王蔷英语教学法思维导图（教育学考研必备）

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English Language Teaching

Chapter 1. Why do we teach English as the way we do

Uniit 1. Language and Language Learning

How do we learn languages

Different people learn differently for different reasons at different ages and environments

3 views on language

Structural view

Functional view

International view

3 views on language learning

Behaviourist theory

Theory

(what)operant conditioning; stimulus-response-reinforcement (S-R-R); no mind; no intuition; publicly observe; Pavlov’s dog; Skinner’s box; BF Skinner: give me a child and I will shape him into anything”; positive VS negative enforcement.

Structural linguistics

goal is to describe language; breaking down language into small pieces; language=what can be observed

Related language education

ALM(audio-lingual method, solider training); rote memorization; listen first (stimulus)speak second (response)

Problems

phenomenon: kids make mistakes in language that adult don't make even after reinforcements

Cognitive theory

c

(Why) innatism; Noam Chomsky: capacity for language is innate;

Structural linguistics

language acquisition device (LAD-black box) allows kids to learn language; born with universal grammar (UG): language rules and forms; deep/surface structure in a language; phrase structure; transform sentences; competence vs performance

Related language education

silent way; designer’s method;

Problem

Genie, a girl been locked for years and then discovered, if she had the innateness, then she should be able to speak a language even though without teaching or learning, but she cannot.

Constructivist theory/ Socio-constructivist theory

Theory

interactionism & social constructivism: Lev Vygotsky (through others, we become ourselves);

LX functionalism: functions of language: language serves as a medium of communication; cognition and thinking originates in social interaction; cooperative learning is important; ZPD (zone of proximal development: tasks that the learner cannot yet do, but can learn with appropriate social support; meaningful activities; group work, interaction. i+1 input hypothesis (Krashen): learner progresses when language input is slightly above current level of competence;

Applied LE

CLT (communicative language teaching)

子主题

Teacher's professional development

Learning

Practice

Reflection

Unit 2. Communicative Principles and Task-based Language Teaching

The main components of communicative competence

Linguistic competence

Knowledge of language (form and meaning), spelling, grammar rules, and sentence structure, etc…

Pragmatic competence

the appropriate use of the language in social context.

Discourse competence

the ability to create coherent written text or conversation and to understand them

Strategic competence

communication strategies (ability to keep the conversation going on when needed)

Fluency

without strain or inappropriate slowness or undue hesitation.

CLT and the four language skills

Communicative language teaching

The principles of CLT

communication principle

task principle

meaningfulness principle

listening

speaking

reading

writing

The main features of communicative activities

communicative purpose

communicative desire

content, not form

variety of language

no teacher intervention

no material control

Task-based language teaching (TBLT)

focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.

Emphasis on fluency and student’s confidence.

Four components of a task

a purpose

a context

a process

a product

PPP (Presentation, Practice and Production)

Presentation stage

The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for. Eg. model sentences, short dialogues illustrating target items, from the textbook, heard on the tape or acted out by the teacher.

Practice stage

Students practise the new language in a controlled way. (repeati

Production stage

Students are encouraged to use the new language in a freer way either for their own purposes and meanings or in a similar context introduced by the teacher. Eg. a role play.

PPP critique

1) for being too teacher-centered

2) for keeping students passive

3) for its linear sequencing of language items

Chapter 2. What, who and how to teach creatively

Unit 16. Learner Differences and Learner Training

8 types of learners

visual learners: studying by seeing

auditory learners: study by listening/hearing

tactile learners: study through hand-on activities.

kinesthetic learners: study with body experience.

group learners: study with others.

individual learners: study on their own.

authority oriented learners: need teachers' guidance

reflective learners: need time to think and make plan

Gardner’s 8 intelligences

verbal/linguistic intelligence: good at oral/written language

musical intelligence: music

logical/mathematical intelligence: numbers

Spatial/visual intelligence: shape, colors

Bodily/kinesthetic intelligence: sports

Interpersonal intelligence: understanding others

Intrapersonal intelligence: understand oneself

Naturalization intelligence: enjoy outdoor activities, traveling

Given ideas for learner training

Involve students in an overview of the textbook at the beginning.

Involve students in finding out about themselves.

Help learners set up their learning goals and make their own plans.

Share lesson aims with students in class and review them by the end of the lesson.

Use learner diaries as a way to help student reflect on their learning.

Guide student to make plans for learning.

Guide student to make plans for learning.

Help students learn to use resources.

Unit 3. The National English Curriculum

Designing principles for the National English Curriculum

aim for educating all students, and emphasise quality-oriented education

promote learner-centredness, and respect individual differences.

develop competence-based objectives,and allow flexibility and adaptability

pay close attention to the learning process, and advocate experiential learning and participation.

attach particular importance to formative accessment, and give special attention to the development of competence.

optimize learning resources, and maximise opportunities for learning and using language

goals and objectives of English language teaching

designing of the National English Curriculum

Performance standards for different levels of competence

Challenges facing English language teachers

Unit 17. Using and Creating Resources

Resources that are available

provided: books，CD，PPT, computer, overhead projector, etc.

create your own materials: pictures, cards, game boards, etc.

create a better learning environment for students: fixed/stable classroom.

Use students as great resources.

Use the internet resources.

Exploring Hidden Resources

Use yourself as resource.

Use students as resources.

Making use of students’ works, eg. drawing, clothes, etc.

Making use of the surroundings.

Internet plus your creativity

Chapter 3. Getting ready to teach

Unit 4. Lesson Planning

principles for good lesson planning

Aim

the realistic goals for the lesson.

Variety

prepare a number of different types of activities, introduce a wide selection of materials.

Flexibility

use a number of different methods and techniques.

Learnability

the contents and tasks should be within the students’ learning capability.

Linkage

language knowledge, stages, activities, and steps should be somehow linked together; recycling and reinforcement.

Macro planning vs. micro planning

Macro planning

the planning for a month, a term, or the whole course. General guidance.Knowing about: the profession; the institution; the learners; and the curriculum/syllabus; the textbook; the objectives

Micro planning

the planning for a specific lesson, 40-50 minutes.

Components of a lesson plan

Background information

Teaching aims

Language contents and skills

Teaching stages and procedures

Teaching aids

Optional activities/Assignments

Teacher’s after-class reflection

Unit 5. Classroom Management

the roles of the teacher

multiple roles (controller, assessor, organizer, prompter, participant, resource-provider, director, coach, guide, researcher, facilitator, doctor, etc)

Classroom instructions

all classroom language that a teacher uses while teaching.

Appropriateness: speed, level, flexibility, practice, don’t talk too much.

Student grouping

Whole class work

for presentation or vocabulary teaching

Pair work

for dialogue practice

Group work

for discussion

Individual study

for writing practice

Student grouping techniques

seats arrangementgenderpersonalityEnglish levels (same level or mixed level)Students’ own choicegroup by cards or numbers how many students in a group: 3, 4, 5, or 6

Chapter 8. Wrap up

Unit 14. Moral Learning

activities for moral learning

sharing

posters

debates

comparison

essays

pole plays

case studies for problem solving

extension activities

philosophy circle

spontaneous reflection

the roles of the teacher

the roles of the school

Unit 15. Assessment in Language teaching

main differences among testing, evaluation and assessment

Testing

pencil & paper; at the end of a learning period; result is in marks, grades or ratio; students are ranked

Evaluation

lessons, courses, programs, and skills to be evaluated; over all judgment about one’s work or a whole school’s work; class observation, students’ scores, teachers’ assessment reports, course documents, interviews, surveys, etc.

Assessment

collecting information or evidence of a learner’s learning progress or achievement; purpose: improving teaching or learning; student’s achievement is compared with his/her own starting point.

Purposes of an assessment

To administrators

to see if the program works well

To teachers

to know what works and what doesn’t and make changes accordingly.

To parents

to get to know their children’s performance at school.

To students

to know what they have accomplished.positive, promote and encourage learning

Methods for assessment

summative & formative assessment

teacher’s observations

continuous assessment

assessment and peer assessment

project work

portfolios

Criteria for assessment

Criterion-referenced assessment

based on a fixed standard or a set criterion

Norm-referenced assessment

students’ performance are compared with the NORM

Individual-referenced assessment

personal/individual achievement

Portfolios assessment

Assessment principles

assess authentic use of language

assess in a variety of contexts

assess the environment, the instruction and the students

assess both processes and products

analyse patterns of errors

base on normal developmental patterns and behavior

clarify and use standards

involve all aspects related

make the assessment as an ongoing part

Tests in assessment

Questions & answersTrue or false questionsMultiple-choice questionsGap-filling or completionMatching questionsDictation Transformation Translation Essay writing Interview Survey Self-reflection

Chapter 4-7. How to teach in practice

Unit 6. Teaching Pronunciation

The role of pronunciation

the value of teaching pronunciation not how to teach pronunciation.

Failure in pronunciation is a great hindrance in language learning.

The teaching of pronunciation should focus on the students’ ability to identify and produce English sounds themselves.

Sounds, stress, and intonation

The goal of teaching pronunciation

Consistency

the pronunciation should be smooth and natural.

Intelligibility

the pronunciation should be understandable to the listeners.

Communicative efficiency

the pronunciation should help to convey the meaning that is intended by the speaker.

Aspects of pronunciation

Pronunciation is like an umbrella: sounds, phonetic symbols, stress, intonation, rhythm.

Mechanical practice

Meaningful practice

Unit 7. Teaching Grammar

The role of grammar in ELT

what is grammar: language rules

Children VS adults

Writing VS listening and reading

Grammar presentation methods

Deductive method: reasoning, analyzing and comparing.

Inductive method: From given sample sentences, learners find out the grammar rules without explanation.

Unit 8. Teaching Vocabulary

Vocabulary and vocabulary building

real vocabulary size

The vocabulary that you can use in listening, speaking, reading and writing. Like: How are you?

The importance of vocabulary in language learning

David Wilkinson (1972) once said," Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed."

What does knowing a word involve?

pronunciation, stress, spelling, grammar rules, meaning， when and how to use the word

Denotative meaning

words that we use to label things as regard real objects.

Connotative meaning

the positive or negative attitude or subtle feelings towards sth.

Collocations

words that co-occur with high frequency and have been accepted as ways for the use of words.

Synonyms (same meaning); antonyms (opposite meaning); hyponyms (same word group)

Receptive/passive vocabulary

vocabulary can be recognized and comprehend in reading or listening

Productive/active vocabulary

vocabulary can be used in speaking or writing

Ways of Presenting new words

Try to provide a visual or physical demonstration whenever possible (pictures, video clips, gestures, mime …).

Provide a verbal context to demonstrate meaning (Ask students to tell the meaning first).

Use synonyms, antonyms

Use lexical sets or hyponyms to show relations of words and meaning.

Translate and give examples

Use word formation rules: affix, suffix, root.

Teach vocabulary in chunks/collocations.

relate with students’ real life experience.

provide variety of contexts

predict possible misunderstand or confusion.

Consolidating vocabulary

Labelling；Spotting the differences；Describing and drawing；Playing a game；Using word thermometers: words with degrees (size, age, speed, distance, emotion…)；Using word series(hyponyms): word family/group (tools, clothes…)； Word bingo； Word association； Odd man out； Synonyms and antonyms； Using word categories； Using word net-work； Internet: word games, kahoot, quizlet

Developing vocabulary building strategies

Review regularly

Guess meaning from context

Organize vocabulary effectively

Use a dictionary

Manage strategy use

Introduce some vocabulary learning strategies

Unit 9. Teaching Listening

Why is listening so difficult for students?

Neglect of listening in language teaching

lack of teaching materials (audio, videos tapes);equipment (tape players, VCRs,VCDs, computers);situation/environment.

Differences between listening and reading

accents, speed, repetition, pause, noise, involvement with other tasks.

listening is more difficult than reading

1. personal differences: dialects, accents, stresses, intonation, mispronunciation, etc

2. little or no control of the speed of the input of spoken materials.

3. cannot pause to think about the meaning.

4. distorted background noise.

5. deal with other tasks simultaneously.

principles and models of teaching listening

Focus on process

Combine listening with other skills

Focus on comprehension of meaning

not to understand every word

Grade difficulty level appropriately

type of language (vocabulary, grammar); task or purpose in listening; context in which the listening occurs;

Bottom-up model

recognizing sounds of words, phrases or structures(effective short-term memory); low-level learners.

