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 【完整内容点链接获取】
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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 learning
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 learning and learning in general
1 Research on language learning
2 Common views on language learning and learning 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 contains the foundation of this methodology course, discussing issues covering the definition of language and the language learning theories, as well as the impact of these theories on teachers’ teaching methods as well as learners’ learning ways. Moreover, this chapter discusses the qualities that a good English teacher should possess to help language teaching participants establish the proper teaching awareness.
这一章介绍的是教学法的基本方法论，探讨的问题涵盖语言的定义和语言学习的观点，以及这些观点对教师教学方式和学习者学习方式的影响。另外，本章还探讨了一个好的英语教师应具备的素质，以帮助语言教学参与者树立应有的教学意识。
Ⅰ. The way we learn languages（我们习得语言的方式）
Many human behaviors will show the influence of personal past experience, including learning foreign languages. The language learning mode that the language teachers accepted will affect their later teaching methods in the class.
The difficulty of language teaching is to enable learners with many differences to successfully acquire the new language.
许多人类行为会显现出个人过往经验的影响力，学习外语也是如此。语言老师接受过的语言学习模式会影响他们之后在课堂上的教学方式。
语言教学的难点在于尽量使存在许多不同之处的学习者成功习得新语言。
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 learning.
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
①phonological units (phonemes)
②grammatical units (phrases, clauses, sentences)
③grammatical operations (adding, shifting, joining or transforming elements)
④lexical items (function words and structure words)
(1) 语言系统的因素
①语音单位（音素）
②语法单位（词组、从句、句子）
③语法操作（增添、移位、合并或改变成分）
④词项（功能词和结构词）
(2) Target of language learning
The target of language learning, in the structural view, is the mastery of elements of this system.
(2) 语言学习的目标
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
①the Audiolingual method
②Total Physical Response
③the Silent Way
(3) 基于该理论的语言学习方法
①听说法
②全身反应法
③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.
In order to meet the communicative needs of language learners, British linguists Johnson and Marrow proposed functional view in 1981. The theory holds that language is a way of doing things, not just a mere linguistic system.
The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.
①Here are some of the areas of research in this view of language: sociolinguistics, pragmatics, semantics.
②Target of language learning: The target of language learning is to learn to express communication functions and categories of meaning.
③Some of the language learning approaches and methods based on this view of language are:
Communicative approaches;
Functional-notional syllabuses;
The Natural Approach.
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。
为了满足语言学习者的交际需求，英国语言学家Johnson和Marrow于1981年提出了功能主义学习理论。功能主义理论认为语言是一种做事的方式，而不仅仅是单纯的话语系统。
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。
①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。
②语言学习的目标：学习表达交际功能和意义类别。
③基于功能主义理论的语言学习方法：
交际法；
功能意念教学大纲；
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.
①Here are some of the areas of research in this view of language:
Interactional analysis;
Conversational analysis;
Ethnomethodology.
②Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.
③Some of the language learning approaches and methods based on this view of language are: strategic interaction and communicative approaches.
④Teaching 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.
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。
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。
③基于交互语言理论的语言学习方法有：策略互动和交际法。
④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。
并不存在某个单一的最好的教学方法，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 learning and learning 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 learning（语言学习的研究）
Generally speaking, a language learning theory covers: the analysis of language learning psychology and cognitive process, and the conditions that stimulate the above learning process.
The study of language learning contains: process-oriented theories and condition-oriented theories.
Process-oriented theories emphasize process involves the way our brains organize new information, such as habit formation, induction, inference, hypothesis testing, and generalization.
Condition-oriented theories focus on the study of the human context and the physical context in the language learning process. The theory believes that the number of students, the type of language input and the learning environment will affect the result of language learning.
Some researchers summarized these theories and formed new teaching methods, including the Natural Approach, Total Physical Response, and the Silent Way.
一般而言，语言学习理论涵盖了：对语言学习心理和认知过程的分析，以及激发以上学习过程的条件。
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。
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。
强调条件的语言学习理论注重研究语言学习过程中人本语境和实体语境，该理论认为学生的数量、学习者输入的种类以及学习环境都会影响语言学习的最终效果。
有的研究者总结这些理论，形成了新的教学方法，包括自然法、全身反应法和静默法。
2 Common views on language learning and learning in general（语言学习和一般学习的普遍观点）
(1) Behaviorist theory (Skinner)
Referring the stimulus-response theory of psychology, the behavioral psychologist Skinner came up with the Behaviorist theory. He claimed that language should also be learned as a form of behavior. Human language learning behavior is similar to the process in which animals are trained to respond to stimuli. This theory of learning is known as behaviorism.
The audio-lingual method is deeply influenced by behaviorism. This method believes that language is acquired through continuous repetition and reinforcement by the teacher, and therefore encourages continuous “listen and repeat” practice activities. When students make listening and spelling errors, the teacher will correct them in time. When students are right, the teacher will praise them. This method is still popular in many countries.
(1) 行为主义学习理论（Skinner）
参考刺激-反应的心理学理论，行为心理学家Skinner提出了行为主义学习理论。人类的语言学习行为与动物经过训练对刺激有反应的过程类似。他的学习理论被称为行为主义。
听说法受行为主义影响很深。这种理论认为语言是通过老师不断的重复和强化习得的，因此鼓励不断的进行“听并重复”的练习活动。学生出现听读错误时老师及时更正，正确时老师进行表扬。目前这个方法在许多国家依然流行。
(2) Cognitive theory (Noam Chomsky)
The term cognitivism 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.
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.
(2) 认知学习理论(Noam Chomsky)
“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。
语言习得者获得能够让其输出语言的语言能力。
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
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.
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.
(3) 建构主义学习理论
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。
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
The socio-constructivist theory was inspired by the constructivism. The representative figure is Vygotsky. Based on the concept of “Zone of Proximal Development”, the socio-constructivist theory encourages the use of scaffolding teaching. Using the target language to communicate with students and carry out classroom activities for reaching the active interaction between teachers and students is the best way to achieve teaching goals.
(4) 社会建构主义理论
社会建构主义理论在建构主义理论的基础上发展起来，代表人物是维果茨基。社会建构主义理论基于“最近发展区”这一概念，鼓励采用支架式教学。用目标语言与学生交流和进行课堂活动，实现师生之间的活跃互动是达到教学目标的最佳途径。
Ⅳ. Qualities of a good language teacher（优秀英语老师具备的素质）
Language ability alone cannot determine teaching ability. An expert in a foreign language may not be able to teach a foreign language well, but a person with average foreign language proficiency could be suitable for teaching a foreign language.
What good English teachers have in common is excellent moral quality, attractive personal style and strong professional ability.
语言能力本身不能决定教学能力。一门外语的专家不一定能教好外语，外语水平普通的人却有可能具备教好外语的能力。
好的英语老师的共同之处是优秀的道德素质、有吸引力的个人风格以及过硬的专业技能。
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