从语言的系统性看大学英语教学.pptVIP

应用性，创造性 整体性，综合性、过程的非线性 智力因素、情感因素 以学习者为中心，个体性 学习者、教师、学习内容的互动 Problem, Participation, Progress 语言的系统性要求英语教学的 对外语教学与测试的启示 对外语教学与测试的启示 综合技能培养 教学目标 课型设置 综合课、单项技能课 教学设计 Task-based, project-based, content-based 对外语教学与测试的启示 语言与非语言目的的平衡 语言使用的意义性 英语教学与大学教育 对外语教学与测试的启示 From the MOE of Singapore 对外语教学与测试的启示 动机与策略 动机的产生 有些动机是需要培养的 动机不必是相同的 动机不必是不变的 动机对过程的影响 动机对注意的影响 动机对加工的影响 策略能力是语言交际能力的一部分 对外语教学与测试的启示 测试对教学的反拨 测试的综合性趋势 Performance tests 结 语 语言学习中的输入与输出就好比是太极图中的白与黑，它们你中有我，我中有你。组合在一起，才能形成一个充满活力的生命体。” Hyland, K. (2005). Teaching and Researching Writing. 外语教学与研究出版社 * Rost, M. (2005). Teaching and Researching Listening. 外语教学与研究出版社 * To improve listening at the receiving stage, prepare yourself to listen, discern between intentional messages and noise, concentrate on stimuli most relevant to your listening purpose(s) or goal(s), be mindful of the selection and attention process as much as possible, pay attention to turn-taking signals so you can follow the conversational flow, and avoid interrupting someone while they are speaking in order to maintain your ability to receive stimuli and listen. To improve listening at the interpreting stage, identify main points and supporting points; use contextual clues from the person or environment to discern additional meaning; be aware of how a relational, cultural, or situational context can influence meaning; be aware of the different meanings of silence; and note differences in tone of voice and other paralinguistic cues that influence meaning. To improve listening at the recalling stage, use multiple sensory channels to decode messages and make more complete memories; repeat, rephrase, and reorganize information to fit your cognitive preferences; and use mnemonic devices as a gimmick to help with recall. To improve listening at the evaluating stage, separate facts, inferences, and judgments; be familiar with and able to identify persuasive strategies and fallacies of reasoning; assess the credibility of the speaker and the message; and be