还剩13页未读，继续阅读
本资源只提供10页预览，全部文档请下载后查看！喜欢就下载吧，查找使用更方便
文本内容:
华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案论述题型判断正误填空名词解释简答分值2020103020每小题分值1253*5,5*320每套题题量2010281总题量804010405答题时间2020103020判断题
1.Language is a logicalsystem.
2.Language iscapable ofproducing newforms and meanings.
3.Minimal pairsare pairsof wordsthat differonly inone sound.
4.The waysin whichwords followone anotherand arerelated toone anotheris calledthe syntagmaticdimension oflanguage,the dimensionof chainingor“sequencing”.
5.In general,a risingintonation isseen asbeing moreimpolite that a fallingone.
6.Conscious knowledge of rulesdoes nothelp acquisition according toKrashen.
7.The goalof foreign language teachingis to produce over-users ofmonitor.
8.Krashen believesthat adultsare betterlanguage learners,while children are betterlanguage acquirers.
9.For Krashen,the affective filter is the principalsource ofindividual differencein second language acquisition.
10.The naturalorder hypothesis is presumedby Krashento bethe resultof thelearned system,operating freeofconscious grammar.
11.One functionof a language can only be expressed byone structure.
12.A normallesson should have theall the stages discussedin thisunit and thestagesshould bein fixedorder.
13.Usually a lesson shouldfocus onpracticing onesingle skillso that the studentscan developthat skillsuccessfully.
14.The stages of a lesson overlap.
15.At eachstage of the lesson,activities focus on all four skills.
16.Lesson plansare usefulonly beforethe lesson.
17.If the teacher usesthe sametechniques,some studentsmay nothave the chance tolearn in the way that suitsthembest.
18.There isno oneabsolutely correctway todraw up a lessonplan andeach teacherwill decidewhat suitshim orherbest,but allgood lesson plans give a clear picture of what the teacher intends to do in the lesson.
19.In orderto keepstudents interested in learningEnglish it is importantto includea variety of activities andtechniques in the lesson.
20.It isenough to introduce arange ofdifferent activitiesinto a lesson tokeep the students interestedin learningEnglish.
21.A realgood lessonplan should be longand complicatedwith detailedlesson notes.
22.Time can be savedby decidingon aformat whichsuits youand thenkeeping apile ofblanks.
23.All goodlessonplansgiveaclearpictureof what the teacherintendsto doin the lesson.The focusof aGrammar-Translation Method is grammar.The process of learninggrammar isconsidered animportantmeans oftraining mentalabilities.The teaching materials arearranged according to thegrammaticalsystem.
15.Reading and writing are emphasized because literary language is regardedas superiorto spokenlanguage and istherefore the language students should study.This emphasis on reading andwritingskills alsoresults from thepurpose of learning Latin:to readand translatethe classicalliterature of Latin.
16.A Grammar-Translation teacherusually usesthe followingtechniques tohelp realizethe courseobjectives:1Reading,2Translation,3Deductive teaching of grammar,4Analysis andcomparison,5Memorization,6Reading comprehensionquestions,and7Written worksuch asfill-in-the-blanks,using new words to make upsentences,and soon.
17.Communicative competenceincludes:a knowledgeof the grammar andvocabulary of the language,b knowledgeof rules of speakingeg.knowing how to begin and endconversations,knowing what topics maybetalked aboutin different types of speech events,knowing whichaddress formsshould be used with different personsonespeak to and indifferent situations,c knowing how to use andrespond todifferenttypes of speechacts,such asrequests,apologies,thanks,andinvitations,d knowinghow to use languageappropriately.
18.Conversational skills areemphasized,though the teaching of allfourskills isconsidered important.Reading andwritingexercises should be basedupon whatthe students have practicedorally first.Pronunciation is paid attention tofrom the beginning.
19.Language rulesare learnedinductively throughlistening andspeaking activities.The teachersets up a fewcarefullychosen illustrationsof arule andleads the students to discover the relationship of the newelements tootherspreviously learned.Students workout therule governingthose examples.In otherwords,studentshave to inducegrammaticalrules fromexamples in the text.A languagecould bestbe learnedby beingused activelyin theclassroom.
