英语教学法复习要点

英语教学法复习要点 Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged. Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. Communicative competence：The goal of CLT is 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. There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency 4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching. Overall language ability： • Learning:cognitive; self management; communication; resourcing • Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics • Cultural: knowledge; understanding; awareness • Affect: international; perspectives; patriotism; confidence; motivation Components of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection. The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker. Principles for teaching speaking：balancing accuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students. Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. Meaningful practice：in meaningful practice, the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice. The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts. Guided discovery method：The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning. Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work Connotative meaning of a word：A connotative meaning of a word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something. Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, manage strategy use 20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'. Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker. Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain. Interactive model for teaching reading： The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized. The purpose of transition device: •Focus attention on the main meaning of the text; •Be able to simplify sophisticated input so that it becomes the basis for output; •Allow students to perform tasks while they are reading; •Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks; •Precede one step at a time; •When a TD is completed, use it as a basis for further oral and/or written language practice. A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements. The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing