英语教学教育规则的反思
教师工作调动申请-暑期实践心得
Reflection on Teaching by Principles
TOPICS FOR DISCUSSION, ACTION, AND
RESEARCH
A good activity for the
beginning of a course on teaching methodology is
to ask the members of small groups of three or
four to talk about who was the
why that
teacher
was the best. As each group reports
back to the whole class, make a chalkboard
list of such reasons, which should reveal some
attributes for all to emulate. (This
activity
also serves the plJrpose of (a) getting students
to talk early on and (b)
giving students in
the class a chance to get to know each other. To
that end,
group reports could include brief
introductions of group members.)
As soon as
possible, arrange to observe an ESL (or EFL) class
somewhere near
you. At this stage, don't go in
with a checklist or agenda. Just try to sit back
ancl
get a feel for the dynamics of the
classroom. As you observe, if, jot down any
questions that occur to you about why the
teacher made certain choices, and
discuss them
later in a small group or as a whole class.
APPROACH, METHOD, AND TECHNIQUE
Methodology: Pedagogical practices in general
(includingtheoreticalunderpinnings and related
research).
Whatever considerations are
involved into teachare methodological.
Approach: Theoretically well-informed
positions and beliefs about the nature of
language,
the nature of language learning, and
the applicability of both topedagogical settings.
Method: A generalized set of classroom
specifications for accomplishing linguistic
objectives. Methods tend to be concerned
primarily with teacher and student roles and
behaviors and secondarily with such features
as linguistic and suhject-tnatter objectives,
sequencing, and materials. They are sometimes-
but not always-thought of as being broadly
applicable to a variety of audiences in a
variety of contexts.
Curriculmnsyllabus: Specifications-or in
Richards and Rodgers's terminology, -for
carrying out a particular language program.
Features include a primary concern with the
specification oflinguistic and subject-matter
objectives, sequencing,
and materials to meet
the
needs of
a
designated group
oflearners in a defmed come:x.'1.
(The term
is used more
customarily in rhe United Kingdom
to refer to what is commonly called a in the
United States.)
Technique (also
commonly referred to by other termsof a wide
variety of exercises,
activities, or tasks
used in the language classroom for realizing
lesson objectives.
1．Automaticity
We will call our first
principle of language learning and teaching the
Principle of Automaticity and include under
this rubric the importance of:
Subconscious
absorption of language through meaningful use
Efficient and rapid movement away from a focus
on the forms of language
to a focus on the
purposes to which language is put
Efficient
and rapid movement away from a capacity-limited-
control of a
few bits and pieces to a
relatively unlimited automatic mode of processing
language forms
Resistance to the
temptation to analyze language forms.
applies
to adult instruction
1) Because classroom
learning normally begins with controlled, focal
processing, there is no mandate to entirely
avoid overt attention to
language systems.
However, that attention should stop well short of
blocking students from achieving a more
automatic, fluent grasp of the
language.
Therefore, grammatical explanations or exercises
dealing with
what is sometimes called usage
have a place in the adult classroom, but
you
could overwhelm your students with grammar. If
they get too heavily
centered on the formal
aspects of language, such processes can block
pathways to fluency.
2) Make sure that a
large proportion of your lessons are focused on
the
use of language for purposes that are as
genuine as a classroom context
will permit.
Students will gain more language competence in the
long run
if the functional purposes of
language are the focal point.
3)
Automaticity isn’t gained overnight; therefore,
you need to exercise
patience with students as
you slowly help them to achieve fluency.
Intrinsic Motivation Principle
Definition:
The most powerful rewards are those that are
intrinsically motivated
within the learner.
Because the behavior stems from needs, wants, or
desires within oneself, the behavior itself is
self-rewarding; therefore, no
externally
administered reward is necessary at all.
gic
Investment
Definition:
Successful mastery
of the second language will be due to a large
extent to
a learner’s own personal “
investment” of time, effort, and attention to the
second language in the form of an
individualized battery of strategies for
comprehending and producing the language.
ge Ego
The language ego principle can be
summarized in a well-recognized
claim:As human
beings learn to use a second language, they also
develop
a new mode of thinking, feeling, and
acting ---a second identity. The new
“language
ego,” intertwined with the second language, can
easily create
within the learner a sense of
fragility, a defensiveness, and a raising of
inhibitions.
Language-Culture Connection
Classroom applications include carrying
out the following:
1) Discuss cross-cultural
differences with your students, emphasizing that
no culture is “better” than another, but that
cross-cultural understanding is
an important
facet of learning a language.
2) Include among
your techniques certain activities or materials
that
illustrate the connection between
language and culture.
3) Teach your students
the cultural connotations especially of
sociolinguistic aspects of language.
4)
Screen your techniques for material that may be
culturally offensive.
5) Make explicit to your
students what you may take for granted in your
own culture.
anguage
Second language
learners tend to go through a systematic or
quasi-systematic developmental process as they
progress to full
competence in the target
language. Successful interlanguage language
development is partially a factor of utilizing
feedback from others.
general classroom
implications
1) Try to distinguish between a
student’s systematic interlanguage errors
and
other errors; the former will probably have a
logical source that the
student can become
aware of.
2) Teachers need to exercise some
tolerance for certain interlanguage
forms that
may arise out of a student’s logical developmental
process.
3) Do not make a student
feel stupid just because of an interlanguage
error quietly point out the logic of the
erroneous form.
4) Your classroom feedback to
students should give them the message
that
mistake are not “bad,” rather that most mistakes
are good indicators
that innate language
acquisition abilities are alive and well.
5)
Try to get students to self-correct selected
errors; the ability to
self-correct may
indicate readiness to regularly use that form
correctly.
6) In your feedback on students’
linguistic output, make sure that you
provide
ample affective feedback---verbal or nonverbal---
in order to
encourage them to speak.
7) As
you make judicious selection of which errors to
treat, make sure
that your feedback do not
thwart further student attempts to speak.
icative Competence
Given that
communicative competence is the goal of a language
classroom, then instruction needs to point
toward all of its components:
organizational,
pragmatic, strategic, and psychomotor.
Communicative
goals are best achieved by
giving due attention to language use and not
just usage, to fluency and not just accuracy,
to authentic language and
contexts, and to
students’ eventual need to apply classroom
learning to
heretofore unrehearsed contexts in
the real world.
4) Make sure that your
students have opportunities to gain some fluency
in English without having to be overly
wary of little mistakes all the time.
They can
work on errors at some other time.
5) Try to
keep every technique that you do as authentic as
possible: Use
language that students will
actually encounter in the real world and
provide genuine techniques for the actual
conveyance of information of
interest, not
just rote techniques.
6) Some day your
students will no longer be in your classroom. Make
sure you are preparing them to be independent
learners and manipulators
of language “out
there.”