《英语教学法教程》(王蔷)考研笔记

Unit 1 language and language teaching

1. What makes a good language teacher? ? Ethic devotion

? Professional qualities ? Personal styles

2. Views on language learning and learning in general:

? Process-oriented theories: concerned with how the mind organizes new

information such as habit formation, induction, making inference, hypothesis testing and generalization.

? Condition-oriented theories: emphasize the nature of the human and physical

context in which the language learning take place, such as the number of the students and the kind of input learners receive, and the atmosphere.

3. How can one become a language teacher?

It involves more factors and longer learning time, and may never be finished.

other's experiencelanguage developmentreceived knowledgeown experiencePractice Stage 2 ReflectioProfessional competence

Stage 1 Goal Stage 1: all English teachers are supposed to have a sound command of English. Stage 2: learning, practice and reflection.

? Learning:

? Learning from others? experience (empirical knowledge gained

through reading and observation)

? Learning the received knowledge (language learning theories,

educational psychology, language teaching methodology, etc.)

? Practice

? Pre-service practice (pseudo practice) ? Real classroom practice

? Reflection: take on reflection seriously and keep reflection

Goal: (do not have an end) one can never become a perfect teacher. There is

always room for improvement.

Unit2 communicative principles and task-based language teaching

1. What is communicative competence

? Linguistic competence

Knowledge of language itself ? Pragmatic competence

The choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationship. ? Discourse competence

The ability to understand or to express a topic logically and coherently by effectively employing or comprehending the cohesive marks, such as first, second.

? Strategic competence

Searching for other means of expression, such as using a similar phrase …… ? Fluency

the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)

CLT: communicative language teaching

2. Principles of communicative language teaching ? Communication principle

Activities that involve real communication promote learning. ? Task principle

Activities in which language is used for carrying out meaningful tasks promote learning.

? Meaningfulness principle

Language that is meaningful to the learner support the learning process.

3. Main features of communicative activities ? Communicative purpose

There must be some information gap that students seek to bridge ? Communicative desire

A real need to communicate ? Content not form

They must have some massage they want to communicate ? Variety of language ? No teacher intervention ? No material control

TBLT: task- based language teaching 4. Four components of a task ? A purpose

Make sure students have a reason for undertaking the task ? A context

5.

6.

7.

8.

This can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the speaker…… ? A process

Getting students to learn some language strategies such as problem solving, reasoning…… ? A product

Focus on individual language items –

Purposeful andcontextualized communication + Then

Exercise → task

TBL:

? Pre-task

Introduction to topic and task ? Task cycle

? Task ? Planning ? Report

? Students hear task recording or read text ? Language focus

? Analysis and practice ? Review and repeat task PPP

? Presentation

Of single new item; teachers introduces new vocabulary and grammatical structures. ? Practice

Of new item: drills, exercise, and dialogue ? Production

Activity, role play or task to encourage ?free? use of language

How to design tasks

? Think about students? needs and interests and abilities ? Brainstorm possible tasks ? Evaluate the list

? Choose the language items ? Preparing materials

9. Constrainsof CLT:

? Whether it will meet the needs of learners from different contexts

? It is very difficult to design a one to one correspondence between a function a

form.

10. Constrains of TBLT

? Not effective for presenting new languages ? Time is limited: teachers are busy

? Culture of learning: some students may find it difficult to adapt to TBLT

? Level of difficulty: students may find task-base language teaching quite

difficult of they do not have sufficient linguistic resources.