English Language Teaching Methodology (Part
  1) 英语教学法
Anqin TV University
Produced by Xuan Sheng-li
1
Objectives
You`re respected to have :
reflected up how and why you are teaching English; reflected up how and why your students are learning English; understood the main trends in the recent history of English language teaching; mastered some fundamental concepts and theories of language learning and teaching; understood the beliefs upon which the methodology you are using is based; reflected up your own development as a teacher. 2
Concepts of language and implications

  1) Language is a system of structures: structural learning, formal instruction of grammatical structures
  2) Language is a means of communication: instruction focused on the functions and notions of language; learning through using
  3) Language is the reflection of cultures: instruction on cultures and focus on appropriateness of speech
  4) Language is the reflection of human thought process: learning is the thought-provoking process; to improve cognition of learners
  5) Language is performance: application of authentic materials ; learning language as it is used
  6) Language is full of varieties: instruction of dialects, register, gender, discourse to improve the 3 appropriateness of language use.
Characteristics of learning

  1) learning is goal-oriented
  2) learning is needs-motivated
  3) learning is strategic
  4) learning is both explicit and implicit
  5) learning is contextualized
  6) learning is rule-governed
  7) learning is directed
  8) learning is interactive
4
Objectives of teaching and learning

  1) develop linguistic competence
  2) develop communicative competence
  3) develop discourse competence
  4) develop learning competence to promote learner`s autonomy
  5) develop test-tackling competence
5
Unit 1 Introduction
Activity 1 Learning and Teaching English in China Activity 2 Developments in English Language
Teaching Methodology
Activity 3 About Language Activity 4 Course Design Activity 5 Your Own Development as a
Teacher
6
Activity 1 Learning and Teaching English in China
Part 1: Why are our children Learning English? Language is a means of communication with other people. Chinese schoolchildren English because…
7

  1. The Ministry of Education insists, so they have to pass exams in it.
  2. It’s necessary if they want to enter university.
  3. One can’t succeed in China these days without proficiency in English.
  4. It gives them greater access to scholarships abroad.
  5. Once they are professionals, they need English to keep in touch with what is going on in their profession world- wide.
  6. If they eventually get a better job in trade, in tourism or education, English will be very important to them.
  7. So that they can help foreign visitors in their district.
  8. Learning a language is an intellectual challenge, so English is learnt in order to train certain intellectual 8 skills.

