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英语教学论

外国语学院成人教育英语教育特色专业建设教学指导书《英语教学论》课程教学指导书吴曼蕾编写淮阴师范学院外国语学院二0一二年九月课程介绍《英语教学论》是普通高等学校英语(教师教育)本科专业的一门必修课,具有基础理论和基本技能实践相结合的学科特点。

该课程传授英语教育教学基本理论和知识,训练英语教学基本技能,具备较高的英语教育理论素养和较强的教学工作能力,能适应21世纪教育改革发展和新一轮教学改革需要的、具有创新精神及创新能力的中小学英语教师。

学生通过课程学习,能初步形成对语言及语言学习本质的正确认识和科学的外语教学观,认识本课程中英语教学的性质及其发展演变过程,了解二十一世纪的英语课程改革,把握英语课程的理念,理解英语课程的性质及目标,掌握英语课程教学设计的基本原理,对语音、词汇、语法教学,听说读写教学和综合性学习教学等问题有所把握。

本课程还注重英语教学实践能力的培养,指导并帮助学生把教学理论与实践相结合,引导学生树立对外语教学作为一种职业和一门科学的正确态度,为其今后成为具备一定教学实践能力的合格中小学英语教师做好准备。

《英语教学论》是研究英语教学规律的一门科学。

“教学论”的含意是指一种理论“法则”(law) 或“体系”(system),而不是狭义的单纯指具体的教学方式方法。

英语教学论研究英语教学的全过程及其规律。

教学内容主要包括:1、教学理论;2、基本教学理论的教学方法和技巧;3、英语课外活动、教学手段和测试手段。

本自学指导书主要是依据高等教育出版社出版的由王蔷主编的《英语教学法教程》(第二版)而写的,并在此基础上对内容进行了必要的增减。

目的是为了进一步便于学生们自学及教师们安排好各个;教学环节和面授内容。

该门课程的学时分配如下:总学时72,讲授20学时,自学52学时。

面授安排在第三学年进行。

这门课程是考试课程。

对教师布置的作业,学生应独立完成并按时交给教师批改。

由于本人水平有限,书中有不当之处,望使用该书的教师和同学们批评指正。

教材:王蔷《英语教学法教程》(第二版)[M]. 北京:高等教育出版社,2006主要参考书:1、《英语课程与教学论新编》,凤凰出版传媒集团江苏教育出版社, 20102、王笃勤,《英语教学策略论》,外语教学与研究出版社,20023、Jack C. Richards & Theodore S. Rodgers. Approaches and Methods inLanguage Teaching [M] Cambridge University Press, 1986.4、Tricia Hedge, 语言课堂中的教与学, 上海外语教育出版社,2002面授及自学学时分配建议表本课程总学时72,讲授20学时,自学52学时。

学时分配表如下:第一单元语言和语言教学学习目的和要求通过学习理解语言学习和语言教学中的基本定义和问题,并且展开小组讨论:让学生理解语言和语言教学的本质,并对如何成为一名合格的教师形成初步的认识。

学习重点问题的讨论1. How do we learn language?2. Views on language3. Views on language learning4. What is a good language teacher?5. How can one become a good language teacher?6. An overview of the book学习难点1. Views on language2. Views on language learning主要内容、知识点及学时本章总学时6学时其中面授2学时自学4学时Unit one Language and language learning1.1任务1、问题的讨论How many foreign languages can you speak so far?When did you start learning the foreign language?How do you feel about learning a foreign language?What difficulties have you experienced in learning?Which skills do you find more difficult to learn?Have you focused on knowledge or skills?Why do you consider yourself a successful learner? Why?What are your most common learning activities?Do you like the way you learned the foreign languages?1.2. Views on languageStructural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.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 functionsInteractional 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.What will be your focus in teaching?Structural view——knowledge: vocabulary and grammar (sentence patterns) Functional view——communicative categories, communicative ability (to be able to communicate)Interactional view——to communicate appropriately (communicative strategies, cultural awareness, etc.)1.3 Views on Language Learning and Learning in GeneralBehaviorism is an approach to psychology that arose out of the ideas of early learning theorists who attempted to explain all learning in terms of some form of conditioning.Language is seen as a behavior to be taught. A small part of the foreign language, such as a structural pattern, is presented as a stimulus, to which the learners respond, for example, by repetition or substitution. This is followed by reinforcement by the teacher, based on 100 percent success. Learning a language is seen as acquiring a set of appropriate mechanical habits, and errors a re frowned upon as reinforcing ‘badhabits’.The role of the teacher is to develop in learners good language habits, which is done mainly by pattern drills, memorization of dialogues or choral repetition of structural patterns.‘Li sten and repeat’ drilling activities are the most important classroom activities.Mistakes are immediately corrected and correct utterances are immediately praised.Cognitive view of language and learning:If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before?Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced.Repr esentatives of Constructivism: Dewey‘s views and influenceLearning by doing Teach ing should be built on learners’experience and engage learners in learning activities.Teachers need to design environments and interact with learners.Social-constructivist views of language and language learning:Interaction and engagement with the target language in a social context is important. ZPD—Zone of Proximal Development (最近发展区)Scaffolding (脚手架) ——Learning is best achieved through the dynamic interaction between the teacher and the learner (question & explanation) the learners (a more capable peer‘s support)1.4 What make a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ethic devotion, professional qualities and personal styles (Parrot, 1993)kind creative resourceful well-prepared accuratecaring dynamic patient attentive flexible enthusiastic disciplined authoritative warm-hearted intuitive humorous professionally-trained hardworking fair reflective1.5 How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.Some people think teaching is a craft, a novice teacher can learn the profession by imitating the expert‘s techniques, just like an apprentice.Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation.By making a compromise between these two views, Wallace (1991) uses a ‘reflective model’ to demonstrate the development of professional competence.本章作业及练习题一、单项选择题1、( ) view of language sees language as a linguistic system made up of varioussubsystems.A. structuralB. functionalC. interactional2、( ) and have been the most influential language teaching approaches in thepast two decades.A. CLTB. TBLTC. ADAD. GTM3、According to ( ), language is not a form of behavior, it is an intricate rule-basedsystem and a large part of language acquisition in the learning of the system.A. ChomskyB. SkinnerC. Halliday二、术语解释Audio-lingual method;CLT;TBLT;Cognitive Theory;Behaviorist Theory三、填空题1、There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ( ) ( ) ( )2、Learning is a personal ( ) of knowledge to be learned based on the learner‘s previous experience. ( ) refers to the formal study of language rules and is a conscious process.4、Learners should be allowed to create their own sentences based on their understanding of certain rules ( ).四、简答题1、How do we learn languages?2、what are the common view on language?3、what are the common views on language learning?第二单元交际法和任务型语言教学学习目的和要求通过学习理解交际法和任务型语言教学的理论依据和操作模式,并且展开小组讨论:让学生理解语言教学的本质,并且能够根据要求写出合格的教案。

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