Top-down model

prediction (referring meaning from broad contextual clues and background knowledge

Oxford’s 12 principles for selecting and using L2 listening activities

real communicative purpose;authentic languagepre-listening taskspersonally interesting and motivatingvisibility: body language, environmental and contextual clues.text is given and can be repeated be able to respond in some meaningful fashion common topics for normal listeners natural as the text should be: daily chat vs speech relaxing listening atmospher

Three teaching stages

Pre-listening

Predicting; Setting the scene (background information to activate learners’ schema); Listening for the gist (key words, 5 Ws); Listening for specific information;

While-listening

No specific responses; Listen and tick; Listen and sequence; Listen and act; Listen and draw; Listen and fill; Listen and take notes;

Post-listening

Multiple choice questions; Answering questions; Note-taking and gap-filling; Dictogloss (preparation, di

Unit 10. Teaching Speaking

The main similarities and differences between Speaking&Writing

Similarities

productive/output/active

Differences

spoken language vs written language; spontaneous (false starts, repetitions, incomplete sentences, short phrases, etc); unplanned utterances.

Principles for teaching speaking

balancing accuracy-based with fluency-based practices

contextualizing practice: meaningful

personalizing practice

building up confidence

maximizing meaningful interactions

helping students develop speaking strategies

making full use of classroom environment for language practicing

Designing speaking tasks

maximum talk in English

even participation

high motivation

right language level

Types of speaking tasks

Littlewood(1981)’s two types of communicative activities:

pre-communicative(structural activities; quasi-communicative activities);

communicative: functional communication activities; social interaction activities

Some possible speaking activities

ontrolled activitiessemi-controlled activitiesinformation-gap activitiesdialogues and role-playsactivities using picturesproblem-solving activities: a sinking ship/ men with hats riddle other speaking activities: find someone who; change the story; human scrabble (for vocabulary enhancement).

Unit 11. Teaching Reading

What do effective readers do

clear purpose; read silently; phrase by phrase; focus on the key information; adjust strategies accordingly; less translation; guess meaning; activate reading schemata to help reading.

The role of vocabulary in reading

Principles and models for teaching reading

Reading Principles

tasks accessible to students; tasks given in advance; encourage selective and intelligent reading; develop readers’ reading skills/strategies/abilities; provide guidance and assistance.

Reading models

bottom-up

top-down

interactive models

stages

pre-reading

predicting (the title, vocabulary, the T/F questions); setting the scene; skimming and scanning

while-reading

transition device; purposes of transition device; reading comprehension questions; understanding references; making inferences.

post reading

discussion questions; reproducing the text （retelling， rewriting）; role play; gap-filling;

Unit 12. Teaching Writing

A communicative approach to writing

Use writing as a way to communicate with others. intended audience/audiences.

The main differences between writing for learning and writing for communication

Writing for learning

product-oriented, a mean to consolidate language points.

Writing for communication

communication-oriented, a mean to convey some ideas/information through writing.

The process approach to writing

Focusing on the process of how students do the writing rather than the products and withdraw the teacher’s guidance gradually to train the learners become independent writers.

The main procedures of the process writing

Creating a motivation to write: to be interested to write.

Brainstorming: to generate ideas.

Mapping: to organize ideas.

Freewriting: to put ideas on paper; to develop fluency.

Outlining: main ideas; topic sentences; supporting details; introduction; conclusion.

Drafting: to develop ideas.

Editing: to check the clarity of ideas or logical development; grammar, spelling, punctuation.

Revising: to make necessary improvements in both organization and contents.

Proofreading: double-checking.

Conferencing: teacher and student individual meeting; a whole class conference.

The principles provided to motivate students to write

1. Relate to the students’ personal experiences.

2. Leave some room for creativity and imagination.

3. Prepare students well.

4. Encourage individual and collaborative writing.

5. Provide opportunities to share their writing.

6. Constructive and positive feedbacks.

7. Treat errors strategically.

8.Give students a sense of achievement from time to time.

9.Use internet to promote writing

Unit 13. Integrated Skills

the pros and cons for English teaching focusing on integrated skills