完整版英语教学法知识点整理

Structural view of language sees languages as a linguistic system 1，Freeman&Long): -subsystems (Larsenmade up of various Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗 朗）：音位学、形态学、句法。里曼&Johnson (needs Functional view: communicative of the learner 2，a as functional view not only sees languages ), and Marrowthe our means for doing things. Most of linguistic system but also a offering, language use involves functional activities: -dayto-day suggesting, advising, and apologizing.功能观不仅把语，功能观：学习者的交际需求（约翰逊和马罗）言看作一种语言系统，而且把语言看作一种做事的手段。我们 日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。 the interactional view considers language to be 3， Interactional view: whose main use is to build up and maintain communicative tool,a between people.social relations

互动观：互动观认为语言是一种交际工具，其主要作用是建立 和维护人与人之间的社会关系。).

Harmer Behaviourist theory: the way human acquires language (，4a formulated experiments, their Watson and RaynorBased on stimulus-response theory of psychology. The key point of the do

to animal an train can you “ that is conditioning of theory

which follow a certain procedure if anything(within reason) you and response, major stages, stimulus, has three

reinforcement”(Harmer)

基于他们的实验，。行为主义理论：人类获取语言的方式（哈默）华生和雷诺制定了心理学的刺激反应理论。条件作用理论的关反应和强化的键是，“如果你遵循一个有三个主要阶段：刺激、 （在理性范围内）。”特定程序，你可以训练一只动物做任何事情to used loosely the 5， Cognitive theory: term cognitivism is often describe methods in which students are asked to think rather than P5) simply repeat( Noam Chomsky, Skinner认知理论：认知主义这个术语经常被松散地用来描述要求学生 p5。思考而不是简单重复的方法（诺姆·乔姆斯基，斯金纳）to

is it is believed that education used 6，Constructivist theory: 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)建构主义理论：人们

认为教育是用来发展思想的，而不仅仅是教师需要设计环境并与学习者互动，用来死记硬背所学的东西。 以培养创新性、创造性和批判性的学习者（约翰·杜威）emphasizes

Vygotsky by -， Socioconstructivist theory: represented 7social a language the engagement interaction and with target in Zone of Proximal Development” context based on the concept of “

achieved best learning is (ZPD) and scaffolding. In other words, the the teacher and through the dynamic interaction between learner and between learners.“近端发展区”社会建构主义理论：以维果茨基为代表，强调在）和“支架式”概念的基础上，在社会语境中与目标语（ZPD言的互动和联系。换句话说，学习最好是通过教师和学习者之 间以及学习者之间的动态互动来实现的。A good teacher not only depend on his command of the language

， 8and professional qualities devotion, but also depend on ethic personal styles(Parrot)一个好的老师不仅取决于他对语言的掌握，还取决于他的道德 奉献、职业素质和个人风格 involves

stage1development Teachers' professional competence 9，more crucial and stage2 (the most language development,

goal stage3 and learning, practice reflection, complicated)

professional competence. P9 教师职业能力发展包括第一阶段：语言发展、 第二阶段（最关键、最复杂）学习、实践与反思、 第三阶段

目标职业能力。enable

is to of foreign language teaching ultimate 10， The goal when or life in use to the foreign language work students language

the between gap big a is there often Very necessary.

used in real life and the language learned in classrooms.外语教学的最终目标是使学生在必要时能在工作或生活中使用外语。在现实生活中使用的语言和在教室里学习的语言之间经 常有很大的差距。communicative

develop students' The goal of CLT is to 11，the knowledge about competence, which includes both the

language to use and the knowledge about how language

appropriately in communicative situations.的目标是培养学生的交际能力，包括语言知识和如何在交CLT 际情境中恰当使用语言的知识communicative

of main discusses 5 components 12， Hedgecompetence, competence, pragmatic competence: linguistic

discourse competence, strategic competence and fluency. P18 13， CLT(communicative language teaching)'s three

principles

suggested by Richards and Rodgers:

1) Communicative 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. 三项原则：CLT理查兹和罗杰斯提出的．

1）交际原则：涉及真实交际的活动，促进学习。 2）任务原则：用语言进行有意义的任务的活动，促进学习。 3）有意义原则：对学习者有意义的语言支持学习过程communicative

evaluating how listed Ellis has 6 criteria for 14， classroom activities are: 1) Communicative purpose, 2) Communicative desire,

3) Content, not form, 4) Variety of language, 5) No teacher intervention

6) No materials control. P26， Task-based language teaching(TBLT)15main

a task has 4 Scarino 16， Clark, and Brownell believe that

components:: making sure students have a reason for undertaking A purpose1)