A Course in English Language Teaching
Unit 1 Language and Learning
Views on language语言观
Structural view结构主义 as a linguistic system
functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1) Process-oriented theories 过程指向论
concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.
2) Condition-oriented theories 强调条件理论
emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.
Behaviourist theory 行为主义理论 =audio-lingual method听说教学法
A stimulus-response theory of psychology
You can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and
reinforcement.
Cognitive theory 认知主义理论 communicate approach 交际法 Constructivist theory 结构主义理论
Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论
Emphasises interacion and engagement with the target language in a social context
A good language teacher
Ethic devotion,professional qualities and personal styles 品德节操，职业素质和个性特征 Learning, practice, and reflection
Unit 2 Communicative Principles and Activities
CLT=Communicative Language Teaching 交际语言教学法 TBLT=Task-based Language Teaching 任务型教学法
PPP=the Presentation, Practice and Production呈现，操练，展出 Communicative competence
Entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation
Five main components of communicative competence Linguistic competence 语言能力
Pragmatic competence 语用能力 Discourse competence语篇能力 Strategic competence策略能力 Fluency 语言顺畅 CLT Goal :
to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Principles :
Communicative principle Task principle
Meaningfulness principle Main features:
(1)Functional communicative activities: 功能互动活动 Identifying pictures Discovering identical pairs Discovering sequences or locations Discovering missing information Discovering missing features Discovering \
Communicating patterns and pictures
Communicative models Discovering differences Following directions
Reconstructing story-sequences Pooling information to solve a problem (2)Social interaction activities: 社会交往活动 Role-playing through cued dialogues Role-playing through cues and information Role-playing through situation and goals Role-playing through debate or discussion Large-scale simulation activities 模仿 Improvisation 即兴创作 Notes:
No specific activities almost about listening and speaking
Six criteria for evaluating how communicative classroom activities are: Communicative purpose: information gap Communicative desire: real need Content, not form: message Variety of language
No teacher intervention 干涉 No materials control TBLT
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