  9. Computers are used more commonly these days, and
if you have English you can more easily extend your use of computers.
  10. In a few years nearly all Chinese people will be able to travel abroad, so English will be useful for that purpose.
  11. Master of English gives them access to more information and can improve their knowledge of the world.
  12. They might even have the opportunity to study abroad.
  13. They might see learning English as a means to progress educationally and move out of their local community, or bring trade into it.
  14.They might learn English for enjoyment: for reading books, newspapers, and magazines in their local library; for listening to English-medium radio or pop 9 songs; or for watching films or TV program in English.
Activity 2 Developments in English Language Teaching Methodology
Part 1: Part 2: Part 3: Part 4: Part 5: Part 6: Part 7: The Grammar Translation Method A Functional-Notional Approach Total Physical Response (TPR) Community Language Learning Suggestopedia the Audio ?lingual Method the Natural Order
10
Part 1 The Grammar Translation Method
A: How did it come about: Language teaching was first formalized in the west for the teaching of Ancient Greek and Latin. It was considered important for well-educated students to learn these classical languages in order to understand the bases upon which western democratic society was founded; In order to truly understand the writings of the ancient Greek and Roman philosophers it was considered that they had to be read in the original. They would lose something essential if read in translations.
11
B: The general method used in the classroom:
  1. The text would be the basis of the lesson.
  2. The syllabus was designed around grammatical structures. Its vocabulary were drawn out and explained in the mother tongue.
  3. Some practice was done with translation sentences containing these structures and words.
  4. The text would be read aloud sentence by sentence and each one would be translated.
  5. The students would normally be tested by having to perform translations. It’s a language teaching method based on the study of texts in the target language, which have to be explained and analyzed in the mother tongue and then translated.
12
Part 2 A Functional-Notional Approach
A: How did it come about?
The formation of the European Union, as it is now called, had a great effect on encouraging. The citizens of Europe study each other’s language in a very practical way so that they would be able to live and work in each other’s countries. The main aim would be on communication, which would include all four language skills, and there was a common language syllabus drawn up for all European language, described in notions and functions.
13
B:
What is the functional?notional syllabus?(p
  11) The language taught would be described in only grammatical forms but also topics, situations, functions (things you do with the language)
14
Example one: The same expression has different forms and is addressed people differently. In English they might be:
  1. Tom , open the door for me .(your child )
  2. Sir ,do you think we could have the door open please ? (your teacher)
  3. Excuse me, would you mind opening the door? (a strange on a train or some place)
  4. Betty ,could you open the door please ? (your 15 friend)
Example two: Similarly one form can have many functions. The expression “Is there any more coffee?” has the following functions:
  1. “May I have some more, please.” (you’re the guest )
  2. “Shall I make some more?” (you’re the host )
  3. “Do I need to buy more (you ask your husband /wife if you need buy more tea )
  4. “I want to buy some more” (you‘re in the shop and ask the shopkeeper if there any more.)
16
The Humanist Approach /School
(Total Physical Response; Community Language Learning)
The humanistic methods arose in the 70s in particular in North America and in Europe, which were concerned with treating not just as a student in the classrooms, but a human being with feelings and emotions . They aimed to lower the inhibitions of the language learner. They gave the students the situation, in which they feel completely at ease, relaxed, happy and not worried by any errors they might produce .The emphasis is on acceptance and encouragement . 17
Part 3 Total Physical Response (TPR) (by James Asher)
In the method, you only have to listen and act on commands in the foreign language until you feel comfortable enough to give the commands to sb.. Advantages to others : This combinations of language use and action responses is meant to combine both hemispheres of the brain and so help the learner to memorize the language better . Disadvantages: The teacher cannot teach the complexities of a language only by a means of giving and responding to instructions. It seems to be more 18 suited to young learner than adults.
Part 4 Community Language Learning (by Charles A. Curran)
In this method, students sit around a table with in comfortable chairs and with a tape-recorder in the middle. When a students wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the students repeats that while it is being recorded on a tape. With the help of teacher , students can convey more information in English . At the end of this students created discussion, the tape is replaced and the tape script is worked on in the lesson. The text is totally controlled and created by the 19 students.
Advantage: Students learn to say exactly what they want to say. They choose the topic and talk about what interests them . This keeps them motivated and interested in the lesson . Disadvantage: Students may want to say things way above level of proficiency in the language, so the teacher sometime has to simplify what they say. It is not suitable to use with a very big class but with small groups who want to learn the language for their own interest.
20
Part 5 Suggestopedia: (Georgi Lozanov)
Comfort of the classroom, the learning environment: The lights are soft, the chairs are comfortable, there is soothing music playing in the background, texts are read to the students gently by the teacher, while they have their eyes closed and use their imagination to bring the text to life. Finally the texts are given to the students with a parallel translation in their mother tongue and they work through it asking the teacher questions about things they don’t understand in 21 it.
Advantage: It’s the attention paid to the comfort of the students and the pleasant of the classroom. The translations of the texts help the learners make sure he has gained the full meaning of the text. It means to develop the students conversational competence in double quick time. Principally speaking, the aim of teaching is not memorized but solve the problems understandingly and creatively. Disadvantage: It is not practicable in normal 22 state-run schools.
Part 6 the Audio?lingual Method :
The Audio?lingual Method involved giving the learner stimuli in the form of prompts, and praising the correct response or punishing an incorrect response, until the right one was given. Behaviorist psychology was the basis of it.
23
Part 7 the Natural Order
The Natural Order, as defined by Krashen, consists of Listening to a great deal of meaning language input, then Speaking, then Reading to a great deal of meaningful input, which is formally taught, and finally Writing. It’s based on first language all question. It was based on first language acquisition, as having a silent period while the learner listened to the language in meaningful situations, followed by a period when the learner uttered words and phrases in the language. The learner` listening skills developed first, and so eventually his speaking skills would follow.
24
An Eclectic Approach
It means there is not really one method that is used, but teachers take what they think is useful and important from different methods. Or: Teachers often tend to adopt parts of certain approaches, methods, or techniques that they feel would suit the interests and needs of their classes. Eclectic means “a bit of everything” or methods choosing, accepting freely from various sources.
25
Activity 3 About Language
Part 1: Social Aspects of Language Part 2: Parallels Between First And Second Language Learning A. Language acquisition B. Language learning C. the generative?transformational grammar D. Differences between language system
26
Part 1 Social Aspects of Language
A: Sociolinguistics is the study of the relationship between language and society , including the social functions language fulfils in a society. The teaching language would be the application of Sociolinguistics to foreign language teaching. It covers the social situations in which language is used and the effect it might have .
27
B: Applied Linguistics: Research done in Applied Linguistics in the 1950s?1970s made it clear that it was not enough to know only the grammatical forms of the language, and that the user of a language also needed to know whom to use them with and in which situations. These are matters of politeness and familiarity. (using the expressions appropriate to the situation) Dell Hymes added the terms “communicative competence” to the language of it, to show that “linguistics competence (knowledge of the language systems and forms) was not enough if we wanted to be able to use a language appropriately, He also stressed that appropriacy was as important as accuracy in language use . 28
Part 2 Parallels Between First and Second Language Learning
A . Language acquisition is defined as gaining use of language without consciously and formally learning, such as the way babies acquire their mother tongue. B . Language learning involves putting conscious effort into it, rather than just absorbing it / It requires some formal training and conscious effort.
29
Comparison of features of acquisition and learning
Items Process Learning Conscious Acquisition unconscious/subconsciou s meaning natural fluency
30
Focus Input Emphasis Setting
Forms Selected Accuracy
formal/controlled informal/natural
C. Advantages and disadvantages between learning the first and second language
Advantages: One already has a knowledge system when one learns the second language and so can draw similarities and differences between the two. The second language learner has the advantage of knowing one language thinking in th
 

