On Foreign Language Teaching论外语教学.doc
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1、Foreign Language Teaching AbstractIt is not easy to learn a foreign language and it is more difficult to teach a foreign language The teacher has not only to make her students understand the language namely the pronunciation vocabulary grammar etc she she is used to refer to teachers in general and
2、he to learners must also help develop their communicative competence so that they can use the language they have learned correctly appropriately and expressively in real situations So here we talk about aspects of foreign language teaching including reasons the nature syllabus aims and objectivesKey
3、 words foreign language teaching reasons syllabus aims and objectives内容摘要学习一门外语十分不容易要教好一门外语则更不易作为英语老师不仅要让他的学生理解英语这门语言也就是所谓的发音词汇语法等等同时他必须还得帮忙去提高他们的交流能力这样他们才可以正确的使用他们学习的语言在现实情境中准确无误地表达自己想要表达的内容因此在这里我们探讨一下外语教学的有关方面包括原因本质大纲安排目标关键词 外语教学原因大纲安排目标 191 INTRODUCTIONOver the last several decades linguists have
4、 put a great emphasis on the research of Foreign Language Teaching In foreign language teaching we have to carry out our work with four key concepts language learning teaching and context Any particular language teaching theory can be regarded as an expression of these four key conceptsThis thesis i
5、ncludes three parts aspects of foreign language teaching the syllabus and the aims Through the three parts we just want to give a general description of foreign language teachingThis paper mainly adopts three approaches 1 language teaching requires an understanding of the nature of language 2 langua
6、ge teaching demands a view of the learners and the nature of language learning 3 language teaching occurs in a given contextBy asking these questions and by attempting to answer them we can develop refine probe and evaluate language teaching theories more scientifically and our foreign language teac
7、hing practice can be better guided and oriented 2 Aspects of Foreign Language Teaching21 Reasons for Studying Foreign Language TeachingForeign language teachers know that knowing a language well does not necessarily mean that you can teach the language well Teaching is an art as well as a science If
8、 you do not understand the theories principles methods or techniques of teaching you could as well be able to teach a foreign language based on your experience but you cannot hope to achieve good results nor can you give your or your colleagues teaching a rational evaluation or a critical appraisal
9、There are surely limitations in teaching by drawing only on experience though experience is important The theories youll learn from the methodology course can guide support and conceptualize your teaching practice And the new insights youll get by sharing ideas with other people can bring you great
10、benefit As the old saying goes Travel broadens the mind In the same way learning Foreign Language Teaching Methodology will surely broaden the mind of teachers Methodology courses exist to help prospective as well as in service teachers develop their own teaching styles and pedagogy rather than to i
11、ndoctrinate them to the use of specific models and techniques The Nature of Foreign Language TeachingForeign Language Teaching Methodology is the study of the practices and procedures used in teaching and the principles and beliefs that underlie them Methodology includes first the study of the natur
12、e of language skills such as reading writing speaking and listening and procedures for teaching them Second methodology studies the preparation of lesson plans materials and textbooks for teaching language skills Methodology includes the evaluation and comparison of language teaching methods example
13、 the Audiolingual Method versus the Oral-Situational Method and other related issues concerning effective teaching and learning such as classroom management the use of technology the assessment of teaching and learning outcomes and so on Foreign language teaching is sometimes discussed in terms of t
14、hree related aspects approach method and technique It is worth discussing briefly the differences between the three conceptsWhen we use the word approach we mean that an idea or theory is being applied that whatever the teacher does in a classroom certain theoretical principles are always borne in h
15、er mind When we talk about a technique we mean a procedure used in the classroom Finally a method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learningA technique then is the narrowest term meaning one single procedure A met
16、hod will consist a lot of techniques probably arranged in a specific order The word approach is much more general and has the implication that whatever methods or techniques the teacher uses she does not feel bound by these but only by the theory in which she believes If she can find new and better
17、methods or techniques which will fit in with her approach then she will adopt them We therefore have a hierarchical system It follows from this that different approaches may share the same techniques and even the same methods and different methods may share the same techniquesAt the level of approac
18、h there are at least three different theorectical views of language explicitly or implicitly underlying currently popular language teaching methodsThe structural viewLanguage is a system of structurally related elements for the coding of meaning The learning of a target language is seen to be the ac
19、quisition of the elements of this systemThe functional viewLanguage is a vehicle for the expression of meaning This approach emphasizes the semantic rather than the grammatical potential of language and leads to a specification or organization of language teaching content by categories of function r
20、ather than by categories of formThe interactional viewLanguage is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals Interactional theories focus on the pattern of moves acts and exchanges in communication Language teaching con
21、tent may be specified or organized by patterns of exchange or may be left unspecifiedto be shaped by the inclination of the learner as interactorBut these theories of language are in themselves incomplete and need to be complemented by theories of language learning eg the linking of structuralisma l
22、anguage theory to behaviorisma learning theory produces audiolingualism The cognitive proponents have attempted to link structuralism to a more mentalistic and less behavioristic brand of learning theory We may think that studying a language is primarily learning a set of physical habits of that it
23、is the produce of a special language acquisition device peculiar to the human species that students are motivated principally by a desire to get the right answer or by a desire to enhance their own self-esteem etcIn other words an approach provides principles to decide what kind of content and what
24、sort of procedures are appropriate The philosophical principles provided by an approach have something to do with the nature of studying And the social-political educational principles have to do with the purpose of educationMethod is a set of procedures or a collection of techniques in a systematic
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