1、Unit One1.ObjectivesofUnitoneInthisunit,thestudentsarerequiredtomastersomefundamentalconceptsandtheoriesoflanguagelearningandteaching.GettoknowwhatkindofcourseELTis;understandthemainpurposesoflearningthiscourse;beawareofthemaincontentsofthiscourse.第1页I.Warming-up Questions:1.What kind of course is E
2、LT Methodology?a.What is teaching?Teachingisacomplexprocesswhichcanbeconceptualizedinanumberofdifferentways.Traditionally,languageteachinghasbeendescribedintermsofwhatteachersdo:thatis,intermsoftheactionsandbehaviorswhichteacherscarryoutintheclassroomandtheeffectsoftheseonlearners.Teaching isaperson
3、alactivity,anditisnotsurprisingthatindividualteachersbringtoteachingverydifferentbeliefsandassumptionsaboutwhatconstituteseffectiveteaching.第2页b.Methodology-method+-(o)logy(formingthenameofabranchofscience)方法论第3页c.What kind of course is ELT Methodology?ELT Methodology isatypicallymultidisciplinary(各
4、种不一样学科综合训练方式)coursewhichiscloselylinkedtosuchkindsofdisciplinaryasphilosophy,pedagogy,psychology,linguistics,sociologyandanthropology(人类学),etc.第4页LinguisticssociolinguisticsappliedlinguisticspsycholinguisticssociologytheoryandpracticeofELTpsychologypedagogy第5页2.What are the purposes of learning this
5、 course?a.Toprovidelearnerswithsomecurrentbutbasictheoriesrelatedtolanguage,languagelearningandlanguageteaching.b.Tohelplearnersdeveloppracticalskillsandtechniquesinteachingthelanguage.c.Toraiselearnersawarenessandpreparethemfordealingwithpracticalissuesinteachingpractice.d.Todeveloplearnersreflecti
6、veandcooperativelearningstrategiesfortheirfutureprofessionaldevelopment.e.TohelplearnersdeveloptheirownideasaboutELTandtheawarenessofputtingtheseideasintheirownteachingpracticeinthefuture.第6页3.Whatdoyouexpecttolearnorwhatdoyouwanttolearnfromthiscourse?(Seethecontentsofthetextbook)第7页II.Some Referenc
7、e books:Brown,H.D.(1994a).Principles of Language Learning and Teaching.NewYork:PrenticeHall.Brown,H.D.(1994b).Teaching by Principles,an Interactive Approach to Language Pedagogy.NewYork:PrenticeHall.Harmer,J.(1983).The Practice of English Language Teaching.Longman.Harmer,J.How to Teach English.北京：外语
8、教学与研究出版社,.第8页Howatt,A.P.R.A History of English Language Teaching.上海：上海外语教育出版社,1999.Johnson,K.An Introduction to Foreign Language Learning and Teaching.北京：外语教学与研究出版社,.Nunan,D.(1991).Language Teaching MethodologyA Textbook for Teacher.NewYork:PrenticeHall.Richards,J.&Rodgers,T.(SeeTextbook,P199)Ur,P.(
9、SeeTextbook,P199)第9页刘润清.论大学英语教学.北京：外语教学与研究出版社,1999.束定芳、庄智象.当代外语教学理论、实践与方法.上海：上海外语教育出版社,1996.第10页Some English Journals:1.Modern English Teaching (practicalideasbynon-nativeEnglishteachers)2.Applied Linguistics(theoreticalissuesforsecondlanguageacquisition)3.ELT Journal4.Language Teaching(abstractjour
10、nal,abstractsfromothermagazinessourcejournal)5.ELT in China第11页国内主要杂志、刊物：国内主要杂志、刊物：外国语外语界外语教学与研究外语与外语教学国外外语教学中小学外语教学中小学英语教学与研究山东外语教学高师英语教学与研究课程教材教法高等师范教育研究第12页网站：网站：http:/http:/第13页2.Concepts of language and implications1)Languageisasystemofstructures:structurallearning,formalinstructionofgrammatica
11、lstructures2)Languageisameansofcommunication:instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing3)Languageisthereflectionofcultures:instructiononculturesandfocusonappropriatenessofspeech4)Languageisthereflectionofhumanthoughtprocess:learningisthethought-provokingprocess;toimpro
12、vecognitionoflearners.5)Languageisperformance:applicationofauthenticmaterials;learninglanguageasitisused6)Languageisfullofvarieties:instructionofdialects,register,gender,discoursetoimprovetheappropriatenessoflanguageuse.第14页Theories of languageAtleastthreetheoreticalviewsoflanguageandthenatureoflang
