英语学科教学
名词解释
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.
Major approaches in FLT:
Grammar-translation method (deductive演绎法)
Direct method (inductive归纳法)
Audio-lingual method
Humanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palace
The silent way
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Community language learning (CLL)
Total physical response method (TPR)
●The natural approach(NA)
●The communicative approach(CA )
An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.
Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.
A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.
Views on language:
Structural view: 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).
Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.
International view: considers language to be a communicative tool, whose main use is to b
uild 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.
Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.
Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.
Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.
Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.
Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.
Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “method英语Zone of Proximal Development” (ZPD) and scaffolding.
Ethic devotion, professional qualities and personal styles
CLT: communicative language teaching
TBLT: task-based language teaching
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. P16
Hedge discusses five main components of communicative competence: linguistic co
mpetence, pragmatic competence, discourse competence, strategic competence, and fluency.
Howatt proposes a weak and a strong version of CLT.
Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.
Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.

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