王蔷《英语教学法教程》（第2版）笔记和课后习题详解（修订版）

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目录                                                                                        封面
内容简介
目录
第1章　语言和语言学习
　1.1　复习笔记
　1.2　课后习题详解
第2章　交际教学原则与任务型语言教学
　2.1　复习笔记
　2.2　课后习题详解
第3章　国家英语课程标准
　3.1　复习笔记
　3.2　课后习题详解
第4章　教案设计与书写
　4.1　复习笔记
　4.2　课后习题详解
第5章　外语课堂管理
　5.1　复习笔记
　5.2　课后习题详解
第6章　语音教学
　6.1　复习笔记
　6.2　课后习题详解
第7章　语法教学
　7.1　复习笔记
　7.2　课后习题详解
第8章　词汇教学
　8.1　复习笔记
　8.2　课后习题详解
第9章　听力教学
　9.1　复习笔记
　9.2　课后习题详解
第10章　口语教学
　10.1　复习笔记
　10.2　课后习题详解
第11章　阅读教学
　11.1　复习笔记
　11.2　课后习题详解
第12章　写作教学
　12.1　复习笔记
　12.2　课后习题详解
第13章　综合技能
　13.1　复习笔记
　13.2　课后习题详解
第14章　语言教学中的德育教育
　14.1　复习笔记
　14.2　课后习题详解
第15章　教学评价
　15.1　复习笔记
　15.2　课后习题详解
第16章　学习者个体差异与学习策略培养
　16.1　复习笔记
　16.2　课后习题详解
第17章　英语教育资源的开发与利用
　17.1　复习笔记
　17.2　课后习题详解
第18章　教材的评价与使用
　18.1　复习笔记
　18.2　课后习题详解
附录　考研真题汇编
　2011年南京师范大学英语教学论考研真题（复试）
　2010年杭州师范大学825英语语言学和英语教学理论考研真题
　2009年杭州师范大学823英语语言学和英语教学理论考研真题
　2010年聊城大学820英语教学论考研真题
                                                                                                                                                                                                    内容简介                                                                                            


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　　《英语教学法教程》（王蔷主编，高等教育出版社）为普通高等教育“十五”国家级规划教材，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。为了帮助读者更好地学习这本教材，我们精心编著了它的配套辅导用书（均提供免费下载，免费升级）：
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　　作为该教材的学习辅导书，全书完全遵循该教材的章目编排，共分12章，每章由两部分组成：第一部分为复习笔记（中英文对照），总结本章的重点难点；第二部分是课后习题详解，这部分包括每章所有的课后习题，并提供全部课后习题的参考答案。本书附录中还收录4套名校考研真题。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。本书收录了王蔷主编的《英语教学法教程》课文中的所有习题，并在参考教材附录的基础上对习题进行了解答；个别未提供参考答案的习题，读者可以自己练习或与同学进行讨论。
　　4．精选考研真题。我们从指定王蔷主编的《英语教学法教程》为考研参考书目的名校中精选4套考研真题，收录到本书的附录中，并对部分真题提供答案和详解。所选真题是对教材内容极好的补充。
　　本书是王蔷《英语教学法教程》（第2版）笔记和课后习题详解的修订版，对该书中部分课后习题答案进行了补充，以增加本书的使用价值。
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内容预览
第1章　语言和语言学习
1.1　复习笔记
第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：
1. How do we learnlanguages?
我们如何习得语言？
2. Views on language
语言观点
3. The structuralview of language
结构主义语言理论
4. The functionalview of language
功能主义语言理论
5. The interactionalview of language
交互语言理论
6. What are the commonviews on language learning?
关于语言学习的普遍观点
7. process-orientedtheories 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 behavioristtheory
行为主义学习理论
9.Cognitive theory
认知学习理论
10. Constructivisttheory
建构主义理论
11. Socio-constructivisttheory
社会建构主义理论
12. What makes agood language teacher?
如何才能成为一个好的语言老师
13. Teacher’s professionaldevelopment
教师专业技能发展
本章考点：
我们如何习得语言；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.How do we learn languages?
Ⅱ.Views on language
1. The structural view of language
2. The functionalview of language
3. The interactionalview of language
Ⅲ. Views on language learning and learning in general
1. The behavioristtheory
2.Cognitive theory
3. Constructivisttheory
4. Socio-constructivisttheory
Ⅳ.What makes a good language teacher?
Ⅴ.How can one become a good language teacher?
Ⅵ.An overview of the book

