英语教学术语.doc

英语教学术语库Introduction to Online Courses导论adapt/adaptation 改编 advancement 前进， 进步aim 总目标，教学的基本目的alternative 可供选择的applied linguistics 应用语言学approach 教学路子，教学方针assessment 评估attitude 态度audio material 听力材料autonomy 自主，独立awareness 意识 bank 语料库classroom management 课堂组织.collaboration 合作 mon core 语言共核mon sense 常识munication 交际municative skills 交际技能conceptualize 概念化constructivism 构建主义course content 课程内容cultivate independence 培养独立性custom-built 定制的demonstrate 示范design 设计domain 领域educational experiment 教育实验ELT=English Language Teaching 英语教学evaluation 评价explicit 显形的expertise 专业性，专业知识或技能exploration 探索facilitate 帮助，减少困难feedback 反馈fringe approach 边缘方法，非主流方法general proficiency 综合水平glossary 术语表implicit 隐性的individualized teaching 因材施教information access 得到信息的便利条件in-service training 在职培训insight 见解integrate 结合interest 兴趣intuition 本能issue 问题，议题justify 表明（某人/某事）是正当的learner-centered 以学生为中心的learning effect 学习效果language form 语言形式lesson planning 备课life enhancing 终生有益的linguistic petence 语言能力menu 菜单methodology 教学法methods 教学方法modular structure 由独立单元组成的，可供学生选修的模式motivation 动机multi-perspective 多视角的normal pattern 常规模式objective 具体教学目标operation 操作outside classroom activity 课外活动overlap 重叠pedagogical skill 教学技能policy making 决策practical training 实用的训练practicing teacher 在职教师pre-service training 职前培训principle 原则prior knowledge 已有知识privacy 私下process 过程processor 加工人/器product 产品professionalism 专业技能，职业特性qualification 资格，资历rationale 理论基础recycling 循环reflection 反思relaxing environment 轻松的环境research method 研究方法research projects 科研项目resource sharing 资源共享self-contained 独立的situated learning 有情景的学习skill-getting 获得技能skill-using 使用技能 strategies 策略subject 科目Suggestopedia 暗示法supervise 监控，指导syllabus 大纲target language 目的语target user 用户teacher education 教师专业教育teacher training 教师（技能）培训teacher-trainer 培训者teaching aids 教具technical terms 术语technique 技术TEFL=Teaching English as a Foreign Language 英语作为外语的教学法testing 测试The Silent Way 沉默法trainee 受训者trend 倾向tutorial 指导课unknown area 未知领域user-friendly 便于使用的user-orientated 为使用者专门设计的visual material 视觉教材web site 网址web-based instruction 网络教学well-developed 发达的The Teaching of Phonetics 语音教学1. allophonic : 音位变体的，语音变体的。2. articulation: 发音动作，发音。3. consonant clusters 辅音4. content words 实词5. contraction: 缩略形式。6. discrimination: 辨别。7. form words 虚词8. homophones: 同音异形词9. inflection: 变音；转调；语音的抑扬变化。10. jingle: 叠韵的诗句。11. lateral consonant 边辅音12. linking of souds 音的连读13. mimicry 模仿14. minimal pair: 最小对立体。15. nasals 鼻音16. ongoing 持续的17. oral cavity 口腔18. phoneme：音位（语音的最小单位）；音素。19. prosodic feature: 韵律特征。20. remedial teaching (此处为)纠音教学法21. rhythm: 节奏。22. segment: 单位；切分成分。23. segmental phoneme：切分音位。24. sight words: 同形异音词25. soft palate 软腭26. super segmental phoneme: 超切分音位27. utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。28. vibration 振动 共鸣29. willy-nilly:不管愿不愿意。The Teaching of Vocabulary词汇教学acquire 习得（语言）adjective 形容词adverb 副词affixation 加词缀（法）antonym 反义词brainstorming （为发挥成员积极性以解决难题而举行的）集体自由讨论chorus repetition 齐声朗读collocation 搭配conjunction 连词connotation 内涵意义connotative meaning 内涵意义context 上下文contextual meaning 上下文意义crossword definition 定义denotation 指示意义denotative meaning 指示意义interjection 感叹词intermediate level 中级水平morpheme 词素mother tongue acquisition 母语习得noun 名词part of speech 词类polysemy 多义现象；多义性prefix 前缀preposition 介词pronoun 代词root 词根speech sound 言语语音suffix 后缀synonym 同义词verb 动词vocabulary expansion 单词扩充word formation 构词，构词法Teaching of Grammar语法教学prehensible input : 有意义输入cue : 提示词chain drill : 链式操练deductive method : 演绎法function : 功能inductive method: 归纳法morpheme : 词素multi- slot substitution : 多成分替换morphology : 词法syntax : 句法the Grammar Translation Method : 语法翻译法 transformation drill : 转换练习single-slot substitution : 单一成分替换The Teaching of Listening听力教学backgroud knowledge 背景知识bottom-up processing 自下而上认识法municative petence交际能力decode解码encode编码information input/output信息输入/输出interactional purpose 互动目的lead-in导入linguistic petence语言能力phatic寒暄top-down processing自上而下认识法transactional purpose 信息传递目的 Bottom-up processing: It refers to an understanding of an aural message with a successive procedure, i.e. from the bottom-sound, then up to words, phrases, sentences, paragraphs, and finally to the whole discourse. It is a process of language decoding from the smaller units to bigger units of meaning.Top-down processing: It refers to an understanding of a listening material by using ones background knowledge. It starts from the top-making an expectation, and then down to the actual utterance to confirm it. Usually, top-down processing, together with bottom-up processing, functions at the same time when a listener is trying to understand a message.Interactional: Interactional uses of language are those in which the primary purposes for munication are social. The emphasis is on creating harmonious interactions between participants rather than on municating information. The goal for the participants is to make social interaction fortable and non-threatening.Transactional: Transactional uses of language are those in which language is being used primarily for municating information. In parison with the vagueness of interactional language, transactional language requires accuracy, coherence, explicitness, directness, and confirmation that the message has been understood.Phatic response: Phatic response is a kind of response in speech, esp. in conversation. It is used to establish social contact and to express social rather than specific meaning.Teaching of Speaking口语教学Conversion drill 转换练习Decode 解码Demonstration：示范Encode 编码Information gap 信息沟Inhibition 约束，抑制Interaction 交互作用，互动Mechanical drills 机械操练Motivation 动力Nonverbal 非言语的Pantomime 哑剧，用手势表达Participation 参与Receptive 接受性的Scenario 剧本Stimulate 激发Stimulus 刺激，促进因素Substitution drills 替换练习Target language 目标语，指要学习的语言Unpredictability 不可预见性Teaching of Reading阅读教学#A1 code 语码a system of words, letters, numbers, etc.