王蔷英语教学法教程考点笔记课后习题答案第2版电子书
在线笔记：王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解
笔记下载：/Ebook/175579.html
内容简介
《英语教学法教程》（第2版）（王蔷主编，高等教育出版社）为普通高等教育“十五”**规划教材，适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。该书被很多院校指定为英语专业考研必读书和学术研究参考书。作为该教材的学习辅导书，本书具有以下几个方面的特点：
1．梳理章节脉络，浓缩内容精华。每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。
3．解析课后习题，提供详尽答案。本书收录了课文中的所有习题，并在参考教材附录的基础上对习题答案进行了完善和补充。
4．精选考研真题，补充难点习题。本书精选名校近年考研真题及相关习题，并提供答案和详解。所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。
本书提供电子书及纸质书，方便对照复习。
第1章 语言和语言学习
1.1 复习笔记
本章要点：
1. The way we learn languages
我们习得语言的方式
2. Views on language
语言观点
3. The structural view of language
结构主义语言理论
4. The functional view of language
功能主义语言理论
5. The interactional view of language
交互语言理论
6. Common views on language wende
关于语言学习的普遍观点
7. Process-oriented theories and condition-oriented theories
强调过程的语言学习理论和强调条件的语言学习理论
8. The behaviorist theory
行为主义学习理论
9. Cognitive theory
认知学习理论
10. Constructivist theory
建构主义学习理论
11. Socio-constructivist theory
社会建构主义理论
12. Qualities of a good language teacher
一个好的语言老师必备的素养
13. Teacher’s professional development
教师专业技能发展
本章考点：
我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：
Ⅰ. The way we learn languages
Ⅱ. Views on language
1. The structural view of language
2. The functional view of language
3. The interactional view of language
Ⅲ. Views on language wende and wende in general
1. Research on language wende
2. Common views on language wende and wende in general
（1）Behaviorist theory
（2）Cognitive theory
（3）Constructivist theory
（4）Socio-constructivist theory
Ⅳ. Qualities of a good language teacher
Ⅴ. Development of a good language teacher
Ⅵ. An overview of the book
This chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language wende or wende in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of wende. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.
这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
Ⅰ. The way we learn languages（我们习得语言的方式）
Much of human behaviour is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching.
大多数人类行为受过往经验的影响。语言老师在课堂上的教学方式也会受到他们语言学习方式的影响。在学习外语时尤为如此。
The challenge confronting language teaching is how teaching methodology can ensure successful wende by all the learners who have more differences than the commonality.
语言教学面临的挑战是：教学法如何才能保证不同之处多于相同之处的学习者成功习得语言。
Ⅱ. Views on language（语言理论）
【考点：结构主义语言理论、功能主义语言理论、交互语言理论的定义及具体应用】
Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which are explicitly or implicitly reflected in current approaches to language wende.
关于语言本质的三种观点：在语言的本质上有很多潜在的语言观点，当前语言学习的方法直接或间接反映了三种不同观点。
1. The structural view of language（结构主义语言理论）
The structural view of language is that language is a system of structurally related elements for the transmission of meaning.
结构主义语言理论认为语言是一个用于传递意义的系统，其中各因素在结构上相互联系。
（1）The elements of language system语言系统的因素
①phonological units （phonemes） 语音单位（音素）
②grammatical units （phrases, clauses, sentences） 语法单位（词组、从句、句子）
③grammatical operations （adding, shifting, joining or transforming elements） 语法操作（增添、移位、合并或改变成分）
④lexical items （function words and structure words） 词项（功能词和结构词）
（2）Target of language wende （语言学习的目标）
The target of language wende, in the structural view, is the mastery of elements of this system.
结构主义认为语言学习的目标是掌握语言系统的各因素。
（3）Methods based on this view （基于该理论的语言学习方法）
①the Audiolingual method听说法
②Total Physical Response全身反应法
③the Silent Way沉默法
2. The functional view of language（功能主义语言理论）
The functional, or communicative view of language is the view that language is a vehicle for the expression of functional meaning.
功能主义语言理论也叫语言交际理论，它认为语言是表达功能意义的工具。
British linguists developed a system of categories based on the communicative needs of the learner （Johnson and Marrow, 1981） and proposed a syllabus based on communicative functions. The functional view not only sees language as a linguistic system but also a means for doing things.