Unit 1 Language and Language Learning  This chapter serves  as an introduction for setting the scene for this methodology course. It discusses  issues concerning views on language and language learning or learning in general with the belief that such views will  affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities  of a good language teacher is also discussed in order to raise the participants’  awareness of what is required for a good English teacher.   Ⅰ. How do we learn languages?  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.  The challenge confronting  language teaching is how teaching methodology can ensure successful learning by  all the learners who have more differences than the commonality.  Ⅱ.Views on language   【考点：结构主义语言理论、功能主义语言理论、交互语言理的定义及具体应用】  Three views about  the nature of language: There are many possible theoretical positions about the  nature of language. Here are three different views which explicitly or implicitly  is reflected in current approaches to language learning.   1. The structural view  of language  The structural  view of language is that language is a system of structurally related elements  for the transmission of meaning.   (1) These elements  are usually described as phonological units (phonemes)   ① grammatical units  (phrases, clauses, sentences)   ② grammatical  operations (adding, shifting, joining or transforming elements)   ③ lexical items  (function words and structure words)   (2) Target of language  learning   The target of language  learning, in the structural view, is the mastery of elements of this system.   (3) Methods based  on this view   Some of the language  learning methods based on this view of language are:  ? ① the Audiolingual  method   ? ② Total Physical  Response   ? ③ the Silent Way   2. The functional view of language   The functional,  or communicative view of language is the view that language is a vehicle for the  expression of functional meaning.  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.   The semantic and  communicative dimensions of language are more emphasized than the grammatical  characteristics, although these are also included.   (1) Here are some  of the areas of research in this view of language: sociolinguistics ; pragmatics  ; semantics   (2) Target of language  learning : The target of language learning is to learn to express communication  functions and categories of meaning   (3) Approaches  and methods based on this view  Some of the language  learning approaches and methods based on this view of language are:   Communicative  approaches   Functional-notional  syllabuses   The Natural Approach    3. The interactional view  of language   The interactional  view of language sees language primarily as the means for establishing and maintaining  interpersonal relationships and for performing social transactions between individuals.    (1) Here are some  of the areas of research in this view of language:   interactional analysis    conversational  analysis   ethnomethodology    (2) Target of language  learning: The target of language learning in the interactional view is learning  to initiate and maintain conversations with other people.   (3) Approaches  and methods based on this view   Some of the language  learning approaches and methods based on this view of language are:   Strategic interaction    communicative approaches  (4) Teaching Methods  in the Language Classroom: FL teachers must provide students with adequate teaching  methodology and time, as well as appropriate vocabulary and learning activities  that will allow for the development of verbal skills.   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 learning process and  then design curriculum to meet their final objectives/goals.  Ⅲ. What are the common views on language learning?  