王薔英語教學(xué)法重點(diǎn)

1、1Unit 1 Language and Learning 1.1 How do we learn language？We learn language at different agesPeople have different experiences People learn languages for different reasonsPeople learn languages in different waysPeople

2、have different capabilities in language learning Learning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language te

3、aching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language? 1) Structural view:Language is a linguistic

4、system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 2) Functional view:Language is a linguistic system as we

5、ll as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express

6、notions that perform the functions. 3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how i

7、t is appropriate to use them. 1.3 Views on Language LearningTwo broad learning theories： Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the

8、nature of human and physical context. Behaviorist theory ? B. F. Skinner? A stimulus-response theory of psychology? Audio-lingual method ? The idea of this method is that language is learned by constant repetition and th

9、e reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B. Cognitive theory? Influenced by Noam Chomsky (revival of structural linguistics)? Language as an

10、 intricate rule-based system? A learner acquires language competence which enables him to produce language. 3? Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional comp

11、etenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo per

12、form certain communtcative functionsTo focus on forms (structures or patterns)Use all skills, both receptive skills and productive skillsTo focus on one or two language skills and ignore others.Used in a certain context

13、To isolate language from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop stu

14、dents’ communicative competence. 2.2.1 Definition: Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Fiv

15、e components of communicative competence (Hedge 2000)? Linguistic competence （語言能力） （語言能力）The knowledge of language itself, its form and meaning.? Pragmatic competence （語用能力） （語用能力）The appropriate use of language in soc

16、ial context.? Discourse competence （語篇能力） （語篇能力）One’s ability to create coherent written text or conversation and the ability to understand them? Strategic competence （策略能力） （策略能力）Strategies one employs when there i

17、s communication breakdown due to lack of resources.? Fluency （流利性） （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（過分的，不適當(dāng)?shù)模?hesita