Transcript Unit Two

ELT Methodology (1)
《英语教学法》（上）
Lecturer:
Ark Fang
English Department, SISU
主讲:
方友荣
四川外语学院英语系
Unit Two
Warming Up
Activity 1
Activity 2
Activity 3
Activity 4
I. Warming Up
Participants in Communication
Participants in Class
Speaking Time in Communication
Speaking Time in Class
One to One
One to Two
One to Several
Two to one
Two to Two
Several to One
One with One
One with Two
One with Several
Two with Two
Several with Several
Teacher to Student
Teacher to Students
Student to Teacher
Students to Teacher
Student to Student
Students to Student
Students to Students
Teacher with Student
Teacher with Students
Student with Student
Students with students
C. Speaking Time
in Real Communication
One-side Centered
One-side Dominated
Equally Participated
1. One-side-Centered
One to One:
100% : 0%
One to Several: 100% : 0%
Giving advices, suggestions,
persuasions, report, talk, or lecture.
Several to One: 100% : 0%
Giving advices, suggestions,
persuasions, or criticisms.
Several to Several: 100% : 0%
advices, suggestions, criticisms
2. One-side Dominated
One with One:
75% : 25%
One with Several:
75% : 25%
Several with One:
75% : 25%
Several with several:
75% : 25%
Instructing, answering questions,
suggesting, explaining, tutoring,
criticizing, etc
3. Equally Participated
One with One:
50% : 50%
One with Several:
50% : 50%
Several with Several:
50% : 50%
Equal turn-taking communication,
Equal turn-taking discussion.
D. Speaking Time in Class
Teacher-Overwhelmed
Teacher-Dominated
Equally Participated
Student-Dominated
Student-Overwhelmed
1. Teacher-Overwhelmed
Teacher to Student: 100% : 0%
Teacher to Students: 100% : 0%
Giving lectures, reports, talks, etc.
Teacher is speaking all the time.
The students have no chance to
speak at all.
2. Teacher-Dominated
Teacher with Student:
75% : 25%
Teacher with Students: 75% : 25%
Giving instructions, answering
questions, offering advices,
proposing or explaining, etc.
The teacher speaks most of the time.
The students speak only a little.
3. Equally Participated
Teacher with student:
50% : 50%
Teacher with Students:
50% : 50%
Student with Teacher:
50% : 50%
Students with Teacher: 50% : 50%
Teacher explains, students practice.
Teacher explains, students discuss.
Students question, teacher answers.
4. Students-Dominated
Student with Teacher: 75% : 25%
Students with Teacher: 75% : 25%
Students speak most of the time and
the teacher speaks only a little.
The teacher instructs or explains a
little, then students practice.
Students give reports, talk or act, and
the teacher only give brief comments.
5. Students-Overwhelmed
Student to Teacher:
100% : 0%
Students to Teacher:
100% : 0%
The students act or speak all the time
and the teacher only listens or watch.
Student with Student
Student with Students
Students with Students
Reports, speeches, discussions,
debates, conversations, plays, etc.
II. Activity 1
A. Traditional Approach
B. Your Real Meaning
C. Functional Meaning
D. Appropriate Language
E. Communicative Competence
F. Competence Development
A. Traditional Approach
1. Only the structure.
2. Little of communicative intention.
3. Little of communicative functions.
4. Little of appropriate language.
Changes are necessary but difficult.
1. What and how to teach?
2. Lack of facilities and staff.
3. Fear of examinations.
B. Your Real Meaning
In real communication, the literal
meaning does not necessarily match
the real intention, i.e.:
Often we don’t mean what we say!
1. Correct structure is essential.
2. Functional value in important.
3. Appropriate language is vital.
C. Functions of Language
At least seven basic functions:
1.
2.
3.
4.
5.
6.
7.
Phatic
Directive
Informative
Interrogative
Expressive
Evocative
Performative
（交际应酬的）
（指导、指挥的）
（提供信息的）
（疑问的）
（表达情感的）
（唤起…的）
（执行…的）
D. Appropriate Language
Formal:
formal, serious
Informal:
direct, colloquial
Seniors:
formal, serious, polite
Peers:
casual, informal
Juniors:
colloquial, simple, polite
Strangers:
formal, polite
Acquaintances: direct, casual, and
colloquial
E. Communicative Competence
Ability to interact freely with others:
to accurately understand what others
want to communicate in the broadest
sense and to effectively convey to
others what he whishes to share in
any situation and in any context.
Qualified structures with clear
functions in appropriate manners
make communicative competence.