相关内容

大学英语教学法论文

   大学英语教学法论文: 大学英语教学法论文:基于交互式教学法的大学英语听力教学 【摘要】 如何在听力课堂上增强听力教学的交互性,从而改变教学的单一现状,激发学生 学习兴趣,调动学生学习热情,使每一节听力课都能真正收到良好的教学效果。 【关键词】大学英语听力;交互式语言教学;交互式听力教学 0 引长期以来,大学英语听力教学模式都是以教师为中心,教师的“一言课堂”的传统 教学模式。在这样的教学模式中,教师成为教学的主体,学生基本处于被动状态,师生之间 缺乏感情沟通和知识信息的交流,课堂气氛枯燥,学 ...

英语教学法教案与讲义模板

   英语教学法教学实践 教案与讲义 系 专 班 姓 别 业 级 名 外语系 英语 6070120 于佳殊 2009 年 12 月 20 日 英语教学法教学实践 教案与讲义 东北大学秦皇岛分校外语系教案 2009 ~ 2010 学年 课程名称: 课程名称 授课章节: 授课章节 授课班级 教学内容 综合教程 unit 4 60701 A View of Mountain 授课顺序 授课顺序 时 数 1 2 第 一 学期 任课教师 于佳殊 教学目的 及要求 Students will be able ...

英语学习_外语教学法90分笔记_必备

   弃我去者, 弃我去者,昨日之日不可留 乱我心者, 乱我心者,今日之日多烦忧 外语教学法复习笔记 外语教学法复习笔记 第一章 总论 The Nature of FLTM 外语教学法的性质 FLTM is a science which studies the processes and pattern of foreign language teaching ,aiming at revealing the nature and laws of foreign language teachin ...

_翻i圣教学法在大学英语教学巾的应用 的

   高中英语教学中的 高中英语教学中的翻译教学实践初探 上海市青浦高级中学 2010-9 [摘要] 培养高中生的语言应用能力是高中英语教学的首要任务, 也是时代发展的必 然要求。 伴随着各种新教学法的应用, 传统的翻译法受到强烈的冲击, 几经沉浮。 21 世纪应用语言学和翻译学理论不断发展,人们开始重新审视翻译教学法。高 考英语中句子翻译的在总卷分数中占到 20 分,这说明了翻译作为写作能力的基 础体现,越来越受到关注。证明在高中英语教学中有效的使用翻译教学法,能促 进高中学生写作技能的提高。 ...

翻i圣教考学法在大学英语教学巾的应用 试

   高中英语教学中的 高中英语教学中的翻译教学实践初探 上海市青浦高级中学 2010-9 [摘要] 培养高中生的语言应用能力是高中英语教学的首要任务, 也是时代发展的必 然要求。 伴随着各种新教学法的应用, 传统的翻译法受到强烈的冲击, 几经沉浮。 21 世纪应用语言学和翻译学理论不断发展,人们开始重新审视翻译教学法。高 考英语中句子翻译的在总卷分数中占到 20 分,这说明了翻译作为写作能力的基 础体现,越来越受到关注。证明在高中英语教学中有效的使用翻译教学法,能促 进高中学生写作技能的提高。 ...

英语教学计划

   2008 学年小学三年级英语教学计划 一、基本情况 三年级共有学生 44 人,他们聪明活泼、勤奋好学,这些学生曾在二年级的时候初步接触了 英语,对英语有着浓厚的兴趣。 二、教材分析 《义务教育课程标准实验教科书英语》供三年级起使用,是人民教育出版社与加拿大 Lingo.Media 国际集团合作编写的一套全新的中下学衔接的英语教材。这套教材是根据教育 部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。本册供以小学三 年级为起点、开设英语的学校第一学年第一学期使用。 《义务教育课 ...