20.The directmethodologists viewforeign language learning assimilar tofirst language acquisition.The learnershouldtry toestablish adirect associationbetween languageform sandmeaningsin the target language.Mother tongueisconsidered as an interferingfactor,rather thana reference.In orderto developthe studentsability tocommunicate inthe target language,students shouldbe encouragedto thinkin thetarget language.The bestmethod is not to make thelearnthe rules,but toprovide directpractice inspeaking andlistening throughimitation andrepetition.The bestmethodto teachingmeaning is tomakethe students listen,look,and say,i.e.using sensoryexperience.
21.The mainproficiency goalcan bedescribed ingeneral termsas phonological competence,that isaThe ability to recognizeand discriminatesignificant soundfeatures.b Theability toproduce intelligibleand acceptablesounds,both segmentallyand prosodically.c Theability tointerpret written language phonologically,as inreading aloud,and torecreated spokenlanguagegraphically,as inwriting fromdictation and note-taking.
22.Stressed words tend to be nouns,adjectives and adverbs,ie.content words.Structure or form words,articles,prepositions,etc.tend toreceive weakstress orunstressed.
23.It is the contextthat determinesor givesmeaning to the sounds,stress,words,and sentences.Human soundshavesocial andcommunicative functions.The samewords saidwithdifferentrhythm andintonation willproducedifferent meaningsdepending on the speakers attitude andintention.Practicing thepronunciation ofindividualsounds in isolation issometimes necessary,but notsufficient indeveloping students9phonologicalcompetence.
24.It indicatesgrammatical meaningin muchthe sameway aspunctuation doesin thewrittenlanguage.It can alsoindicate the speakersattitude.In somecases,both grammaticalmeaning andattitude areconveyed by the intonationpatternalone.
25.To teachintonation in a meaningfulway,we couldchoose fromthe followingways:1Using realia to setup asituation thatwould illustratethe differencein attitude.2Using moodcards.3Creating roles.
26.Knowing a word involvesknowing its meaning,its formand itsuse.If we say thatwe knowa word,we mustbe ableto a recognizeit inwritten and spoken form;b recallit atonce;c relateit toappropriate objector concept;d use it in appropriate grammaticalform;euse it incorrect collocation;f useit at appropriate level of formality;g pronounceit in a recognizableway;h spellit correctly;i beaware ofits connotation.27Affixation,compounding andconversion.
28.We have to considerwhether theword:a isessential forcomprehension ofcontext;b iscommonly used;c is used in a widevariety ofsituations;d hasmore than one meaningif so,which;if any,to teachIfour answerto all these fourquestions isyes.then wehavetomake itenter the students9active vocabulary.
29.Before presentingvocabulary in class,it ishelpful toremember thefollowing:a Teachand practicethe words in spokenform first.b Teachwords incontext.c Teachlexical itemsrather thanindividual words.d Presentwords in a memorableway.e Checkunderstanding.f Reviseoften.
30.a groupingwordsinone wayor another;b usingdictionaries;c establishingpersonal categorysheets;d usingvisuals;e using alphabetical index;f labeling.
31.While oneform canbe usedto performa number of functions,one functioncanberealized byusinganumber ofdifferentforms.
32.The firstview is that teachinggrammar entailsthe formalexplanation of grammar rules.While learnerswho receiveagreat dealof grammaticalexplanation willend upknowing quitea lotabout the language,they will not necessarilybe able toput the language tocommunicative effect.The secondview is that teachinggrammar isbasically amatterof providinglearners withpractice inmastering commongrammatical patternsthrough aprocessof analogy ratherthanexplanation.The learnersmay becomefluent in the structuresthey havebeen taught,but may not beable to usethem appropriatelyin genuinecommunication outsidethe classroom.The thirdview is that teachinggrammar is amatter ofgiving students the opportunityto useEnglishin avariety ofrealistic situations.The disadvantageisthatlearners willnot beable toprovide explanationsofthe grammaticalrulesof thetarget language.