【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；建构主义理论；社会建构主义理论】  A language learning  theory underlying an approach or method usually include: (1) the psycholinguistic  and cognitive processes involved in language learning; (2) the conditions that  need to be met in order for these learning processes to be activated   process-oriented theories  and condition-oriented theories  Process-oriented  theories are concerned with how the mind organises new information such as habit  formation, induction, making inference, hypothesis testing and generalization.    Condition-oriented  theories emphasise the nature of the human and physical context in which language  learning takes place, such as the number of students, the kind of input learners  receive, and the atmosphere. 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.  Some researchers  attempt to formulate teaching approaches directly from these theories.  1. The behaviorist theory(  Skinner)   a stimulus-response  theory of psychology  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 learning is referred to  as behaviorism.   The key point of  the theory of conditioning is that “you can train an animal to do anything (within  reason) if you follow a certain procedure which has three major stages, stimulus,  response, and reinforcement”   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.   2. Cognitive theory( Noam  Chomsky):  The term cognitive  is to describe loosely methods in which students are asked to think rather than  simply repeat.   A language learner  acquires language competence which enables him to produce language.   Though  Chomsky’s theory is not directly applied in language teaching, it has had a great  impact on the profession.  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.   3. Constructivist  theory   The  constructivist theory believes that learning is a process in which the  learner constructs meaning based on his／her own experiences and what he／she already knows.  It is believed  that education is used to develop the mind, not just to rote recall what is learned.  John Dewey  believed that teaching should be built based on what learners already knew  and engage learners in learning activities. Teachers need to design  environments and interact with learners to foster inventive, creative,  critical learners.  4. Socio-constructivist theory   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, learning is best achieved through the dynamic  interaction between the teacher and the learner and between learners.    Ⅳ. What makes a good language teacher?   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.  From the above  activities we can see that 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.  Ⅴ. How can one become a good language teacher?   【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. A variety of elements that contribute to the qualities  of a good language teacher:  (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.　    2. Wallace’s(1991)“Reflective  model”( Figure 1.1 Teacher’s professional development)  From the above  model, we can see the development of professional competence for a language  teacher involves Stage 1, Stage 2, and Goal.   The 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.  The second  stage seems to be more complicated because it involves three sub-stages:  learning, practice, and reflection. The learning stage is actually the  specific preparation (that a language teacher should make before they go to  practice.)This preparation can be:  (1) learn from  others’ experience (empirical knowledge来自经验的知识)  (2) learn  received knowledge (such as language theories, psycholinguistics,  sociolinguistics, educational psychology, language teaching methodology,  etc.)  (3) learn from  one’s own experience  Both  experiential knowledge (others’ and one’s own) and received knowledge are  useful when the teachers go to practice. This is the combination of “craft”  and “applied science”. The learning 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.   Ⅵ. An overview of the book   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.

