1、WelcomeThe name of this courseThe nature of language teachingThe significance of learning this courseMethodology of English Teaching and other subjectsJeremy HarmerEnglish Teaching Methodology:MethodologyLinguisticsPsychologyPedagogyPhilosophyI.How do we learn languages?Language acquisitionLanguage
2、learningLanguage acquisition:the process where a language is acquired as a result of natural and largely random exposure to language.(a subconscious process)Language learning:the process where the exposure to language is structured through language teaching.To give a concise definition of language h
3、as always been difficult for linguists and philologists.There is no authoritative answer has been given to“What is language?”But here is Language is a system2)Different views on language:a).the structural view 结构主义语言理论b).the functional view 功能主义语言理论c).the interactional view 交互语言理论Structural View:It
4、sees language as a linguistic system made up of various subsystem:phonology,morphology and 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.SoundsWordsGrammar Functional Vie
5、w:It sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities:offering,suggesting,advising,apologizing,etc.Therefore,learners learn a language in order to do things with it.To perform functions,learners need to know
6、how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Interactional View:It considers language as 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 v
7、ocabulary of the language,but also need to know the rules for using them in a whole range of communicative context.Structurala linguistic system to learn these structural items.Functionala linguistic system,means for doing things to know how to combine the grammatical r ules and the vocabulary to ex
8、press notions that perform the functions.Interactional a communicative tool not only to know the grammar and vocabulary of the language,but also to know the rules for using them in a whole rang e of communicative context.nBehaviourist theory:行为主义学习理论nCognitive theory:认知学习理论nConstructivist theory:建构主
9、义学习理论nSocio-constructivist theory：社会-建构主义学习理论Behaviourist theory:(行为主义学习理论）Proposed by behavioural psychologist Skinner,he suggested that language is also a form of behaviour.It can be learned the same way as an animal is trained to respond to stimuli.This theory of learning is referred to as behavi
10、ourism.One influential result is the audio-lingual method（听说法）,which involves endless“listen and repeat”drilling activities.The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher.Mistakes are immediately corrected,and correct utterances are im
11、mediately praised.The key point of the theory of conditioningStimulus Organism Response BehaviorReinforcement(behavior likely to occur again and become a habit)No Reinforcement(behavior not likely to occur again)nThe term cognitivism is often used to describe method in which students are asked to th
12、ink rather than simply repeat.It is Noam Chomsky theory.According to Chomskys theory,language is not a form of behaviour,it is an intricate rule-based system and a large part of language acquisition is the learning of this system.There are a finite number of grammatical rules in the system and with
13、a knowledge of these rules an infinite number of sentences can be produced.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.Cognitive theory:(认知学习理论）Constructivist theory（建构主义学习理论）（建构主义学习理论）Learning is
14、a complex cognitive process in which the learner constructs meaning based on his or her own experiences and What he/she already knows.It is believed that education is used to develop the mind,not just to rote recall what is learned.ReceivinginformationProcessing informationConstructing new meaningsI
15、nput(listening,reading)Decoding(解码）解码）Relating what learners already know with the received information(Listening/reading)comprehensionoutputConstructivist theory 建构主义观点是由瑞士心理学家让皮亚杰于1966年提出的，他创立的学派被称为“皮亚杰派”，是认知发展领域中最有影响的学派。现代建构主义的直接先驱是皮亚杰和维果茨基的智力发展理论。皮亚杰在1970年发表了发生认识论原理，其中主要研究知识的形成和发展。他提出了认识是一种以主体已有
16、的知识和经验为基础的主动建构，这正是建构主义观点的核心所在。让让皮亚杰（皮亚杰（Jean Piaget，18961980），瑞士），瑞士心理学家，发生认识论创始人。心理学家，发生认识论创始人。Socio-constructivist theory 社会社会-建构主义理论建构主义理论It emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development(ZPD,最近发展区)and scaffo
17、lding(support,支架).In other words,learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.It is the distance between the actual developmental level as determined by(视视而定而定)independent problem solving and the level of potential(潜在的潜在的)developm
18、ent as determined through problem solving under adult guidance or in collaboration with more capable peers.（Vygotsky 1978：86）Zone of Proximal Development(ZPD 最近发展区最近发展区)Vygotsky 在帮助下解在帮助下解决问题的能决问题的能力表现力表现学生独立解学生独立解决问题的能决问题的能力表现力表现ZPD最近发展区最近发展区(ZPD)the actual developmental level as determined by inde
19、pendent problem solving the level of potential development as determined through problem solving under adult guidance Implications for classroom teaching“最近发展区最近发展区”的概念对于教学的的概念对于教学的意义是：课堂教学的每个环节，必意义是：课堂教学的每个环节，必须适合学生的须适合学生的“最近发展区最近发展区”，既，既不消极适应或滞后于学生现有的智不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生力发展水平，也不过度超前于学生现
20、有的水平。应当从有利于促进学现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生生智力发展的角度去考虑，让学生“跳一跳摘到果子跳一跳摘到果子”。The concept of scaffolding originates with the work of Wood(1976).and it serves as(充当充当,担任担任)a metaphor for the novice-master interaction in a problem-solving taskScaffolding(支架理论）支架理论）最近最近发展区发展区 A good English teacher shoul
21、d.IV.What qualities do you think a good English teacher should have?There are a variety of elements that contributes to the qualities of a good language teacher.These elements can be categorized into three groups:ethic devotion(道德奉献)professional qualities(职业品质)personal styles(个人风格)Ethic devotionwarm
22、-hearted,hardworking,responsible，enthusiastic,caring,kind,well-preparedProfessional qualities Resourceful,well-informed(博识的博识的),professionally trained,creative flexible,patient,humourous,attentive(专心的专心的),dynamic(不断变化的不断变化的)(positive)Personal styleConstructivist theory Socio-constructivist theory.nS
23、tage I:language developmentnStage II:professional developmentnStage III:professional competenceCraft Model(技艺模式）技艺模式）Applied science model（应用科学模式）（应用科学模式）The apprentice-expert modellearn-the theory-and-then-apply-it modelAre you ready for your future teaching?the would-be teachersIV.What is a good language teacher?