33.A basicdistinction in learning theory is betweendeductive learning and inductivelearning.Deductive learning is anapproachto language teaching in which learners are taughtrules andgiven specificinformation abouta language.They thenapply theserules when they use the language.In contrast,in inductivelearning learnersare nottaughtgrammatical orother typesof rulesdirectly butare lefttodiscoveror inducerules fromtheir experienceof usingthelanguage.The formeris explicitteaching of grammar whilethe latteris implicit.
34.When presenting a new structural itemwe shouldbe primarilytrying toachieve twothings:atoenable the students torecognize thenew structurewell enoughto beable toproduce itthemselves ie.establish the form;b tomake absolutelyclear theusage of the pattern,so thatwhen the students producethem,prompted by theteacher,they knowwhat they are sayingie.establish themeaning.
35.The followingare some of the factors thatdefinitely contributeto successfulpractice:1Pre-learning.2Volume andrepetition.3Success-orientation.4Heterogeneity.5Teacher assistance.6Interest.
36.Listening is important mainlyfor tworeasons.First,we cannotdevelop speakingskills unless we also developlistening skills.To have a successfulconversation,students mustunderstand whatis saidto them.Later theabilityto understandspoken Englishmay becomevery important.Second,listening to spoken English is animportantway of acquiring the language,while inour situationthe studentsdo nothear Englishspoken aroundthem,so it isimportant forus to give ourstudents as much opportunityas possible to listen to spokenEnglish.
37.If we listen with no particular purpose in mind,and oftenwithout much concentration,the kind of listening iscalled casual listening.Usually wedo notlisten veryclosely,unlesswehear somethingthat particularlyinterestsus,and afterwardswe maynot remembermuch ofwhat weheard.However ifwe listenfor aparticularpurpose,tofind informationwe need to know,the kindof listeningis calledfocused listening.In thesesituations welistenmuch moreclosely;but wedo notlistentoeverything wehear withequal concentration-welistenfor the mostimportant pointsorforparticular information.Usually weknow beforehand what we are listeningfor.
38.Some of the advantages of usinga cassetterecorder are:First,it givesthe studentsthechanceto listentoavarietyofvoices apart fromthe teachers,and itbrings nativespeakers9voices into the classroom.Second,recorded materialis useful for listening to dialogues,interviews,discussions,etc.where there is morethanone personspeaking atthe same time.Otherwise the teacher has to actthe part of morethanoneperson.Third,it isvery useful forintensive listening,because thecassette canbe stoppedandaphrase playedover andover again.Thiskind of listeningiscalled intensivelistening.
39.The questionsshouldhavea goodgeneral idea ofwhatthe textis about,shouldbeconcerned with the generalmeaningor with themostimportant pointsof thetext,and notfocusonminor details,and shouldbe fairlyeasy toanswerandnottoo long.
