英语教学理论-实践.ppt

Welcome to English Methodology!;English Teaching Theory and Practice ;Language and Language Learning;Structural View (1);Structural View (2);Structural View (3);Structural View (4);Functional View;Functional View;Interactional View;The process-oriented language learning theory ;The condition-oriented language learning theory ;Behaviorist Theory;Behaviorist Theory;Behaviorist Theory;Behaviorist Theory;Behaviorist Theory;The Cognitive Theory;The impact of Chomsky’s theory on language teaching;Constructivist Theory;Constructivist Theory;John Dewey;John Dewey, Achambault;Socio-constructivist Theory;1.4 What makes a language teacher?(Martin Parrot: Tasks for language teachers);What makes a good language teacher?;;1.5 How can one become a good language teacher?;How can one become a good language teacher?;How can one become a good language teacher?;How can one become a good language teacher?;Teacher’s professional development;A compromise between the two views by Wallace (1991);Teacher’s professional development;Summary of Unit 1;Unit 2 Communicative Principles and Task-Based Language Learning;Topics to focus on;Language use in real life vs. traditional pedagogy;1. In real life: Language is used to perform certain communicative functions. 2. The traditional pedagogy: focuses on forms rather than on functions.3. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. ;In real life: We use all skills, including the receptive skills and the productive skills. The traditional pedagogy tends to focus on one or two language skills and ignore the others. The consequence: The learners cannot use the language in an integrated way. ;1.In real life: Language is always used in a certain context. 2.The traditional pedagogy tends to isolate language from its context. e.g. the passive 3.The consequence:The students are puzzled about how to use the language in a particular context.