2022年外语教学 .pdf

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1、1 Chapter 2 Aspects of Foreign Language Teaching Teaching Guide This chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content conc

2、erning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “ Implementation ”we provide three activities

3、concerning syllabus design, syllabus identification and FLT principles. 2.1 Teaching Objectives Through the study of this chapter, students should be able to: 1. understand views of language and foreign language teaching. 2. understand foreign language teaching syllabus. 3. understand foreign langua

4、ge teaching principles. 4. understand aims and objectives of foreign language teaching and learning. 2.2 Interpreting Chapter Content This chapter mainly deals with the following four issues: 2.2.1 Two Views of Language and Foreign Language Teaching 1. The Structural View This view sees language in

5、terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students book). 2. The Functional View This view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social b

6、eing and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment. According to the functionalists, language has three main functions: descriptive, expressive and social. 1). The descriptive function of language is to

7、convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside. 2). The expressive function of language is to supply information about the speaker, his or her feelings, preferences, prejudices, an

8、d past experiences. e.g. I m not inviting the Smiths again .3). The social function of language serves to establish and maintain social relations between people.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of f

9、unctions together with the language items needed for them. 2.2.2 Foreign Language Teaching Syllabus 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 10 页 - - - - - - - - - 2 1. Definition of Syllabus The syllabus is a description of the contents of a course and t

10、he order in which they are to be taught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs

11、to express in the target language. 2. Types of Syllabus There are many types of syllabuses such as grammatical syllabus, task-based syllabus, skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic sy

12、llabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is

13、usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based. A: Grammar or Structural (organized according to a list of

14、 grammatical structures and one that will readily be recognized by most English language teachers.) B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through

15、 language. ) C: Situational (presents a set of everyday situations or settings.) D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.) Simple past: regular verbs The passive Formation of adverbs Type 3 conditionals Gerunds and

16、infinitives (a) Making suggestions (b) Location Asking for directions Duration Giving advice Ability Introducing yourself In the restaurant At a hotel In the post office At the garage Making notes from a talk Reading for information Using a dictionary Writing an exam answer Space travel Intelligence

17、 tests Smoking 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 10 页 - - - - - - - - - 3 E: Topic-based (uses topics or themes as its starting point.)3. Design of Syllabuses The important thing to do in syllabus design is to decide what to include in the syllabus

18、. Below is a list of possible components of syllabuses. Aims/GoalsGeneral statements about what must be accomplished by the end of the course. Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals. Non-language outcomes

19、Affect cultivation, such as confidence, motivation, interest Learning strategies, thinking skills, interpersonal skills, etc. Cultural understanding Learning contentsKnowledge: vocabulary list, grammar items Skills: listening, speaking, reading and writing Functions and notions Topics Culture Implem

20、entationApproaches/methodologies Teaching principles Teaching suggestions Recommendation of textbooks/materials Assessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation? What should be evaluated? How is evaluation best done? For what purposes should evalu

21、ation be done? Proficiency tests 4. Changes in Foreign Language Teaching and the Implications The major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students book) These changes have the implication that the integration of the four skills is the most plausible approac

22、h to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include: 1) a pre-reading discussion of the topic to activate schemata; 2) listening to a lecture or a series of informative statements about the topic of a passage to be read; The weathe

23、r 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 10 页 - - - - - - - - - 4 3) a focus on a certain reading strategy, e.g. scanning; 4) writing a paragraph of a section of the reading passage. 2.2.3 Principles of Foreign Language Teaching Teaching and learning ar

24、e interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching styl

25、e, our approach, methods, and classroom techniques. According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram): Cognitive principles: relate mainly to mental and intellectual functions, inclu

26、ding automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection. Linguistic prin

27、ciples:center on language itself and on how learners deal with these complex linguistic systems, including the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning 1. General Aim - to develop student s communicative co

28、mpetence Foreign language teaching and learning used to focus on imparting the language knowledge to the language learners, but now its general aim is to develop studentscommunicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a forma

29、l system to the social and cultural knowledge which speakers need in order to understand and use linguistic forms (Hedge, 2002: 45). According to Hymes (1972), communicative competence consists of linguistic / grammatical competence, discourse competence, sociocultural competence, and strategic comp

30、etence.Communicative competence Linguistic/Grammatical Discourse Sociocultural Strategic competence competence competence competence Linguistic competence refers to the ability to recognize the lexical, morphological, syntactic, and phonological features of a language, the sentence-level grammatical

31、 forms, and to make use of these features to interpret and form words and sentences. Discourse competence is concerned, in oral texts, with the ability to perform the turns in discourse, to maintain the conversation and to develop the topic; while in written context, the discourse pronunciation gram

32、mar spelling vocabulary knowledge of sentence level grammatical forms phonological knowledge syntactic knowledge morphological knowledge Lexical knowledge 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 10 页 - - - - - - - - - 5 ability to understand and interpre

33、t the relationships through formal devices and to create coherent written texts. Social-cultural competence refers to an ability to interact effectively with people of different social and cultural backgrounds. Socio-cultural competence comprises four components: 1) Awareness of ones own socio-cultu

34、ral world view; 2) Attitude towards cultural differences; 3) Knowledge of different social and cultural practices and worldviews; 4) Cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures Strat

35、egic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and affective strategies. The key components of communicative competence, as identified by a number of researchers, could also

36、 be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56). Communicative competence Linguistic Pragmatic Discourse Strategic Fluency competence competence competence competence Chomskys view of linguistic competence, howev

37、er, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingual adult native speaker, and distinct from how they happen to use and experience language. Canale and Swain (1980) defined c

38、ommunicative competence in terms of four components: 1) grammatical competence: words and rules 2) sociolinguistic competence: appropriateness 3) discourse competence: cohesion and coherence 4) strategic competence: appropriate use of communication strategies Canale and Swains definition has become

39、canonical in applied linguistics. A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of organizational competence, which includes both grammatical and discourse (or textual) competence, and pragmatic competence, which includes both sociolinguistic a

40、nd illocutionary competence. Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which gramma

41、tical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin. 2. Aims: 名师资料总结 - - -精品资料欢迎下载 - - - - - - -

42、- - - - - - - - - - - 名师精心整理 - - - - - - - 第 5 页，共 10 页 - - - - - - - - - 6 Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching is to develop students communicative competen

43、ce and language awareness is essential. Aims are often affected by the following factors beyond the teacher s control:- community attitudes to learning English; - educational policy within a state; - importance of exams; - time allotted to teaching foreign language (hours per week) - place within cu

44、rriculum (compulsory, optional, or taught only at certain level) - students needs: why do they need English?- students level: what level of English do they require?The following guidelines could be used in making aims more concrete: 1. Indicate which observable activity or task the students can carr

45、y out when he has achieved the aims. 2.Indicate the subject matter (learning content) with respect to which the students can carry out the task described. 3.Indicate the conditions under which the student can carry out the tasks described. 4.Indicate the criteria for acceptable performance. 3. Objec

46、tives: Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students), in terms of skills (e.g. to give students practice in extracting

47、 specific information from a text ) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The written objectives will be more or less specific depending on how specific the teacher s aims are.Aims and

48、objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it. However, defining foreign language teaching objectives is no easy matter, it entails at least: 1. specifying what students can do in the target language (behavioral specification) e.g.

49、the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time. 2. specifying the linguistic elements ( language forms) necessary to carry out the tasks specified (linguistic specification). This could for instanc

50、e include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc. 3. specifying the level of proficiency in listening, speaking, reading and writing. 2.3 Implementation Activity 1 When a syllabus is designed, which of t