40.Reading aloud is not veryusefulfor reading a text inclassfor thefollowing reasons:First,only onestudent is activeat atime;the othersare eithernot listeningat all,or arelistening toa badmodel.Second,students5attention isfocusedon pronunciation,not on understanding themeaning.Third,it is an unnaturalactivity asmost peopledo notreadaloud in real life.Last,it takesupa lot oftime becausestudents usuallyread veryslowly.论述题
1.What is the roleof environment in language learning accordingto the behaviorists Andthe mentalists
2.What is the mainideaof the acquisition-learning hypothesis
3.In whatsense doesforeign language teaching methodologyhelp youin yourprofessional development
4.What arethe advantagesand disadvantagesofgrammar-translation method
5.Does italways matterif the real world^^is not being practicedin the classroom Whyor whynot论述题答案
1.In thebehaviorist view,children imitatethe languageof theirenvironment toa considerabledegree,and imitationis a strongcontribution factorin the languagelearning process.A consequenceof thisisthat the frequencywithwhich wordsand structuresoccur in the languageof the environment,will influencethe language development of thechild.In addition,reinforcement isneeded toarrive ata higherlevelof language proficiency.Parental approvalis animportanttype ofreinforcement in thelanguagelearning process:when achild producesa grammaticallycorrectutterance whichis understoodby itsenvironment,approval fromthe parentsmay serveas reinforcementfor such anutterance.In thisway,theenvironmentencourages the child toproduce grammaticalutterances,while notencouragingungrammatical utterances.The linguistNorm Chomskyclaims thatchildrenarebiologically programmedfor language and that languagedevelops in the childin justthe sameway thatother biologicalfunctions develop.For example,every childwill learntowalk aslong as adequate nourishmentand reasonablefreedom ofmovement areprovided.The childdoes nothaveto betaught;most childrenlearn towalk atabout the sametime;and walkingis essentiallythesamein allnormalhuman beings.For Chomsky,language acquisitionis verysimilar to the developmentof walking.The environmentmakesa basiccontribution-in thiscase,the availability of peoplewho speakto the child.The child,or rather,thechilds biologicalendowment,will dothe rest.This isknown asthe innatistposition.Chomsky developedhis theoryinreaction to thebehavioristtheory of learning based on imitationand habit formation.
2.Krashen maintainedthat adultL2learners haveat theirdisposal twodistinct andindependent waysof developingcompetencein a second language:acquisition and learning.Acquisition isa subconsciousprocess identicalin allimportantways to the processchildren utilizein acquiringtheir first language,andlearningisaconscious processthatresults inknowledge aboutlanguage.Acquisition comesabout throughmeaningful interactioninanaturalcommunication setting.Speakers arenot concerned with form,but with meaning;nor is there explicitconcern witherrordetection andcorrection.This contrastswiththelanguagelearningsituation in which errordetection andcorrectionare central,as istypical thecase inclassroom settings,where formalrules andfeedback provide the basisforlanguage instruction.Nontheless,for Krashen,it is not the setting perse,but consciousattentiontorules thatdistinguishes languageacquisitionfrom languagelearning.In thenatural setting,an adultcan obtainformal instructionby askinginformantsabout grammarand byreceiving feedbackfrom friends.Similarly,language canbe acquiredin the classroom whenthe focus inon communication---eg.through dialogues,role-playing,and otherforms ofmeaningful interaction.
3.A foreign language teacherhas tonot onlymake his students understand thelanguage,namely thepronunciation,vocabulary,grammar,etc.,he mustalsodevelop their communicative competence sothat theycan use the languagetheyhave learnedcorrectly,appropriately andexpressively in real situations.In orderto dowell thiscomplicated job,the teacherneeds to know,apartfroma comprehensiveknowledgeof thelanguage and theabilitytouseit,as manyteaching methods and techniques as possible,and understand the underlying theories andprinciples,therefore henotonly knowswhatto teach and how to do it,but alsowhy heshould doit ina certainway andhowtosolve problemswhen they arise.In thisway hewill havefull confidencein doinghis jobwell.Foreign language teachers understand that knowing alanguagedoes notnecessarily mean that youcan teachthelanguage well.Teaching isan artas wellas ascience.If youdo not know thetheories,principles,methods ortechniquesof teaching,you mightbeable to teacha foreign language basedon yourexperience,but youcannot hopetoachieve goodresults,nor canyou giveyour oryour colleaguesteaching arational evaluationor acritical appraisal.There aresurely limitationsin teachingby drawingonly onexperience,though experienceisimportant.The theoryyoulearnt fromthe methodologycourse canguide,support andconceptualize practice.New insightsyou getbysharing ideasof otherpeople willbring yougreat benefit.As theold sayinggoes:Travel broadensthe mind”.In thesameway learningForeign LanguageTeaching Methodologywill surelybroaden the mind of teachers.
4.The mainadvantagesofthis methodare:first,comparison betweentwo languageshelps studentsto havea betterunderstandingof themeaning of abstract wordsand complicatedsentences.Second,systematic study of grammaticalrulesplays animportant role in fosteringstudents1abilityofreading comprehension and producinggrammaticallycorrect sentences.Understanding andmanipulating themorphology andsyntax willdevelop students1ability ofanalyzingand solvingproblems.Third,the focusonunderstandingliterary textsprovides thesituation inwhichreading andwriting abilitiesare welltrained.Fourth,it makesfew demandson teachersalthough itoften createsfrustrationfor students.It isrelatively easyto apply.Disadvantages inthis methodare:First,overemphasis ontranslation cannever emancipatethe learnersfromdependence onthe firstlanguage.Second,knowingalarge numberof grammaticalrules cannotensure thatstudentscan use them appropriatelyinrealcommunicative situation.Third,it putstoo muchemphasis onreading andwritingand neglectslistening andspeaking.Fourth,the textsare mostlytaken fromliterary works.The languagelearnedoften doesn*t meetthe practicalneeds of the learners.Fifth,memorizing grammarrules andbilingual wordlists doesnotmotivate studentsto activelycommunicate inthetarget language.
5.It isalways desirable to practicelanguage inthe classroomas it is used inthe real world,since studentswill havetouse thetargetlanguageinrealcommunication outsidetheclassroom.However,it isnot alwayspossibletodo sobecauseclassroom isafter alldifferent fromthe outsideworld nomatter howhard youtry tosimulate thereal worldsituation.And it isnotalways necessarytodoso.Language teachingis conductedat severalstages.At thedrillingstage,whenthefbcus is on languageform,therealworld“does nothavetobe practiced.But whenthe focusis onmeaning and students are engagedin communicationactivities,therealworld“practice doesmatter much.It iswherethestudentslearn touse thetargetlanguagefbr realcommunication,and touseitappropriately.
24.Writing acomment aftereach lessonisauseful habitfor ateacher to get into.
25.It isaccepted bymost expertsof foreign language teachingthat the Grammar-Translation Methodoriginatedfrom the16th century.
26.Until the16th centuryLatin wastaught throughactive useof speechand writtentext withoutgrammar analysis.
27.The theory of languageunderlying theGrammar-Translation Methodwas derivedfrom ComparativeHistoricalLinguistics.
28.The theoryoflearningunderlyingtheGr ammar-Tran sI ati on Methodwas FacultyPsychology.The FacultyPsychologistsbelieved thatthemindof human beings hadvarious facultieswhich couldbe trainedseparately.
29.In agrammar-translation methodclassroom,reading andwriting arethe majorfocus;little orno systematicattentionispaidto speakingor listening,becauseliterarylanguage isconsidered superiortospokenlanguage andistherefore thelanguage studentsshould study.
30.The mostobvious characteristics of the Communicative Approach isthat almost everythingthat isdone isdonewith acommunicative intent.
31.Feedback refers to anyinformation whichprovides areport onthe resultof communicationwhich takes placenot onlybetween thelistener andthe speaker.
32.Learning ismore effectivewhenthe learnersareactively involvedinthe learningprocess.
33.With regardto syllabusdesign,theCommunicative Approach emphasizestopics.
34.Today bothlanguage teachingexperts andclassroom teachersagree thatthe communicativeapproach is thebest.
35.The TotalPhysical Responsemethod emphasizescomprehensionandthe useof physicalactions toteach aforeign language atan introductorylevel.
36.The SilentWay isbasedonthe premisethatthestudentsshouldbe silentasmuchas possibleintheclassroom.
37.In practice,Community LanguageLearning ismost oftenused inthe teachingof writingskill andthe courseprogressionis topicbased.
38.A suggestopadiacourse isconducted ina classroominwhichstudentsareas comfortableaspossible.
39.The SilentWay,Community LanguageLearning,and Suggestopaediaall layemphasis onthe individualand onpersonallearning strategies.
40.The vowelis producedwithout or with littlerestriction duringits productionandisalways voiced.
41.Vowels areformed mainlyby theposition of the tongue and,secondarily,bytheshape of the lipsand movementof the jaw.
42.Consonants varydepending onwhere andhow theair streamgets through,the placeand movementof thetongue,and alsowhether the voice is used ornot.