第1章 语言和语言学习  这一章主要是为有关教学法的方法论做介绍，这里介绍了语言，语言学习和普遍学习，及它们对教师教学方式的影响，本章也讨论了一个好的英语教师具备的素质。      Ⅰ. 我们如何习得语言  大多数人类行为受到过往经验的影响。语言老师在课堂上的教学方式也会受到它们学习语言的方式的影响。在学习外语时尤为如此。        Ⅱ. 语言理论或对语言的认识  有三种不同的观点反映了当前语言学习的方法，它们是：          1. 结构主义语言理论  结构主义语言理论是指语言是各因素在结构上相互联系的传递意义的系统。    结构主义语言学重视共时语言（也就是口语）的研究，特别着重于分析、描写语言的结构系统；从不孤立地看待语言要素，认为语言的一切都奠定在关系的基础上。  语言是一个完整的符号系统，具有分层次的形式结构；在描写语言结构的各个层次时，特别注重分析各种对立成分。                2. 功能主义语言理论  功能主义语言理论是指表示功能意义的交流的工具。  功能主义语言理论以学者的交际需要为基础，提出基于交际功能的教学大纲。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。                  （3）功能主义语言理论的方法：交际法；功能意念教学大纲；自然法。          3. 交互语言理论  交互语言理论把语言看做是建立和维持人际关系的手段，并履行人与人之间社会交际的功能。  （1）交互语言理论所要研究的领域有：交互分析；会话分析；民族方法学      （2）目标是学会发起维持与其他人的对话。              （4）语言课堂的教学方法：  教师应该提供给学生足够的教学方法论和时间、适当的词汇和学习活动，让他们提升口语技能。  课堂上并没有教学的最好的方法，只有适合学习的方法，教师可以根据最终目标来设计课程和教学计划。    Ⅲ. 关于语言学习的普遍观点              Process-oriented theories强调过程的语言学习理论：涉及的是智力如何组织诸如习惯养成、做出推理、假设检验和概括等信息的过程。  Condition-oriented theories强调条件的语言学习理论：强调的是语言学习发生自然的本质和实体语境，如学生的数量、氛围等。                1. 行为主义学习理论  刺激-反应的心理理论  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。  一个有影响力的结果是听说法。  听说法提出以口语为中心，以句型或结构为纲 的听说教学法的主张，教材用会话形式表述，强调模仿、强记固定短语并大量重复，极其重视语音的正确，尤其强调语调训练，广泛利用对比法、在对比分析母语与外语的基础上学习外语的难点，并在教学中有针对性地加以解决。      2. 认知学习理论  认知法把语言学习看作是智力活动。认知法提出：任何语言里的句子都是无穷无尽的，人不可能学到每一个句子，但在学习的过程中，却能听懂和应用从未学过或见过的句子，这就是智力或语法在起作用。在教学中强调发挥智力的作用，让学生理解所学的材料，掌握语言的运用规律，强调有意义的操练活动。      3. 建构主义理论  建构主义认为：学习过程是学习者依据自己头脑里已有的经验对学习进行主动的意义建构。  建构主义理论的内容很丰富，但其核心只用一句话就可以概括：以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构(而不是像传统教学那样，只是把知识从教师头脑中传送到学生的笔记上)。    4. 社会建构主义理论  与建构主义理论相似，由Vygotsky社会建构主义理论强调在社会环境下与目的语言的交互作用和参与，它建立在最近发展区和支架概念的基础上。知识是学习者在丰富的社会文化情境中，通过与他人（教师、学生）的协商互动而主动建构的。                      Ⅴ. 如何才能成为一个好的语言老师      1. 一个好的语言老师应该具备以下几个方面的素质：道德素质、专业技能、个人修养。  对于一个老师来说，最重要也最困难的部分是提高他的专业技能。          2. 教师的专业技能发展  　  教师的专业技能发展分为三个阶段第一阶段、第二阶段和目标阶段。  第一阶段是语言培训，所有的英语老师有良好的英语功底，当然语言一直在变化，所以语言训练没有终止。  　 第二阶段比较复杂，又分为学习、练习和反思阶段。学习阶段要有特别的准备：学习别人的经验；学习如语言心理学、社会语言学、教育心理学等理论知识；学习自己的经验。同时还要不断地练习和反思。  　  第三阶段就是经过第一二阶段的学习、积累成就的专业技能阶段。                              Ⅵ. 本书综述  《英语教学法教程 第二版》根据新课程改革的需要，增加了4个新的章节。

