2016考研教学法！！！

Jerrywangjunyu

Unit 1 Language and Learning
1.1 How do we learn language？
We learn language at different ages
People have different experiences
People learn languages for different reasons
People learn languages in different ways
People have different capabilities in language learning
Learning can be affected by the way how language is taught
Learning is affected by the degree of success one is expect to achieve.
Thus the challenge confronting language teaching 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 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 well 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 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 it is appropriate to use them.      

Views on Language Learning
Two broad learning theories：
Process-oriented theories are concerned with how the mind organizes new information.
Condition-oriented theories emphasize the 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 the   reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.
Cognitive theory
Influenced by Noam Chomsky (revival of structural linguistics)
Language as an intricate rule-based system
A learner acquires language competence which enables him to produce language.
One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.
Constructivist theory
Jean Piaget (*)
The learner constructs meaning based on his/her own experiences and what is already known.
Socio-constructivist theory
Vygotsky
Zone of Proximal Development (ZPD); scaffolding (脚手架)
Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.
1.4 What are the qualities of a good language teacher?
A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.
1.5 How can one become a good language teacher?


Wallaces (1991) reflective model (Figure 1.1, p.9)
Stage 1: language development
Stage 2: learning, practice, reflection
The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:
1. Learning from others experience
2. Learning the received knowledge
3. Learning from ones own experiences
The practice stage (2 senses)
Pseudo practice: short period of time assigned to do teaching practice as part of ones pre-service education, usually under the supervision of instructors
The real classroom teaching: what a teacher undertakes after he/she finishes formal education
Teachers benefit from practice if they keep on reflecting on what they have been doing
Goal: professional competence
Unit 2 Communicative Principles and Task-based language teaching
2.1 How is language learned in classrooms different from language used in real life?
Language used in real life
Language taught in the classroom

To perform certain communtcative functions
To focus on forms (structures or patterns)

Use all skills, both receptive skills and productive skills
To focus on one or two language skills and ignore others.

Used in a certain context
To isolate language from its context

2.2 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 students 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 situations
2.2.2 Five components of communicative competence (Hedge 2000)
Linguistic competence （语言能力）
The knowledge of language itself, its form and meaning.
Pragmatic competence （语用能力）
The appropriate use of language in social context.
Discourse competence  （语篇能力）
One’s ability to create coherent written text or conversation and the ability to understand them
Strategic competence   （策略能力）
Strategies one employs when there is communication breakdown due to lack of resources.
Fluency              （流利性）
One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation’
2.3Implications for teaching and learning
Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.
2.4 Principles of CLT
Three principles suggest by Richard and Rodgers：
1 Communication principle：involve real communication
2 Task principle：Carry out meaningful tasks
3 Meaningfulness principle：Meaningful language to the learner
Howatt proposes a weak and a strong version of CLT:
Weak version
Learners first acquire language as a structural system and then learn how to use it in communication.
Strong version
language is acquired through communication (Howatt, 1984:279)
2.5 Major Activity Types of CLT
A sequence of activities represented in Littlewood (1981: 86)
Pre-communicative activities
Structural activities
Quasi-communicative activities类似,准,半
Communicative activities        (PP22-23)
Functional communication activities
Social interaction activities
2.6 Six Criteria for evaluating communicative classroom activities
(main features of communicative activities?)
Communicative purpose
Communicative desire
Content, not form
Variety of language
No teacher intervention
No materials control
2.7 What is Task-based Language Teaching?
TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.
2.7.1Four components of a task
A purpose
A context
A process
A product
2.7.2 Exercises, exercise-tasks and tasks

Exercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.

2.8 Differences between PPP and TBLT
1 The way students use and experience language in TBLT is radically different from PPP.
*Free of language control
*A genuine need to use language to communicate
*A free exchange of ideas
*Appropriateness & accuracy of language form in general, not production of a single form
*A genuine need for accuracy and fluency
2.  TBL can provide a context for grammar teaching and form-focused activities. PPP is
different in this aspect.
■    A task-established context
Encouraged to think, analyze, not simply to repeat, manipulate and apply
A more varied exposure to natural language
Language forms not pre-selected for focus
Learner-free selection of language
TBL cycle lead from Fluency to accuracy (+fluency)
In TBL Integrated skills practiced
2.9 How to design tasks?
Step 1 Think about students needs, interests, and abilities
Step 2 Brainstorm possible tasks
Step 3 Evaluate the list
Step 4 Choose the language items
Step 5 Preparing materials
2.10 CLT and TBLT in the Chinese context
Problems with CLT
1. The very first and forceful argument is whether it is culturally appropriate
2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.
3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.
Constraints of TBLT
The first is it may not be effective for presenting new language items
The second constraint is Time as teachers have to prepare task-based activities very carefully.
The  third is the culture of learning
The forth is Level of difficulty
Unit 3
3.1 A brief history of foreign language teaching in China
A phase of restoration (1978-1985)
A phase of rapid development (1986-1992)
A phase of reform (1993-2000)
A phase of innovation from 2000
3.2 Designing principles for the National English Curriculum
1)  Aim for educating all students, and emphasize quality-oriented education.
2) Promote learner-centeredness, and respect individual differences.
3) Develop competence-based objectives, and allow flexibility and adaptability.
4) Pay close attention to the learning process, and advocate experiential learning and participation.
5)  Attach particular importance to formative assessment, and give special attention to the development of competence.
6) Optimize learning resources, and maximize opportunities for learning and using the language.
3.3 Goals and objectives of English language teaching
The new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.
The

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