1、精選優質文檔-傾情為你奉上1， Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen-Freeman&Long): Phonology, morphology, syntax.語言的結構觀把語言看作是由各種子系統組成的語言系統（弗里曼&朗）：音位學、形態學、句法。2， Functional view: communicative needs of the learner (Johnson and Marrow), the fu

2、nctional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能觀：學習者的交際需求（約翰遜和馬羅），功能觀不僅把語言看作一種語言系統，而且把語言看作一種做事的手段。我們日常使用的大部分語言都涉及功能性活動：提供、建議和道歉。3， In

3、teractional view: the interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.互動觀：互動觀認為語言是一種交際工具，其主要作用是建立和維護人與人之間的社會關系。4， Behaviourist theory: the way human acquires language (Harmer). Based on their experiments, Wa

4、tson and Raynor formulated a stimulus-response theory of psychology. The key point of the theory of conditioning is that “ you can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer) 行為主義理論：人類獲取語

5、言的方式（哈默）。基于他們的實驗，華生和雷諾制定了心理學的刺激反應理論。條件作用理論的關鍵是，“如果你遵循一個有三個主要階段：刺激、反應和強化的特定程序，你可以訓練一只動物做任何事情（在理性范圍內）。”5， Cognitive theory: the term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat( Noam Chomsky, Skinner) P5認知理論：認知主義這個術語經常被松散地用來描述要求學

6、生思考而不是簡單重復的方法（諾姆·喬姆斯基，斯金納）p5。6， Constructivist theory: it is believed that education is used to develop the mind, not just to rote recall what is learned. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners( John Dewey)建構主義理論：人們認為教育是用

7、來發展思想的，而不僅僅是用來死記硬背所學的東西。教師需要設計環境并與學習者互動，以培養創新性、創造性和批判性的學習者（約翰·杜威）7， Socio-constructivist theory: represented by Vygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding. In other word

8、s, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.社會建構主義理論：以維果茨基為代表，強調在“近端發展區”（ZPD）和“支架式”概念的基礎上，在社會語境中與目標語言的互動和聯系。換句話說，學習最好是通過教師和學習者之間以及學習者之間的動態互動來實現的。8， A good teacher not only depend on his command of the language but also depend

9、on ethic devotion, professional qualities and personal styles(Parrot)一個好的老師不僅取決于他對語言的掌握，還取決于他的道德奉獻、職業素質和個人風格9， Teachers professional competence development involves stage1 language development, stage2 (the most crucial and more complicated) learning, practice and reflection, stage3 goal professional

10、 competence. P9教師職業能力發展包括第一階段：語言發展、第二階段（最關鍵、最復雜）學習、實踐與反思、第三階段目標職業能力。10， The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Very often there is a big gap between the language used in real life and the language learned in cl

11、assrooms.外語教學的最終目標是使學生在必要時能在工作或生活中使用外語。在現實生活中使用的語言和在教室里學習的語言之間經常有很大的差距。11， 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 language appropriately in communicative situations.CLT的目標是培養學生的交際能力，包括語言

12、知識和如何在交際情境中恰當使用語言的知識12， Hedge discusses 5 main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency. P1813， CLT(communicative language teaching)s three principles suggested by Richards and Rodgers:1) Communicative

13、 principle: activities that involve real communication promote learning.2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning.3) Meaningful principle: language that is meaningful to the learner supports the learning process.理查茲和羅杰斯提出的CLT三項原則：1）交際原

14、則：涉及真實交際的活動，促進學習。2）任務原則：用語言進行有意義的任務的活動，促進學習。3）有意義原則：對學習者有意義的語言支持學習過程14， Ellis has listed 6 criteria for evaluating how communicative classroom activities are: 1) Communicative purpose, 2) Communicative desire, 3) Content, not form,4) Variety of language, 5) No teacher intervention 6) No materials co

15、ntrol.15， Task-based language teaching(TBLT) P2616， Clark, Scarino and Brownell believe that a task has 4 main components:1) A purpose: making sure students have a reason for undertaking the task2) A context: this can be real, stimulated or imaginary, and involves sociolinguistic issues such as the

16、location, the participants and their relationship, the time, and other important factors3) A process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating4) A product: there will be some form of outcome, ether visible or inv

17、isible.克拉克、斯卡里諾和布勞內爾認為，一項任務有四個主要組成部分：1）目的：確保學生有理由承擔該任務。2）語境：這可以是真實的、刺激的或想象的，涉及社會語言問題，如位置、參與者及其關系、時間和其他重要因素。3）過程：讓學生使用諸如問題解決、推理、詢問、概念化和交流等學習策略。4）產品：會有某種形式的結果，可見或不可見。17， PPP(Presentation, Practice and Production)18， A lesson planning is a framework of a lesson in which teachers make advance decisions

18、about what they hope to achieve and how they would like to achieve it.課程規劃是一個課程框架，在這個框架中，教師對他們希望實現的目標和希望實現的目標做出預先決定。19， Principles for good lesson planning: aim, variety, flexibility, learnability and linkage. P53良好的課程規劃原則：目標、多樣性、靈活性、學習能力和聯系20， Macro planning vs. micro planning P5421， Macro planning

19、 involves 1) Knowing about the profession 2) knowing about the institution 3) Knowing about the learners 4) Knowing about the curriculums 5) Knowing about the textbook 6) Knowing about the objectives22， Teaching aims are the contents to be covered, such as grammar, vocabulary or language skillsP5623， Language contents and skills: language contents are structures, vocabulary, functions, topics etc. and language skills are communicative skills involved in listening, speaking, reading and writing.24， Stages and procedure