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Unit One1.ObjectivesofUnitoneInthisunit,thestudentsarerequiredtomastersomefundamentalconceptsandtheoriesoflanguagelearningandteaching.GettoknowwhatkindofcourseELTis;understandthemainpurposesoflearningthiscourse;beawareofthemaincontentsofthiscourse.第1页I.Warming-up Questions:1.What kind of course is ELT Methodology?a.What is teaching?Teachingisacomplexprocesswhichcanbeconceptualizedinanumberofdifferentways.Traditionally,languageteachinghasbeendescribedintermsofwhatteachersdo:thatis,intermsoftheactionsandbehaviorswhichteacherscarryoutintheclassroomandtheeffectsoftheseonlearners.Teaching isapersonalactivity,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 course?a.Toprovidelearnerswithsomecurrentbutbasictheoriesrelatedtolanguage,languagelearningandlanguageteaching.b.Tohelplearnersdeveloppracticalskillsandtechniquesinteachingthelanguage.c.Toraiselearnersawarenessandpreparethemfordealingwithpracticalissuesinteachingpractice.d.Todeveloplearnersreflectiveandcooperativelearningstrategiesfortheirfutureprofessionaldevelopment.e.TohelplearnersdeveloptheirownideasaboutELTandtheawarenessofputtingtheseideasintheirownteachingpracticeinthefuture.第6页3.Whatdoyouexpecttolearnorwhatdoyouwanttolearnfromthiscourse?(Seethecontentsofthetextbook)第7页II.Some Reference 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.(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(abstractjournal,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,formalinstructionofgrammaticalstructures2)Languageisameansofcommunication:instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing3)Languageisthereflectionofcultures:instructiononculturesandfocusonappropriatenessofspeech4)Languageisthereflectionofhumanthoughtprocess:learningisthethought-provokingprocess;toimprovecognitionoflearners.5)Languageisperformance:applicationofauthenticmaterials;learninglanguageasitisused6)Languageisfullofvarieties:instructionofdialects,register,gender,discoursetoimprovetheappropriatenessoflanguageuse.第14页Theories of languageAtleastthreetheoreticalviewsoflanguageandthenatureoflanguageproficiencyexplicitlyorimplicitlyinformcurrentapproachesandmethodsinlanguageteaching.Thefirst,andthemosttraditionalofthethree,isthestructuralview,theviewthatlanguageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,whicharegenerallydefinedintermsofphonologicalunits(e.g.,phonemes),grammaticalunits(e.g.,clauses,phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),andlexicalitems(e.g.,functionwordsandstructurewords).Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems.第15页Methods based on this viewtheAudio-lingualmethodTotalPhysicalResponsetheOralApproachSituationalLanguageTeaching第16页Thesecondviewoflanguageisthefunctionalview,theviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thecommunicativemovementinlanguageteachingsubscribestothisviewoflanguage.Thistheoryemphasizesthesemanticandcommunicativedimensionratherthanmerelythegrammaticalcharacteristicsoflanguage,andleadstoaspecificationandorganizationoflanguageteachingcontentbycategoriesofmeaningandfunctionratherthanbyelementsofstructureandgrammar.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.TheEnglishforSpecificPurposes(ESP)movementbeginsnotfromastructuraltheoryoflanguagebutfromafunctionalaccountoflearnerneeds(Robinson1980)第17页Thethirdviewoflanguagecanbecalledtheinteractionalview.Itseeslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Areasofinquirybeingdrawnoninthedevelopmentofinteractionalapproachestolanguageteachingincludeinteractionanalysis,conversationanalysis.Interactionaltheoriesfocusonthepatternsofmoves,acts,negotiation,andinteractionfoundinconversationalexchanges.Languageteachingcontent,accordingtothisview,maybespecifiedandorganizedbypatternsofexchangeandinteractionormaybeleftunspecified,tobeshapedbytheinclinationsoflearnersasinteractors.Interactionhasbeencentraltothetheoriesofsecondlanguagelearningandpedagogysincethe1980s.Task-BasedLanguageTeachingdrawsonaninteractionalviewoflanguage,astosomeextentdoWholeLanguage,NeurolinguisticProgramming,CooperativeLanguageLearningandContent-BasedInstruction第18页Views on language learning1)Behaviorism-behaviorist theory-learning as habit formationThistheorywasinitiatedbybehavioristpsychologistSkinner,whoappliedWatsonandRaynorstheoryofconditioningtothewayhumanacquirelanguage.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,responseandreinforcement”(Harmer,1983:30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedinthesamewayasananimalistrainedtorespondtostimuli.Thisisreferredtoasbehaviorism.Accordingtothistheory,learningisamechanicalprocessofhabitformationandproceedsbymeansoffrequentreinforcementofastimulus-responsesequence.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.第19页2)Mentalism-thinking as rule-governed activity“Ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?”AccordingtoNoamChomsky,languageisnotaformofbehavior,ratheritisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Hearguesthatthinkingisrule-governed.Itisafinite,andfairlysmallsetsofrulesthatenablethemindtodealwiththepotentiallyinfiniterangeofexperiencesitmayencounter.Learningconsistsnotofforminghabitsbutofacquiringrules,aprocessinwhichindividualexperiencesaretestedandmodifiedbysubsequentexperience.Thismentalistviewofthemindnaturallyledtothenextimportantstage-thecognitivetheoryoflearning.