F. Competence Development
FL learning much like NL acquisition.
Decided by inner & outside factors.
NL: Natural and fully-developed.
FL: Artificial and shortened.
Parallel Processes:
Cognition
Production
Interaction
Parallel Processes
a. Skill-Getting and Skill-Using:
Parallel but not sequential;
continually proceeding together;
genuine interaction from beginning.
b. Linking SG and SU: Not automatic.
SG activities must be designed as to
be already pseudo-communication,
thus leading naturally in to
communication activities.
1. Cognition
Cognition (Knowledge): Skill-Getting
a. Perception:
Knowledge of units, categories,
and functions.
b. Abstraction:
Internalizing rules relating
categories and functions.
2. Production
Production (pseudo-communication):
Skill-Getting
a. Articulation:
Practice of sequences of sounds
b. Construction:
Practice in formulating
communications
3. Interaction
Interaction (real communication)
Skill-Using
a. Reception:
Comprehension of a message
↨ Motivation (to communication)
b. Expression:
Conveying personal meaning
III. Activity 2
Knowledge in Language Processing
Value of Background Knowledge
Use of Background Knowledge
Oral and Written Communication
Features of Oral Communication
A. Knowledge
Three Types of knowledge
taught but mostly learned:
Language Knowledge
Background Knowledge
Discourse Knowledge
Language Knowledge and
Background Knowledge are the
foundation of Discourse Knowledge.
1. Language Knowledge
The Sound System
The Vocabulary
The Grammar
Any foreign language learner has to
know sufficiently about the three
BASIC language elements.
Any foreign language learner has to
be taught and mostly learn about the
knowledge of language.
2. Background Knowledge
Common and specific knowledge of
the time, place, participants and
occasion of the context, and of the
specific field of life and study.
Culture; Religion; Literature; Arts;
Entertainment; Law; History;
Geography; Politics; Economy;
Military; Engineering; Mathematics;
Physics; Chemistry; Biology; Ecology;
Medicine; Astronomy; Meteorology;
3. Discourse Knowledge
The Knowledge of Context
How a group of sentences are
organized to form a unit of thought:
The opinions and facts.
The topic and the details.
The order of the sentences.
The linking of the sentences.
B. Background Knowledge
and Text Comprehension
Language processing is a
constructive process.
The comprehension of the text
(heard or said, read or written),
which is the specific information
about the specific field of life & study,
is largely and vitally built upon one’s
background knowledge.
C. The Application of
Background Knowledge
1. Background Knowledge should be
taught by teachers but mostly
learned by students.
2. Background Knowledge are
learned through listening but
mostly through reading.
3. Demanded Background
Knowledge should be provided
before processing the text.
D. Oral and Written
1. Physics
Oral: acoustic; Written: visual
2. Behavior
Oral:
listening & speaking
written:
reading & writing
3. Structure
Oral:
short & simple
Written: long & complex.
4. Formality
Oral: informal; Written: formal
E. Oral Communication
Situations
Contexts
Cooperation by Turn-taking
Non-linguistic Assistances
Linguistic Expressions
1. Situation
a. Occasion: formal or informal
b. Relationship between participants:
acquaintances or strangers;
seniors, peers, juniors, superiors
colleagues or subordinates;
c. Background of participants:
Sex; age; belief; interest;
occupation; position; religion;
d. Setting: time, place, weather
2. Context
a. Functions
b. Daily life
c. Personal affairs or social affairs
d. Facts or opinions
e. Attitudes or moods
f. Common (or popular) topics
g. Specific field of study or science
3. Cooperation
Two/More Participants—turn-taking.
Indications of Continuing or Turning;
Little Overlapping or Interruption;
Appropriate Language and Manners
in Situations and Contexts;
Continuous Interaction;
Complete Interaction.
4. Non-Linguistic Assistance
Volume of Voice
Length of Voice
Speed of Voice
Facial Expressions
Gestures
Silence
5. Linguistic Expression
Appropriate linguistic expressions for
turn-taking in various situations
should be taught, learned, practiced.
Pronunciation and Intonations
Stresses (structurally)
Back-channel response
Functional signals
Routine expressions
Various structures
IV.Activity 3
Objectives of CLT
CLT Syllabus
Authenticity
Roles of Teachers
Roles of Students
A. General Objective
CLT is aimed at not only enabling
students to learn the language alone
(sounds, vocabulary and grammar),
but mainly developing the students’
comprehensive ability of using the
target language freely and skillfully
for effective communication in
various real situations and contexts.
