第1章 第二语言教学和学习的概念基础 1.1 复习笔记
第一章重点介绍人本主义心理学的学习理论和据此提出来的“以学生为中心”和“以任务为基础”的教学方式。 本章要点：
1The humanistic and experiential learning 人本主义与经验主义学习
2Communicative language teaching Task-based language teaching 交际型教学法与任务型教学法
3Learner-centered education “以学生为中心”的教学
4Difference between inductive learning and deductive learning 演绎学习与归纳学习的区别本章考点：
1教学流派：经验主义学习的不同观点；
2教学法：交际法与任务型教学法的定义及特征；任务与练习的区别；任务设计的原则； 3教学：“以学习者为中心”的教学理论；
4学习：演绎学习与归纳学习的特征；学习者与学习过程。本章内容索引：
I. The humanistic tradition vs. experiential learning 1Competing concepts of education 2Humanism and experiential learning 3Inductive and deductive learning II. Communicative language teaching 1Reconceptualizing language 2Tailoring courses to learners III. Learner-centered education 1Defining learner-centeredness
2Learner involvement in the learning process 3Learner-centeredness IV. Negotiated curricula
1Learner contributions of the learning process
2Moving learners along the negotiation continuum
V. Task-based language teaching 1Defining task 2Task versus exercise 3Principles of task design. (1) The authenticity principle;
(2) The form/function principle;
(3) The task dependency principle.
I. The humanistic tradition vs. experiential learning 【考点：教学思想的争论】
1Competing concepts of education
(1) Education is a matter of making meaning for the learner on the one hand, and
(2) Education is to facilitate the process whereby learners make their own meaning. 2Humanism vs. experiential learning 【考点：经验主义的学习观点】
(1) Humanism
(2) Experiential learning ① facilitates personal growth;
② helps learners adapt to social change;
③ takes into account differences in learning ability;
④ is responsive both to learner needs and practical pedagogical considerations. 3Inductive vs. deductive learning 【考点：区别演绎学习和归纳学习】
(1) Deductive learning
A process of adding to our knowledge by working from principles to examples;
(2) Induction learning
One works from examples to principles, rules, and generalizations.
II. Communicative language teaching (CLT) 【考点：交际法的概念及兴起的因素】
1Reconceptualizing language
Language was seen as a system for the expression of meaning rather than as a system of abstract syntactic rules. 2Tailoring courses to learners
(1) Different learners have different communicative requirements;
(2) The content of the curriculum and learning processes should reflect the insight.
III. Learner-centered education 【考点：“以学习者为中心”的定义】 1Defining learner-centeredness
In a learner-centered classroom, key decisions about what will be taught, how it will be taught, when it will be taught, and how it will be assessed will be made with reference to the learner.
2Learner involvement in the learning process 3Learner-centeredness: another dimension IV. Negotiated curricula
1Learner contributions of the learning process
When learners had an opportunity to contribute to the content of the lesson, which was the content that learners would claim to have learned.
2Moving learners along the negotiation continuum Step 1: Make instruction goals clear to learners Step 2: Allow learners to create their own goals
Step 3: Encourage learners to use their second language outside the classroom. Step 4: Raise awareness of learning processes
Step 5: Help learners identify their own preferred styles and strategies Step 6: Encourage learner choice
Step 7: Allow learners to generate their own tasks Step 8: Encourage learners to become teachers Step 9: Encourage learners to become researchers V. Task-based language teaching
【考点：任务型教学法的定义；任务与练习的区别；设计任务的原则】
1Defining task
(1) A task is a piece of work undertaken for oneself or for others, freely or for some reward.
(2) A task is an activity or action which is carried out as the result of processing or understanding language. 2Task vs. exercise
(1) A task has a nonlinguistic outcome, while an exercise has a linguistic outcome.
(2) Dimensions of task ① Language ② Procedure
考点总结课后答案David Nunan第二语言教与学考研资料