英语教学案例

   英语教学案例 一.教学设计理念: 教学设计理念: 1、运用任务型语言教学模式,训练培养学生对语言的综合运用能力,教学进度整体把握, 、运用任务型语言教学模式,训练培养学生对语言的综合运用能力,教学进度整体把握, 教学形式不拘一格。 教学形式不拘一格。 2、课堂以学生为主体,以任务为主线,重视体验参与,教师起到“设计者、研究者、促 、课堂以学生为主体,以任务为主线,重视体验参与,教师起到 设计者 研究者、 设计者、 进者、协调者 的作用 正视个体差异,倡导过程激励,以多层次、多角度、 的作用, ...

高职英语教学计划

   高职高专英语教学计划 (三年制) 三年制) 一、适用对象 高职高专非英语专业学生。 学生入学时一般已掌握基本的英语语音和语法知 识,认知英语单词 1000 个~1600 个,在听、说、读、写、译等方面受过初步的 训练。 二、教学目的 经过四个学期 260 左右学时的教学,使学生掌握一定的英语基础知识和技 能,具有一定的听、说、读、写、译的能力,从而能借助词典阅读和翻译有关英 语业务材料,在涉外交际的日常活动和业务活动中进行简单的口头和书面交流, 并为今后进一步提高英语的交际能力打下基础。 三 ...

秘书英语教学大纲

   《秘书英语》教学大纲 执 笔 人 一、课程性质、地位和作用 课程性质、 《秘书英语》是文秘专业学生的一门选修课程,是理论与实践相结合 的课程。通过该门课程的学习,学生可以全面掌握一定的英语语音知识、 国际交往知识、涉外文秘日常业务等以及涉外文秘工作人员在不同涉外环 节中的情景对话。因此该门课程作为一门选修课程,在本专业课程体系中 居于比较重要的地位。 二、课程教学对象、目的和要求 课程教学对象、 本课程适用于大学专科层次文秘专业学生,该课程从培养高级应用型 人才的总体目标出发,结合学生毕业后 ...

大学英语教学改革

   大学英语教学改革 《大学英语精读》课程建 大学英语精读》 设情况介绍 目 录 一,大学英语教学改革的总原则 大学英语" 二,大学英语"1515"教改模式 教改模式 三,大学英语精读课程改革的总体思路 四,大学英语精读课程教学的特色 五,大学英语精读课教学任务设计的原则 大学英语精读课教学任务设计的原则 大学英语精读课"任务型 任务型" 六,大学英语精读课 任务型"教学模式及其实施步骤 七,大学英语精读课教学实验的具体安排 八,大学英 ...

热门内容

商务英语管理学课件4

   Management Communication Chapter 6 Human Resource Management Team work arrangement Chapter 3 Oral Communication Skills Chapter 4 Written Communication Skills Chapter 5 The Process of Management Tata集团收购捷豹路虎案例分析 海尔的文化战略与理念营造 Any other successful or ...

2010桂林中考英语试题及答案

   12999 英语网 en.12999.com 桂林市 初中毕业 升学考试试 毕业暨 考试试卷 桂林市 2010 年初中毕业暨升学考试试卷 英 注意事项: 注意事项: 语 (考试用时:120 分钟 满分:120 分) 1. 用铅笔把答题卡上对应题目的答案标号涂黑,在本试卷上作答无效。 在本试 ...... ... 2. 考试结束后,将本试卷和答题卡一并交回。 3. 答题前,请认真阅读答题卡上的注意事项。 请认真阅读答题 ........ ....... 上的注意事项。 听力理解( 一、 听力理 ...

慧通文府 中考英语综合模拟试题及答案

   慧通教育网 www.chinahtwf.com 中考英语综合模拟试题及答案 一、听力(20 分) 略 二、词汇(15 分) A)根据所给汉语提示,写出句中所缺单词 1. (星期一) is often my busiest day in a week. 2.I have a nice clock. It has a (圆的) face. 3.There will be a strong wind from the (北方) tonight. 4.Don’t (推) the window too ...

初级商务英语

   BEC 商务英语初级口语 BEC 初级口语电子讲义 初级口语电子讲义 BEC Preliminary 介绍 Ⅰ BP Introduction BEC 初级介绍 (?)Why take BEC exams? * strong growth * rigorous quality control * wide suitability * wide business context * value for study and business career * international reco ...

李阳疯狂英语发音秘诀

   疯狂英语对话(一) 疯狂英语对话篇 第一课 上海疯狂英语集训营专用资料 1. Absolutely. 是这样;当然是;正是如此;绝对如此。 【发音秘诀】 一个单词就包含了四个元音: 大开口夸张“90 度”音[A ]、 经典收小腹减肥放松“鹅”音[[ ]、小圆唇长“乌”音[U:]和经典收小腹减 肥短“衣”音[i]。一个单词的发音就包含如此多的学问,这就是李阳疯 狂英语的不同之处! A: Do you think I should take a Crazy English class? B: O ...