1.2　课后习题详解
TASK 1
Below is a list of interview questions on how people learna foreign language. In the first column, write down your own responses. Theninterview three other students in your class and enter their responses in theother columns. Discuss your findings in groups of 4 and draw some conclusions.

	You	ST1	ST2	ST3
1．How many foreign languages can you speak SO far?
2．When did you start learning the foreign language(s)?
3．How do you feel about learning a foreign language?
4．What difficulties have you experienced in learning?
5．Which skills do you find more difficult to learn?
6．Have you focused on knowledge or skills? Why?
7．Why do you learn the foreign language(s)?
8．Do you consider yourself a successful learner? Why?
9．What are your most common learning activities?
10．Do you like the way you learned the foreign language(s)?

(Free answer.)
TASK 2
Work in groups of 4, brainstorm possible answers to thequestion: What is language? When you are ready, join another group and shareyour ideas.
Key: Here are sample definitions of “language” foundin dictionaries and linguistics books.
·Language is a systemof arbitrary, vocal symbols which permit all people in a given culture, or otherpeople who have learned the system of that culture, to communicate or tointeract. (Finocchiaro, 1964:8)
·Language is any setor system of linguistic symbols as used in a more or less uniform fashion by anumber of people who are thus enabled to communicate intelligibly with oneanother. (Random House Dictionary of the English Language 1966:806)
·Language is a systemof arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)
·Language is asystematic means of communicating ideas or feelings by the use of conventionalizedsigns, sounds, gestures, or marks having understood meanings. (Webster’s 3rdNew International Dictionary of the English Language 1993:1270)
·Language is a systemof communication consisting of a set of small parts and a set of rules which decidethe ways in which these parts can be combined to produce messages that have meaning.(Cambridge International Dictionary of English 1995:795)
TASK 3
Work in groups of 4. Brainstorm the answers to the twoquestions stated above.
When you are ready, join another group and share yourideas.
Key: Generally speaking, psycholinguistic and cognitive process involvedin language learning are concerned with how the mind organizes new information such as habitformation, induction, making inference, hypothesis ,testing and generalization.To activate these learning process, atmosphere is very important.
TASK 4
Work in groups. Reflect on your own learning experiencesfrom early school years to the university. Have you had an excellent Englishteacher? Try to identify as many qualities as possible of your best Englishteacher(s). Note down all the qualities that you think are important for a goodEnglish teacher.
Key: ethic devotion(responsible, warm-hearted, etc), professionalqualities(an excellent command of English) and personal styles(enthusiastic, humourous,etc) jointly contribute to making a good teacher.
TASK 5
Ethic devotion, professional qualities and personal stylesjointly contribute to the making of a good English teacher. All the adjectivesin the box below could be used to characterize these three aspects.
1. Work in groups of 4 and decide which adjectives describeethic devotion, which describe personal styles and which describe professionalqualities. Please write your answers on a separate piece of paper.
2. Add any adjectives to the list which describe furtherqualities that you feel are missing.
3. These adjectives are intended to describe positivequalities or styles. Do you feel that any of them could have a negative side aswell? If yes, in what way? For example, an authoritativeteacher may make the students feel assured,but may also make the student less free to disagree with him／her.

kind; dynamic; authoritative;  hardworking; creative; patient well-informed; fair resourceful; attentive; warm-hearted;  reflective; well-prepared; flexible; intuitive accurate; enthusiastic;  humourous; caring; disciplined; professionally-trained

Key: Students’ classification will vary. Please notethere is no correct or wrong answer for this task.

Ethic devotion	Professional qualities	Personal styles
warm—hearted   hardworking   enthusiastic   caring   kind   well-prepared	creative   resourceful   authoritative   well-informed   accurate   disciplined   speaking clearly   professionally-trained	flexible   dynamic   patient   attentive   intuitive   humourous

TASK 6
Work in pairs and discuss how one can become aprofessionally competent teacher of English. For example, we have to developour English proficiency first and also we may need to learn from experiencedteachers through observations. What else can you think of? Make a list and thenpool all your ideas together to find out about your common beliefs.
Key: to learn teaching theory；topractice teaching skills；to reflect teaching experience；tolearn from one’s own experiences as a learner.
TASK 7
Work in groups. Discuss possible answers to the followingquestions in relation to the model presented in Figure 1.1.

1．Why are stage 1 and stage 2  interrelated by a double arrow line?  2．Why are practice and reflection connected by a circle?  3．Why is professional  competence ‘a moving target or horizon, towards which professionals travel all  their professional life but which is never finally attained?’  4．Where should a TEFL methodology course fill in the model?

Figure 1.1
Key: 1. Stages 1 and 2 are interrelated by a doublearrow line because neither of the two stages is really ever terminated.Teachers should always make a point of updating their command of Englishbecause language is always changing. This can be done while they are teaching, butvery often teachers take off to have further training in English. This isespecially important for teachers who do not have enough exposure to English.
2. Practice and reflection are connected by a circlebecause they are neither independent or separate sub-stages. Teachers do notteach one week and then reflect one week. Rather, they teach and reflect on aday to day basis.
3. This is because it is believed no one can ever become aperfectly competent language teacher. There is always room for improvement.There is always something better, but never something best.
4. TEFL methodology is probably the “received knowledge”located in the second stage.

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