#A1 decode 解码to discover the meaning of a code#A1 encoding 编码putting into a code#A1 decoding 解码discovering the meaning of a code#A1 Skimming 掠读Skimming means reading quickly to get the gist, i.e. the main idea of the text. It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important points. After that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace. #A1 Scanning 略读Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etc. The key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading. #A2 Top-down approach 自上而下模式It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.#A2 Bottom-up approach 自下而上模式It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. #A1 Distinguishing 辩识finding the main idea from supporting details#A1 Predicting 预测guessing what is ing next#A2 SQ3R Strategy SQ3R阅读策略SQ3R is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too plex.The first step is to survey the material for content and organization to create a mental map of the text and selective reading; The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later; The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas; The fourth step is to recite to actively make mental connections among main ideas and details; Finally, review the entire chapter or article to see how the information fits together.#A2 PQ4R Strategy PQ4R阅读策略PQ4R Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing. The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;The second step is to predict questions that may be answered by the material;The third stage is to carefully read the plete text, unlike SQ3R to read section by section, recording notes in the margin or underlining important information that answers the predicted questions. In this stage, reflection phase, information from the entire chapter or article is linked together. The reader should attempt to develop insight into the topic and make associations among the important material noted while reading. The fourth stage, recitation, involves summarizing the main points and supporting details of the plete text. In the final stage, review, make sure the predicted questions have been answered and that the authors purpose is fully understood. #A2 RAP Strategy RAP阅读策略The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the readers ability to understand main ideas and supporting details by emphasizing paraphrasing skills. Read one paragraph of the text at a time;Ask oneself what the main idea of the paragraph is, then; Paraphrase the identified details supporting the main idea finally and record them.#A2 REAP Strategy REAP阅读策略The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and prehension of main ideas. The first step of the strategy is to read the text.After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step. Annotation of a text that explains and/or critique the text is made in the third step. Different aspects of the text are handled differently when writing annotations. All together therere ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.In the fourth step the student evaluates (ponder) the annotation for accuracy and pleteness. The teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.#A2 SNIPS Strategy SNIPS阅读策略The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aids. The steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone. The first step is to start with questions like Why am I looking at this visual aid? The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented. In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colors. And activate prior knowledge as it relates to the subject. Identify the main idea of the graphic in the third step.Plug the important matter into the chapter in the fourth step. Consider how the visual aid relates to the main ideas of the chapter or article. In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.#A2 PRSR Strategy PRSR阅读策略PRSR stands for preview, read, self-test, and review. Text organization, paraphrasing, and self-evaluation are stressed in PRSR strategy. In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the text. Examine the illustrations for additional information. Look at the words in italics or bold print. Read the summary and then skim any review questions or discussion questions at the end of the chapter. In reading stage, form the headings into questions and then read with the goal of answering those questions. Identify important points by underlining or taking notes. Clarify meanings further with visual imagery. In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the text. Use summaries to organize important information. Try explaining key ideas and concepts to another person. For reviewing check answers to review questions against the text. Reconsider information that was forgotten or misunderstood. Repeat the self-test and review stages until the material is mastered. Then review periodically to keep the information in long-term memory. #A2 PROR Strategy PROR阅读策略The PROR Strategy involves pre-reading, reading, organizing and reviewing. In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide reading. Recall prior knowledge related to the subject to form more questions. In the second stage, read with the goal of answering the questions. Annotate key concepts, supporting details, and examples. Consider how illustrations relate to the text. In organizing stage, develop rehearsal strategies to organize the important information and mit it to memory. Answer the questions aloud. pare the text to lecture material. Last, reduce the information to the bare essentials. Target the information that was unclear. Talk through the material to yourself or another student. #A2 PARTS Strategy PARTS阅读策略The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learning. The five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope