【正文】 spondence between a function and a One function of the language can be fulfilled by several language language form may also have several functions.(CLT)一個(gè)功能可以實(shí)現(xiàn)語言的一些語言形式。②.appropriateness to the students’ needs, interest and abilities。students hear task recording or read :任務(wù)/計(jì)劃/報(bào)告。tasks 練習(xí)與任務(wù)Exercises: focus on individual aspects of language, such as vocabulary, grammar or individual skills 關(guān)注個(gè)人方面的語言,如詞匯、語法和個(gè)人技能Exercisetasks: contextualized practice of language items(often a particular grammar point)符合實(shí)際的語言實(shí)踐項(xiàng)目(通常是一個(gè)特定的語法點(diǎn))Task: the plete act of munication(purposeful amp。Four ponents of a task(P28)任務(wù)的四個(gè)組成部分a purpose, a context, a process, a product一個(gè)目的、內(nèi)容、過程、結(jié)果 。 features of municative activities 交際活動的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of municative municative activities 功能性交際活動 的交際活動。The strong version of CLT: language is acquired through :學(xué)習(xí)者首先學(xué)習(xí)語言作為一種結(jié)構(gòu)體系,然后學(xué)習(xí)如何使用它在溝通。Communicative petence(Hymes): besides grammatical rules language use is governed by rules of use /knowledge of what to say, when, how, where and to (海姆斯):除了語法規(guī)則的語言的使用是由規(guī)則的使用/知識該說什么,何時(shí)、何地、如何和人。the knowledge of language structure and the ability to use this knowledge to understand and produce language.(P19)語言能力(喬姆斯基):語法規(guī)則/語法規(guī)則/語法知識。(5).Fluency 流利程度It means one’s ability to link units of speech together with fluency and without nervousness or inappropriate slowness or undue 。使用手勢,或使用一個(gè)更詳細(xì)的解釋。It refers to strategies one employs when there is munication breakdown due to lack of 。One’s ability to initiate, develop, enter, interrupt, check or confirm in a ,開發(fā)、進(jìn)入中斷,請檢查或確認(rèn)的談話。The reference words in the 。s ability to create coherent written text or conversation and the ability to understand 。To know when to speak, when not, what to talk about with whom, when, where and in what ,何時(shí)不說,談?wù)撆c誰,何時(shí)、何地、以何種方式。交際語言教學(xué)彌合兩人之間的差距To bridge the gap between the two目標(biāo)是發(fā)展學(xué)生的交際能力 The goal of CLT is to develop students’ municative main ponents of municative petence(p1718)交際能力的五個(gè)方面(1).Linguistic petence 語言能力It’s concerned with knowledge of the language, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and ,它包括拼寫,發(fā)音,詞匯,構(gòu)詞、語法結(jié)構(gòu)、句子結(jié)構(gòu)和語義。傳統(tǒng)教育學(xué)往往集中在一個(gè)或兩個(gè)語言技能而忽略其他人。 pedagogy tends to focus on one or two language skills and ignore the others。學(xué)習(xí)獲得知識。 the received knowledge。personal style。概念和鷹架理論強(qiáng)調(diào)互動和社會背景與目標(biāo)語言接觸 learning is best achieved through the dynamic interaction between the teacher and the learner and between of(What makes)a good language teacher(P7)品質(zhì)好的語言老師 ethic devotion。維果斯基 emphasizes interaction and engagement with the target language in a social context。教學(xué)應(yīng)構(gòu)建基于學(xué)習(xí)者已經(jīng)知道和學(xué)習(xí)者參與學(xué)習(xí)活動 to foster inventive, creative, critical learner。applicable to learning in general。喬姆斯基認(rèn)知語言學(xué) TransformationalGenerative(TG)Grammer 轉(zhuǎn)換生成語法(3).Constructivist theory:(P6)Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know。language is an intricate rulebased system and a large part of language acquisition is the learning of this system。(p5)Noam Chomsky。聽說教學(xué)法。the audiolingual method。行為心理學(xué)家斯金納Watson and Raynor’s theory of conditioning。(3).Interactional view: language as a municative tool to build up and maintain social relations between people.(p3)交互語言理論:語言作為一種交際工具來建立和維護(hù)人們之間的社會關(guān)系。離散單元的意義(形態(tài))。the discrete units of meaning(morphology)。第一篇：英語課程教學(xué)論考試重點(diǎn)Unit 1 Language and Language Learning on language 有關(guān)語言的觀點(diǎn)Different views on language generate different teaching methodologies.(P2)不同的語言觀產(chǎn)生不同的教學(xué)方法。Three different views of language: 三種不同觀點(diǎn)的語言:(1).Structural view: language as a system made up of various subsystems: the sound system(phonology)。the system of bining units of meaning for munication(syntax)(p3)a finite number of such structural items 有限數(shù)量的這種結(jié)構(gòu)性產(chǎn)品結(jié)構(gòu)語言理論:語言作為一個(gè)系統(tǒng)由各種子系統(tǒng):音響系統(tǒng)(語音)。對通信相結(jié)合的系統(tǒng)單位的意義(語法)(2).Functional view: Language is not only a linguistic system but also a means for doing :語言不僅是一種語言系統(tǒng),但也做事情的一種方式。 on language learning and learning in general 語言學(xué)習(xí)觀和學(xué)習(xí)兩類理論：Processoriented theories and Conditionoriented theories(1).Behaviourist theory:(p5)行為主義學(xué)習(xí)理論面向流程理論和條件理論 behavioural psychologist Skinner。stimulus, response, and reinforcement。the language is learned by constant repetition and reinforcement of the teacher 沃森和雷諾的調(diào)節(jié)理論,刺激響應(yīng),和強(qiáng)化。語言是不斷的重復(fù)和強(qiáng)化學(xué)習(xí)的老師(2).Cognitive theory: students are asked to think rather than simply repeat。喬姆斯基認(rèn)知學(xué)習(xí)理論:要求學(xué)生想而不是簡單的重復(fù)。there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be 語言是一個(gè)復(fù)雜的基于規(guī)則的系統(tǒng)語言習(xí)得和一個(gè)大的部分是這個(gè)系統(tǒng)的學(xué)習(xí)。建構(gòu)主義學(xué)習(xí)理論:學(xué)習(xí)是一個(gè)過程,學(xué)習(xí)者建構(gòu)意義基于自己的經(jīng)歷和已經(jīng)知道什么。適用于一般學(xué)習(xí)John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities。培養(yǎng)創(chuàng)造力,創(chuàng)造力,關(guān)鍵的學(xué)習(xí)者(4).Socialconstructivist theory:(P6)社會建構(gòu)主義理論Vygotsky。the concept of ‘Zone of Proximal Development’(ZPD)可能發(fā)展區(qū)/臨近發(fā)展區(qū)and scaffolding 鷹架理論。professional qualities。professional petence 道德奉獻(xiàn) 職業(yè)素質(zhì) 個(gè)人風(fēng)格 專業(yè)能力 of teacher’s professional petence教師專業(yè)能力的發(fā)展Figure (P9): Stage 1, Stage 2 and Goal (9頁):第一階段、第二階段和目標(biāo) Stage 1: language development 階段1:語言發(fā)展Stage 2: three substages: learning, practice, reflection方案變動包括:學(xué)習(xí)實(shí)踐反思 The learning stage: from others’ experiences。 from one’s own experiences學(xué)習(xí)階段:借鑒別人的經(jīng)驗(yàn)。從自己的學(xué)習(xí)經(jīng)驗(yàn) most influential language teaching approaches in the past two decades Communicative Language Teaching(CTL)交際語言教學(xué) 最具影響力的語言Taskbasked Language Teaching(TBLT)任務(wù)型語言教學(xué)教學(xué)方法過去二十年Unit 2 Communicative Principles and Taskbased Language Teaching 交際原則 任務(wù)型語言教學(xué) use in real life pedagogy 在現(xiàn)實(shí)生活中與傳統(tǒng)的教育學(xué) The language used in real life在現(xiàn)實(shí)生活中,語言是用來執(zhí)行特定的交際功能(in real life, language is used to perform certain municative functions)The language learned in classroom 在教室里學(xué)到的語言 A big gap between the two 一個(gè)很大的差距Main differences:(P15) pedagogy tends to focus on forms rather than functions。 pedagogy tends to isolate language from its :傳統(tǒng)教學(xué)往往關(guān)注形式而不