第20页3)cognitive theory:learning as thinking beingsAccordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thistheorytreatsthelearnersasthinkingbeingsandputsthemfirmlyatthecenterofthelearningprocess,bystressingthatlearningwillonlytakeplacewhenthemattertobelearntismeaningfultothelearners.Sothebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.Cognitivetheoryseekstoexplain3mainaspectsoflearningHowknowledgeisestablishedHowknowledgebecomesautomaticHownewknowledgeisintegratedintothelearnerexistingcognitivesystem第21页Accordingtothecognitivetheory,learnerstypicallyprogressfromdeclarativeknowledge(knowthat)toproceduralknowledge(knowhow).Errorsofstudentsresultnotfromlackofdeclarativeknowledgebutfromproceduralknowledge.Sothesolutiontothisproblemistoprovideconditionsoflearningthatenablesthemtopracticeusingtheirknowledgeinauthenticcommunicativesituations.第22页Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomskysreactiontoSkinnersbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfiniteofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.第23页4)Emotional theoryLearning,particularlythelearningoflanguageisanemotionalexperience.Feelingsthatthelearningprocessevokeswillhaveacrucialbearingonthesuccessorfailureofthelearning.Theemotionalreactiontothelearningexperienceistheessentialfoundationfortheinitiationofthecognitiveprocess.第24页5)Constructivist theoryTheconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhisherownexperiencesandwhatheshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDeweyprovidedafoundationforconstructivism.Accordingtohim,teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,第25页criticallearners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearnersinterestsandcuriosityforlearning.第26页6)socio-constructivist theorySocio-constructivisttheoryrepresentedbyVygotskyemphasisesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.第27页Vygotsky(1978)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteachersscaffoldingthroughquestionsandexplanations,orwithamorecapablepeerssupport,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.第28页Vogotskys theory of ZPD(最近发展区域）VogotskyproposedtheconceptofZPDtoexplainthedifferencesbetweenanindividualsactualandpotentiallevelsofdevelopment.Theskillsthattheindividualhasalreadymasteredconstitutetheactuallevel.Theskillsthattheindividualcanperformwhenassistedbyanotherperson(orsomeothermeansofmediation)constitutethepotentiallevel.ThezonebetweenthesetwolevelsiscalledZPD.第29页Inotherwords,ZPDisthesite(zone)wherefuturedevelopment(learning)isnegotiatedbytheexpertandthenoviceandwhereassistanceisoffered,appropriated,refusedandwithheld(scaffoldingscaffoldedhelp).Tasksaredesignedinsuchawaythattheycanbeperformedbythenovicewiththehelpfromexpertandcannotbeperformedwithoutthehelp.Itisbelieveditisthroughperformingthistypeoftasksthatlearningtakesplace.第30页A brief history of language teachingThemostactiveperiodinthehistoryofapproachesandmethodswasfromthe1950stothe1980s.The1950sand1960ssawtheemergenceoftheAudiolingualMethodandSituationalMethod,whichwerebothsupersededbytheCommunicativeApproach.Duringthesameperiod,othermethodsattractedsmallerbutequallyenthusiasticfollowers,includingtheSilentWay,theNaturalApproach,andTotalPhysicalResponse.Inthe1990s,Content-BasedInstructionandTask-BasedLanguageTeachingemergedasnewapproachestolanguageteachingasdidmovementssuchasCompetency-BasedInstructionthatfocusontheoutcomesoflearningratherthanmethodsofteaching.Otherapproaches,suchasCooperativeLearning,WholeLanguageApproachandMultipleIntelligences,originallydevelopedingeneraleducation,havebeenextendedtosecondlanguagesettings.第31页Characteristics of learningLearningisgoal-orientedLearningisneedsmotivatedLearningisstrategicLearningisbothexplicitandimplicitLearningiscontextualizedLearningisrule-governedLearningisdirectedLearningisinteractive第32页Basic principles of language teaching1.Helpstudentsmovefromlearningthelanguagetousingthelanguage2.Languageshouldbetaughtasacommunicativemedium3.Createagoodself-image4.Student-centeredclassroom5.Avarietyoflessonformats,teachingaidsandmethods6.Haveclearobjectivesandchangesofpaceandactivities7.Theroleoftheteacher8.Mistakesorerrorsareanaturalpartofthelanguagelearningprocess9.Anapproachofintegratingallfourlanguageskillsandmeaningfullanguagepractice10.Teachersattitudeformotivatingthestudents11.Instructionalandevaluationmethodsshapelearnersstrategy12.ConductEnglishclassinEnglish第33页Objectives of teaching and learningDeveloplinguisticcompetenceDevelopcommunicativecompetenceDevelopdiscoursecompetenceDeveloplearningcompetencetopromoteautonomyDeveloptask-tacklingcompetence第34页What is a good language teacher?EthicdevotionNecessaryprofessionalqualitiesDesirablepersonalstyles第35页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 qualitiesb.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 develop 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 asobservation,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.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 versatileDrawingActingSingingplayingsports第45页Teacher development1)conceptsofteacherdevelopmentThedevelopmentoflanguageteachersinvolvestheenrichmentofprofessionalknowledgeandthedevelopmentoflanguageteachingcompetence,whichconsistsoflanguagecompetenceandpedagogiccompetence.Theprofessionalknowledgeforlanguageteachersma
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