基于语言学习者的交际需求，英国语言学家创建了范畴体系（Johnson and Marrow, 1981），提出以交际功能为基础的教学大纲。功能主义理论不仅把语言看作语言系统，同时把语言看成是做事的方式。
The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.
相较于语法特征，功能主义语言理论更加注重语义和交际层面，尽管它也涵盖了语法特征。
①Here are some of the areas of research in this view of language: sociolinguistics, pragmatics, semantics.
功能主义语言理论的相关研究领域：社会语言学、语用学、语义学。
②Target of language wende: The target of language wende is to learn to express communication functions and categories of meaning.
语言学习的目标：学习表达交际功能和意义类别。
③Some of the language wende approaches and methods based on this view of language are:
基于功能主义理论的语言学习方法：
Communicative approaches交际法;
Functional-notional syllabuses功能意念教学大纲;
The Natural Approach自然法.
3. The interactional view of language（交互语言理论）
The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.
交互语言理论主要将语言看做是建立和维持人际关系的基本手段，并履行人与人之间社会交际的功能。
Here are some of the areas of research in this view of language:
交互语言理论所要研究的领域有：
Interactional analysis交互分析；
Conversational analysis会话分析；
Ethnomethodology民族方法学。
Target of language wende: The target of language wende in the interactional view is wende to initiate and maintain conversations with other people.
交互语言理论的语言学习目标是学会发起并维持与他人的对话。
Some of the language wende approaches and methods based on this view of language are: strategic interaction and communicative approaches.
基于交互语言理论的语言学习方法有：策略互动和交际法。
Teaching Methods in the Language Classroom: FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and wende activities that will allow for the development of verbal skills.
语言课堂的教学方法：教师应该给学生提供充足的教学方法论和时间、适当的词汇和学习活动来提升他们的口语技能。
There is no single “BEST WAY” to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and wende process and then design curriculum to meet their final objectives/goals.
并不存在某个单一的**的教学方法，教师要思考的问题是如何在不同的教学阶段选择最适合的方法来促进学习以及根据最终目标来设计课程和教学计划。
Ⅲ. Views on language wende and wende in general （关于语言学习和一般学习的理论）
【考点：强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论】
1. Research on language wende （语言学习的研究）
A language wende theory underlying an approach or method usually includes:（1）the psycholinguistic and cognitive processes involved in language wende;（2）the conditions that need to be met in order for these wende processes to be activated.
一个语言学习理论通常包括：（1）语言学习的心理和认知过程；（2）激发这些学习过程的条件。
Research on language wende can be divided into process-oriented theories and condition-oriented theories.
语言学习的研究可以分为两个方面：强调过程的研究和强调条件的研究。
Process-oriented theories are concerned with how the mind organises new information such as habit formation, induction, making inference, hypothesis testing and generalization.
强调过程的语言学习理论涉及大脑组织新信息的方式，诸如习惯的养成、归纳、推论、假设检验和概括。
Condition-oriented theories emphasise the nature of the human and physical context in which language wende takes place, such as the number of students, the kind of input learners receive, and the atmosphere.
强调条件的语言学习理论注重语言学习过程中人本语境和实体语境的本质，如学生的数量、学习者输入的种类以及学习氛围。
Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.
有的研究者试图直接根据这些理论来形成教学方法。比如，自然法、全身反应法和静默法是以这些过程和条件中的一个或多个方面为基础的。
2. Common views on language wende and wende in general（语言学习和一般学习的普遍观点）
（1）Behaviorist theory （Skinner） 行为主义学习理论（Skinner）
It is based on a stimulus-response theory of psychology, and proposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of wende is referred to as behaviorism.
行为主义学习理论是基于刺激-反应的心理学理论，由行为心理学家Skinner提出。他认为，语言也是一种行为，动物经过训练对刺激有反应，人类也可以一样。这种学习理论被称为行为主义。
One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.
一个有影响力的结果是听说法，它包括无止境的“听并重复”的练习活动，听说法的要义在于语言是通过老师不断的重复和强化习得的。错误及时得到更正，正确的表达得到表扬。现在，许多国家依然使用这个方法。
（2）Cognitive theory （Noam Chomsky） 认知学习理论（Noam Chomsky）
The term cognitivism is to describe loosely methods in which students are asked to think rather than simply repeat.
“认知主义”这一术语主要描述老师要求学生思考的方式，而非仅仅重复。
A language learner acquires language competence which enables him to produce language.
语言习得者获得能够让其输出语言的语言能力。
One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.