13、uageproficiencyexplicitlyorimplicitlyinformcurrentapproachesandmethodsinlanguageteaching.Thefirst,andthemosttraditionalofthethree,isthestructuralview,theviewthatlanguageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,w
14、hicharegenerallydefinedintermsofphonologicalunits(e.g.,phonemes),grammaticalunits(e.g.,clauses,phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),andlexicalitems(e.g.,functionwordsandstructurewords).Thestructuralviewoflanguageseeslanguageasalinguisticsystem
15、madeupofvarioussubsystems.第15页Methods based on this viewtheAudio-lingualmethodTotalPhysicalResponsetheOralApproachSituationalLanguageTeaching第16页Thesecondviewoflanguageisthefunctionalview,theviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thecommunicativemovementinlanguageteachingsubsc
16、ribestothisviewoflanguage.Thistheoryemphasizesthesemanticandcommunicativedimensionratherthanmerelythegrammaticalcharacteristicsoflanguage,andleadstoaspecificationandorganizationoflanguageteachingcontentbycategoriesofmeaningandfunctionratherthanbyelementsofstructureandgrammar.Thefunctionalviewnotonly
17、seeslanguageasalinguisticsystembutalsoameansfordoingthings.TheEnglishforSpecificPurposes(ESP)movementbeginsnotfromastructuraltheoryoflanguagebutfromafunctionalaccountoflearnerneeds(Robinson1980)第17页Thethirdviewoflanguagecanbecalledtheinteractionalview.Itseeslanguageasavehiclefortherealizationofinter
18、personalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Areasofinquirybeingdrawnoninthedevelopmentofinteractionalapproachestolanguageteachingincludeinteractionanalysis,conversationanalysis.Interactionaltheoriesfoc
19、usonthepatternsofmoves,acts,negotiation,andinteractionfoundinconversationalexchanges.Languageteachingcontent,accordingtothisview,maybespecifiedandorganizedbypatternsofexchangeandinteractionormaybeleftunspecified,tobeshapedbytheinclinationsoflearnersasinteractors.Interactionhasbeencentraltothetheorie
20、sofsecondlanguagelearningandpedagogysincethe1980s.Task-BasedLanguageTeachingdrawsonaninteractionalviewoflanguage,astosomeextentdoWholeLanguage,NeurolinguisticProgramming,CooperativeLanguageLearningandContent-BasedInstruction第18页Views on language learning1)Behaviorism-behaviorist theory-learning as h
21、abit formationThistheorywasinitiatedbybehavioristpsychologistSkinner,whoappliedWatsonandRaynorstheoryofconditioningtothewayhumanacquirelanguage.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,respon
22、seandreinforcement”(Harmer,1983:30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedinthesamewayasananimalistrainedtorespondtostimuli.Thisisreferredtoasbehaviorism.Accordingtothistheory,learningisamechanicalprocessofhabitformationandproceedsbymeansoffrequent
23、reinforcementofastimulus-responsesequence.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.第19页2)Mentalism-thinking as rule-governed activity“Ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?”Accordingt
24、oNoamChomsky,languageisnotaformofbehavior,ratheritisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Hearguesthatthinkingisrule-governed.Itisafinite,andfairlysmallsetsofrulesthatenablethemindtodealwiththepotentiallyinfiniterangeofexperiencesitmayencounter.Learni
25、ngconsistsnotofforminghabitsbutofacquiringrules,aprocessinwhichindividualexperiencesaretestedandmodifiedbysubsequentexperience.Thismentalistviewofthemindnaturallyledtothenextimportantstage-thecognitivetheoryoflearning.第20页3)cognitive theory:learning as thinking beingsAccordingtothecognitivetheory,le