A. CLT Objectives In China
1. The major objective:
To develop the students’ ability to
read and study on their own.
2. The secondary Objective:
To develop the students’ ability of
listening, speaking, writing and
translating.
B. CLT Syllabus
A CLT syllabus must cover 5 aspects:
adequate Language structures
(Phonetics, Vocabulary, Grammar);
sufficient communicative skills;
all sorts of practical functions;
different types of real situations;
and various kinds of possible topics.
C. Authenticity
Definition of Authenticity
Reasons for Authenticity
Value of Authenticity
Application of Authenticity
1. Definition
a. Developed as native language.
b. FL surroundings.
c. Texts designed for native speakers.
d. Activities for real situations.
e. Idiomatic expressions.
f. Teachers behave authentically.
2. Reasons
The best way to learn a language is to
be massively exposed to the world of
the natural and actual language:
Learn how native speakers
actually use natural language.
Learn more about the language
and about the background culture.
Immediately relate class activities
to real communication.
3. Value of Authenticity
a. It can arouse the students interests
in and curiosity about the FL.
b. It can build up students’ feeling
for the FL (对外语的语感).
c. It can speed up the students’
learning of the FL.
d. It can enable students to sooner
and better communicate with the
FL in real situations.
4. Application of Authenticity
a. Choosing Authentic texts
Need not to compose few texts.
Only need to choose the composed.
b. Designing tasks to respond to texts
Need to design various tasks, a few
superficial but most authentic.
c. Designing learning activities
Not all authentic, but step by step,
eventually to authentic ones.
D. Roles of Teacher
Controller (supervisor)
Manager (organizer)
Assessor (judge, grader)
Participant (member)
Engine发动机 / 火车头 (adviser)
Resource (encyclopedia)
Instructor (coach)
E. Roles of Students
Workers (laborers)
Actors (performers)
Contestants (competitors)
Participants (members)
Train Cars（火车车厢）
Visitors (searchers)
Trainees (apprentices)
V. Communicative Activities
Contributions of C. A
Features of Communication
Nature of C. A
Types of C. A
A. Contributions
A clear idea about the value of
communicative activities is helpful.
A Summary by Littlewood (1981):
They improve motivation.
They provide “whole-task practice”.
They allow natural learning.
They create contexts learning-support.
Motivation
Motivation, instead of intelligence,
usually decides one’s success.
Curiosity
Interests
Enjoyment
Benefits
Skillful use of various communicative
activities can stimulate and improve
students’ motivation of FL learning.
Whole-task Practice
Practice of a whole task is valuable:
A complete vies of a whole task.
A systematic set of knowledge needed.
A thorough picture of the processes.
A clear understanding of the points.
Hence, a sense of completion.
Thus, an experience of completion.
Therefore, habit and responsibility of
completing a task in communication.
Natural Learning
Learn a natural language naturally:
Being exposed to the language;
Listening — processing — Speaking;
Accumulating;
L and R — processing — S and W;
Accumulating;
Reading — processing — Writing;
Accumulating;
Communicating in real situations.
Learning-Supporting Contexts
Well-designed activities, providing
meaningful & logical contexts, are
a. easy for students to follow,
b. easy for students to recall,
practice and to apply the learned,
c. beneficial for students to master
the learned and to learn more,
d. and good for real communication.
B. Features of Communication
1. Necessity
curiosity, interests, benefits, etc.
2. Unpredictability
No one can exactly and accurately
read others’ minds.
3. Choice of Language
Difference in background, mood,
purpose, etc.
C. Nature of C.A.
Nature — Requirements
1. Desire to communicate.
2. Purpose of communication.
3. Attention centered on content.
4. Variety of language forms
5. Students engaged not intervened.
6. Free choice of language.
D. Types of C.A.
1. Functional Communication Act.
a.
For for effectively expressing
functional meaning
b. Information Gap Activities
2. Social Interaction Act.
a.
For appropriately conveying
social meaning.
b. Role-Play Activities
Information Gap
1. Skills: L — S — R — W
2. Tasks:
blank-filling; differences;
similarities; guessing riddles; etc.
3. Media: Visual; Auditory; A-V
partially printed texts; pictures;
maps; objects; etc.
partially-erased talks or
conversations.
Role-Play
Three Types
Principles:
a.
b.
c.
d.
e.
From the easy to the difficult.
Adequate knowledge.
Well planned and clearly explained.
Organized & instructed by teacher.
Students sufficiently prepared,
especially for debate.