一个有影响的观点是老师应该让学生在理解一些规则的基础上自己创造句子。这个观点与听说法明显相左。
（3）Constructivist theory 建构主义学习理论
The constructivist theory believes that wende is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.
建构主义认为：学习是学习者依据已有经验和已有知识建构意义的过程。
John Dewey believed that teaching should be built based on what learners already knew and engage learners in wende activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.
约翰·杜威认为，教学应该建立在学生已有知识基础上，让学生参与学习活动。老师需要创造环境，和学生交流，从而培养富有发明精神、创造力和批判性思维的学生。
（4）Socio-constructivist theory社会建构主义理论
Similar to constructivist theory, socio-constructivist theory represented by Vygotsky （1978） emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’ （ZPD） and scaffolding. In other words, wende is best achieved through the dynamic interaction between the teacher and the learner and between learners.
与建构主义理论相似，以维果茨基为代表的社会建构主义理论强调学生应当在基于“最近发展区”和支架式教学这一概念的社会环境下，用目标语言交流并参与活动。换句话说，学习的**途径是师生之间以及学生之间的活跃互动。
Ⅳ. Qualities of a good language teacher（优秀英语老师具备的素质）
Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively.
精通一门外语的人不一定能教好外语，而外语水平一般的人也能教好外语。
A good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher.
好的英语老师应该具备道德素质、一些富有魅力的个人风格以及必要的专业技能。这三方面共同构成一个好的英语教师应具备的专业能力。
Ⅴ. Development of a good language teacher（优秀语言老师的发展）
【考点：成为一个好的语言老师所要具备的基本素质；Wallace的教师专业技能发展图的阶段及具体运用】
1. Elements that contribute to the qualities of a good language teacher（优秀的语言老师应该具备的素养）
（1）ethic devotion道德素质
（2）professional qualities专业技能
（3）personal styles个人修养
The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.
对于一个老师来说，提高专业技能至关重要，也最为艰难。专业技能是胜任教学工作的状态和素质。成为合格和专业语言教师的必备技能，以及具备广泛的专业技术、策略、知识以及能力。
2. Teacher’s professional development（教师的专业技能发展）
Wallace’s（1991）“Reflective model” （ Figure 1.1 ） 华莱士（1991）的"反思模型"（表1.1）
From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.
从上图的模型中，我们可以看出，教师的专业技能发展分为三个阶段：**阶段、第二阶段和目标阶段。
①The first stage is language training. All English teachers are supposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.
**阶段是语言培训，所有的英语老师都应具备良好的英语功底，当然，语言一直在变化，所以语言训练没有终止。
②The second stage seems to be more complicated because it involves three sub-stages: wende, practice, and reflection. The wende stage is actually the specific preparation that a language teacher should make before they go to practice.This preparation can be: learn from others’ experience （empirical knowledge）; learn received knowledge （such as language theories, psycholinguistics, sociolinguistics, educational psychology, language teaching methodology, etc.）; learn from one’s own experience.The wende stage is followed by practice. The term “practice” can be used in two senses. In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under the supervision of their instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that the teacher undertakes when he finishes his education. Teachers benefit from practice if they keep on reflecting on what they have been doing. It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.
第二阶段似乎较为复杂，因为它下面又分为三个阶段，学习、练习和反思。学习阶段事实上是指教学实践开始前的准备工作。这里的准备可以是：学习别人的经验知识；学习如心理语言学、社会语言学、教育心理学、语言教学法等理论知识；从自己的经验中学习。学习阶段之后是练习阶段。"练习"有两层意思：一方面是职前教师在导师的监督下进行短暂的教学实习，这一阶段也被称为模仿练习阶段；另一方面是教师完成学习后的教学实践。教师只有在教学实践中不断反思才能获益。不只是在一段时间的教学之后需要反思，在教学的过程中也要反思。
③Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is ‘a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained’.
作为**目标的专业能力似乎永无止境。事实上，专业技能的发展是一个动态的目标，贯穿整个职业生涯。
Ⅵ. An overview of the book（本书综述）
This second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand and clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.
《英语教学法教程 第二版》根据新课程改革的需要，增加了四个新的章节。新增加的内容反映了近来海内外英语教学的发展，重新探讨了很多领域，扩展并阐明**版中未能详尽的观点，从而改善课本的教学用途。
在线笔记：王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解
笔记下载：/Ebook/175579.html