26、arningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thistheorytreatsthelearnersasthinkingbeingsandputsthemfirmlyatthecenterofthelearningprocess,bystressingthatlearningwillonlytakeplacewhenthemattertobelearntismeaningfultothelearners.Sothebasictechniqueassociatedwithacognitivetheoryoflang
27、uagelearningistheproblem-solvingtask.Cognitivetheoryseekstoexplain3mainaspectsoflearningHowknowledgeisestablishedHowknowledgebecomesautomaticHownewknowledgeisintegratedintothelearnerexistingcognitivesystem第21页Accordingtothecognitivetheory,learnerstypicallyprogressfromdeclarativeknowledge(knowthat)to
28、proceduralknowledge(knowhow).Errorsofstudentsresultnotfromlackofdeclarativeknowledgebutfromproceduralknowledge.Sothesolutiontothisproblemistoprovideconditionsoflearningthatenablesthemtopracticeusingtheirknowledgeinauthenticcommunicativesituations.第22页Thetermcognitivismisoftenusedlooselytodescribemet
29、hodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomskysreactiontoSkinnersbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelea
30、rningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfiniteofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.第23页4)Emotional theoryLearning,particularlythelearningoflanguageisanemotionalexperience.Feeli
31、ngsthatthelearningprocessevokeswillhaveacrucialbearingonthesuccessorfailureofthelearning.Theemotionalreactiontothelearningexperienceistheessentialfoundationfortheinitiationofthecognitiveprocess.第24页5)Constructivist theoryTheconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstruct
32、smeaningbasedonhisherownexperiencesandwhatheshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDeweyprovidedafoundationforconstructivism.Accordingtohim,teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,第25页criticallear
33、ners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearnersinterestsandcuriosityforlearning.第26页6)socio-constructivist theorySocio-constructivisttheoryrepresentedbyVygotskyemphasisesinteractionan
34、dengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.第27页Vygotsky(1978)emphasizesinteractionandengagementwiththetargetlanguagei
35、nasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteachersscaffoldingthroughquestionsandexplanations,orwithamorecapablepeerssupport,thelearnercanmoveto
36、ahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.第28页Vogotskys theory of ZPD(最近发展区域）VogotskyproposedtheconceptofZPDtoexplainthedifferencesbetweenanindividualsactualandpotentiallevelsofdevelopment.Theskillsthattheindividualhasalreadymasteredconstitutetheactuallevel.T
37、heskillsthattheindividualcanperformwhenassistedbyanotherperson(orsomeothermeansofmediation)constitutethepotentiallevel.ThezonebetweenthesetwolevelsiscalledZPD.第29页Inotherwords,ZPDisthesite(zone)wherefuturedevelopment(learning)isnegotiatedbytheexpertandthenoviceandwhereassistanceisoffered,appropriate
38、d,refusedandwithheld(scaffoldingscaffoldedhelp).Tasksaredesignedinsuchawaythattheycanbeperformedbythenovicewiththehelpfromexpertandcannotbeperformedwithoutthehelp.Itisbelieveditisthroughperformingthistypeoftasksthatlearningtakesplace.第30页A brief history of language teachingThemostactiveperiodinthehi
39、storyofapproachesandmethodswasfromthe1950stothe1980s.The1950sand1960ssawtheemergenceoftheAudiolingualMethodandSituationalMethod,whichwerebothsupersededbytheCommunicativeApproach.Duringthesameperiod,othermethodsattractedsmallerbutequallyenthusiasticfollowers,includingtheSilentWay,theNaturalApproach,a
