英语教学教育规则的反思

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

i

ntroductions

of

g

roup

members.)

As

soon

a

s

p

ossible,

a

rrange

t

o

observe

a

n

ESL

(

or

EFL)

c

lass

s

omewhere

near

you. At

this

stage,

d

on'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

(includingtheoretical

underpinnings and related research).

Whatever considerations are involved in

t

o

t

each

a

re

m

ethodological.

Approach: Theoretically well-informed positions and beliefs about the nature

of language,

the nature of language learning, and the applicability of both to

pedagogical 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,

a

nd materials. They

a

re sometimes-but not

always-thought of as being broadly

applicable to

a

variety of

a

udiences in

a

variety

of contexts.

C

urri

culmn/syl

la

bus:

Specifications-or

in

Richards

and

Rodgers's

term

inology,

-for

carrying

out

a

particular

language

pro

m.

Features

include

a

primary

concern

with

the

specification

of

linguistic

and

subject- matter

objectives,

sequenc

ing,

and

materials

to

meet

the

needs

of

a

designated

group

of

lea

rn

ers

in

a

defmed

come

:

x

.

'

< br>1

.

(The

term

is

used

more

customarily

in

rhe

United

Kingdom

to

refer

to

what

is

commonly

called

a

in

the

United

St

ates.)

Technique

(

also

c

ommonly

r

eferred

t

o

b

y

o

ther

t

erms

o

f

a

w

ide

v

ariety

of

e

xercises,

activities,

o

r

t

asks

u

sed in

t

he language classroom for realizing

l

esson

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