971英语教学论重难点题集.docx
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971英语教学论重难点题集.docx
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971英语教学论重难点题集
湖南师范大学2018年攻读硕士学位研究生入学考试试题
重难点题集
(971英语教学论)
RevisionContents:
Unit1LanguageandLearning
1)StructuralView:
Itseeslanguageasalinguisticsystem.
2)FunctionalView:
Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.
3)InteractionalView:
Itconsiderslanguageasacommunicativetool.
2.WhatarethemajorViewsonlanguagelearning?
1)BehaviouralisttheoryBasedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflanguagelearningisreferredtoasbehaviouralism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyinAmerica.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswere
2immediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.
CognitivetheoryItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehaviouraltheory,whichledtotherevivalofstructurallinguistics.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:
iflanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore.Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.
Constructivisttheory:
Learningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandwhathe/shealreadyknows.
ImplicationsforclassroomteachingTeachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Itisbelievedthateducationisusedtodevelopthemind,notjusttorotateorrecallwhatislearned.Teachersneedtodesignactivitiestointeractwithlearnerstofosterinventive,creative,criticallearners.Teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestandcuriosityforlearning.
Socio-constructivisttheory:
Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD)andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.
Unit2CommunicativePrinciplesandActivities1.ThegoalofCLTistodevelopstudents’communicativecompetence.2.Whatiscommunicativecompentence?
Trytolistsomeofitscomponentsandtheirimplicationtoteaching.
Communicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.
Linguisticcompetence---knowledgeofthelanguageitself,itsformandmeaning
3
Pragmaticcompetence---theappropriateuseoflanguageinsocialcontext
Discoursecompetence---one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation)
Strategiccompetence---strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources
Fluency----one’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation
Implicationsforteachingandlearning:
LinguisticcompetenceTeachersneedtohelplearners----achieveaccuracyinthegrammaticalformsofthelanguage;----pronouncetheformsaccurately;----usestress,rhythm,andintonationtoexpressmeaning;----buildarangeofvocabulary;----learnthescriptandspellingrules;----achieveaccuracyinsyntaxandwordformation.
PragmaticcompetenceTeachersneedtohelplearners---learntherelationshipbetweengrammaticalformsandfunctions;---usestressandintonationtoexpressattitudeandemotion;---learnthescaleofformality;---understandanduseemotivetone;---usethegrammaticalrulesoflanguage;---selectlanguageformsappropriatetotopic,listener,orsetting,etc.
DiscoursecompetenceTeachersneedtohelplearners----takelongerturns,usediscoursemarkersandopenandcloseconversations;----appreciateandbeabletoproducecontextualisedwrittentextsinavarietyofgenres;----beabletousecohesivedevicesinreadingandwritingtexts;----beabletocopewithauthentictexts.
StrategiccompetenceTeachersneedtoenablelearners----totakerisksinusingthelanguage;----tousearangeofcommunicativestrategies;----tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.‘Whatdoyoucallathingthat/personwho…’
FluencyTeachersneedtohelplearners-----dealwiththeinformationgapofrealdiscourse;
4-----processlanguageandrespondappropriatelywithadegreeofease;-----beabletorespondwithreasonablespeedin‘realtime”.
3.Whatiscommunicativelanguageteaching?
CommunicativelanguageteachingbeganinBritaininthe1960sasareplacementtoSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,aswellasAmericansociolinguists.Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.4.Principlesincommunicativelanguageteaching
Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
Meaningfulnessprinciple:
Languagethatismeaningfultothelearningsupportsthelearningprocess.5.StrongversionandweekversionAweakversion:
Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Itregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.Astrongversion:
Strongversion:
Thestrongversionclaimsthat‘languageisacquirethroughcommunication’.Learnersdiscoverthestructuralsystemintheprocessoflearninghowtocommunicate.Itregardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.5.Listsomeofthecommunicativeactivities.1)FunctionalcommunicativeactivitiesIdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocations
5DiscoveringmissinginformationDiscoveringmissingfeaturesDiscovering“secrets”CommunicatingpatternsandpicturesCommunicativemodelsDiscoveringdifferencesFollowingdirectionsReconstructingstory-sequencesPoolinginformationtosolveaproblem2)SocialinteractionactivitiesRole-playingthroughcueddialoguesRole-playingthroughcuesandinformationRole-playingthroughsituationandgoalsRole-playingthroughdebateanddiscussionLarge-scalesimulationactivitiesimprovisation6.Mainfeaturescommunicativeactivities
Somemainfeaturesofcommunicative
activities(Ellis1990)
6.NomaterialscontrolStudentsmakeuseofmaterials
5.NoteacherinterventionStudentsworkbythemselves.
Studentsarefreetouseallkindsoflanguageforms
andskills,notjustcertainformsgivenbyteacher.
4.Varietyoflanguage
Concentrateonwhattodoandwhattosayinthe
activity,nothowtosaycertainforms.
3.Content,notform
2.CommunicativedesireAneedtodosomething
1.CommunictivepurposeAneedtoknowsomething.---’aninformationgap’
Thesixcriterianotes7.TheTask-basedApproachAtask-basedapproachseesthelanguageprocessasoneoflearningthroughdoing.Itstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,p
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