40、ndTotalPhysicalResponse.Inthe1990s,Content-BasedInstructionandTask-BasedLanguageTeachingemergedasnewapproachestolanguageteachingasdidmovementssuchasCompetency-BasedInstructionthatfocusontheoutcomesoflearningratherthanmethodsofteaching.Otherapproaches,suchasCooperativeLearning,WholeLanguageApproachan
41、dMultipleIntelligences,originallydevelopedingeneraleducation,havebeenextendedtosecondlanguagesettings.第31页Characteristics of learningLearningisgoal-orientedLearningisneedsmotivatedLearningisstrategicLearningisbothexplicitandimplicitLearningiscontextualizedLearningisrule-governedLearningisdirectedLea
42、rningisinteractive第32页Basic principles of language teaching1.Helpstudentsmovefromlearningthelanguagetousingthelanguage2.Languageshouldbetaughtasacommunicativemedium3.Createagoodself-image4.Student-centeredclassroom5.Avarietyoflessonformats,teachingaidsandmethods6.Haveclearobjectivesandchangesofpacea
43、ndactivities7.Theroleoftheteacher8.Mistakesorerrorsareanaturalpartofthelanguagelearningprocess9.Anapproachofintegratingallfourlanguageskillsandmeaningfullanguagepractice10.Teachersattitudeformotivatingthestudents11.Instructionalandevaluationmethodsshapelearnersstrategy12.ConductEnglishclassinEnglish
44、第33页Objectives of teaching and learningDeveloplinguisticcompetenceDevelopcommunicativecompetenceDevelopdiscoursecompetenceDeveloplearningcompetencetopromoteautonomyDeveloptask-tacklingcompetence第34页What is a good language teacher?EthicdevotionNecessaryprofessionalqualitiesDesirablepersonalstyles第35页
45、How can one become a good language teacher?“Like teachers,like students.”Teacherscanexerttheirsubtleinfluenceonstudentsthroughwordsandbydeeds.Tobeateacherofthe21thcentury,agoodcommandofEnglishorlinguisticcompetenceisnotenough.第36页The qualities a qualified teacher needs include:a.non-intellectual qua
46、litiesb.intellectual qualitiesc.application of CAI (computer-assisted instruction)d.teaching practice qualitiese.self-assessment qualities第37页a.non-intellectual qualitiesPsychological qualities are essential factors.strong will-power good motivation perseverance out-going characteristics第38页How to d
47、evelop non-intellectual qualities?KeepingtheinterestinstudyingEnglishKeepingstrong-willandperseveranceinstudyingDevelopinggoodpersonality第39页A successful experienceThings that are more likely to gain rewards in the near future.Novelties第40页b.intellectual qualitiesLanguage learning ability such asobs
48、ervation,memory,comprehension,attention,imagination,practiceSelf-study abilitytomakeastudyplan,toquestiononeself,tocompare,toabstact,tosystemise,tousedictionary,librariesandcomputers,toevaluateoneself,tosuperviseoneself,tokeeponeselffromdistractionFour language skills abilityApplication of CAI 第41页c
49、.Application of CAI (computer-assisted instruction)第42页Teaching practiceTopreparealessonHandwritingontheBBTeachersposture(theexpressionintheeyes,gestures)OralexpressionPsychologicalqualitytrainingTobeversatile(drawing,acting,singing,playingsports)第43页Handwriting on the BB第44页To be versatileDrawingAc
50、tingSingingplayingsports第45页Teacher development1)conceptsofteacherdevelopmentThedevelopmentoflanguageteachersinvolvestheenrichmentofprofessionalknowledgeandthedevelopmentoflanguageteachingcompetence,whichconsistsoflanguagecompetenceandpedagogiccompetence.Theprofessionalknowledgeforlanguageteachersma
浙ICP备2021020529号-1 | 浙B2-20240490 
