturyandwasverypopularandinfluentialinthe1930sand1949sthroughouttheworld.
2.twoforerunners:
FranzBoasandEdwardSapir
BothstudiedthelanguagesandculturesofAmericanIndians.
3.LeonardBloomfield
HeisalinguistinAmerica,andisregardedasthefatherofAmericanstructuralism.
Forhim,alanguageisahabitofverbalbehaviorwhichconsistedofaseriesofstimuliandresponses.In1933,hepublishedabookLanguage,whichbecamethebibleoflinguistics.
C.Transformationalgenerativelinguistics
in1957,NoamChomskypublishedabookSyntacticStructures,whichstartedarevolutioninthelinguisticworldandusheredinanewschool---thetransformationalgenerativelinguistics.
2.LanguageAcquisitionDevice(LAD)
Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Thesegeneralprinciplescanbeappliedtoallthelanguagesintheworld.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Chomskyassumesthatthechildwillmakehypothesesonthebasisofthegeneralprinciples,thenhewilltestthehypothesesonthebasisofthegeneralprinciples,thenhewillmodifythehypothesesaccordingly,testthemagainagainstthedata.Thishypothesis–testingprocedurewillrepeatagainandagainuntilthehypothesesagreewiththeactualgrammarofthelanguage.Children’slanguageacquisitionprocesscompleteswhentheuniversalgrammarissuccessfullytransformedintothegrammarofaparticularlanguage.
3.linguisticcompetenceandlinguisticperformance
Linguisticcompetencereferstotheinternalizedknowledgeofthelanguagethatanativespeakerofthatlanguagepossesses.
Linguisticperformanceistheactualutterancesproducedbythenativespeakers.
Chomskyholdsthepositionthatlinguistsshouldstudythelinguisticcompetence,nottheperformance,andheargues,adeductive,hypothesis-testingapproachshouldbetaken.
D.FunctionalLinguistics
1.ItdevelopsdirectlyfromtheLondonSchoolofLinguistics.
2.BronislawMalinowski
Hewasananthropologistandtheprecursoroffunctionallinguistics.
Hearguedthatthemeaningofanysinglewordistoaveryhighdegreedependentonitscontext.
3.J.R.Firth
Hemade“contextofsituation”akeyconceptinthetechniqueoftheLondonSchoolofLinguistics.Heheldthepositionthatallbranchesoflinguisticsareconcernedwithmeaning,andthemeaningoflinguisticitemsdependsonthecontextofsituation.
4.M.A.K.Halliday
HecombinedthelinguisticcomponentswithMalinowski’ssociolinguisticinsightsanddevelopedamodeloflinguisticdescriptionindetail,andmadetheLondonSchoolofLinguisticsoneofthemostcompetitivelinguistictheoriesintheworld.
Hemadequiteclearhispointofviewthatlinguisticeventsshouldbeaccountedforatthreeprimarylevels:
substance,formandcontext.
Ⅳ.ForeignLanguageTeachingSchools
A.TheGrammarTranslationMethod
1.Definition:
amethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.(ItisalsocalledClassicalMethod)
2.Time:
In16thcentury(Latinwastaughtbygrammaranalysisandtranslation.)
Inlate18thcenturyandearly19thcentury,(thismethodwaspopular.)(ItwasacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedfromthe18thcentury.)
Frommid19thcenturytomid-20century,(itdominatedforeignlanguageteaching.)
Today(itstillwidelyusedinsomepartsoftheworldtoday)
3.Background
In16thcentury,LatinwasstudiedinEuropeancountries.Latinwasthoughttopromoteintellectualitythrough“mentalgymnastics”.Itwasusedtostudyclassicalculture(literatureandfinearts).
4.Theoryoflanguage
Traditionallinguistics
ComparativeHistoricalLinguistics
5.Theoryoflearning:
FacultyPsychology
6.Mainfeatures:
a.Grammarisregardedasthecoreoflanguage.
b.Readingandwritingarethemajorfocus.
c.Themajorpracticeistranslatingfromandintothetargetlanguage.
d.Languagematerialsarearrangedaccordingtogrammar.
e.Accuracyisemphasized.
7.Techniques:
reading,translation,deductiveteachingofgrammar,analysisandcomparison,memorization,readingcomprehensionquestions,writtenwork
8.Advantage:
a.Systemstudyofgrammaticalrulesplaysanimportantroleinfosteringstudents’abilityofreadingcomprehensi
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