43.A phonemeisthesmallest distinctive sound unit,incapable ofchange indifferent phoneticenvironments.
44.The back-chaining techniquemeans thestudents repeata sentenceafter theteacher,starting fromthe endpart ofthesentence andmoving towardsthebeginning.
45.Of the two typesof sentencestress,sense stress shows contrast,while logicalstressshowsmeaning.
46.Pitch isproduced byfrequency ofvibration of the vocalcords.The higherthe frequency,the higherthe pitch.
47.Usually lowkey isused foremphasis andcontrast;mid keyindicates anexpected,neutral attitude;and lowkeyprovides lowinformation.
48.Of thefour possibletune movements,high fallisused for statementsandwh-questions;high rise isusedforquestions askingfor repetitionof something;low riseis foryes/no questions,etc.and fallriseisfor correctionsandpolite contradictions.
49.The mostpowerful signalof stressisachange ofpitch onthe vowel.
50.Syllables areshort whenthey arestressed.
51.Techniques forgrouping itemsof vocabularyfall intothree generalcategories:semantic fields,phonologicalsets andgrammatical sets.Grouping itemsrelated bytopics,for example,typesoffruit,belongs tothe semanticfields.
52.Metaphor isa way of talkingabout one thing in terms of another.It isa devicefor creatingand extendingmeaning.
53.The relationshipbetween thespoken andwritten wordis identicalin English.
54.Semantization meansthat everynewword shouldbepresented insucha waythatitsmeaningbecomes cleartothe learner.
55.Verbal presentationof newwords meansthatthemeaning ofasecondlanguage wordis demonstratedthroughconcrete objects,visual aids,or throughmime andacting.
56.An exercisewith heterogeneitygives noopportunity for the reallyadvanced studentsto exercisetheir capacity.
57.An exercisewith heterogeneitycan alsohaveapositive effecton learnerattitude andmotivation.It providesanopportunity fortheteacherto giveslower orless confidentstudentstheapproval andencouragement theyneed.
58.In thelanguage awareness^^exercise,the statement“The babyscrying^informs abouta thirdpersonswhereabouts.
59.In Hammersfive-step model,the purposeof elicitationis toprovidetheteacher withfeed backastowhat todonext.
60.The aim of thepractice stageis tocause thelearners toabsorb thestructure thoroughly.
61.If we ask theclass tolisten andweaskthe questionsafterwards,we arehelping themimprove theirlisteningskill indeed.
62.An importantpartofthe skillof listeningis beingabletopredict whatthespeakeris goingto saynext
63.In anEnglish classweareusually concernedwith casual listening.
64.It isimportant fortheteacherto showstudents howeasy itis to understand somethingfrom authenticmaterialsrather thanhow difficultitisto understandeverything.
65.Students almostalways enjoylisteningtostories.
66.If theteacher weretalking toomuch inclass thestudents wouldnotbelearning.
67.Listening activitiescan onlybe conductedwiththewhole class.
68.When thestudentslistento recordedmaterials there is verylittle opportunityfor immediateinteraction.
69.Silent readinginvolves lookingatthetext andsaying thewords silentlyto yourself.
70.There areno majordifferences betweenhow onereads inones mother tongueandhow onereads ina foreignlanguage.
71.To understanda word,you haveto readalltheletters in it;to understanda sentenceyou haveto readall thewordsinit.
72.The teachercan helpthestudentsto reada textby readingit aloudwhile theyfollow intheir books.
73.Normally whenwe readour eyesflick backwardsand forwardsover thetext
74.In orderto understanda textwell,itisabsolutely necessarytounderstandevery wordinthefirst place.
75.Authentic materialscan onlybe used intheclassroom forbeginners.
76.Texts areusually usedin Englishclasses fortwo mainpurposes:as awayofdeveloping readingcomprehensionand as awayoflearningnew language.
77.Through readingthestudentsnot onlylearn newlanguage,but alsodeveloptheirreading skills.
78.When thereaders readtogetthe generalpicture,only the main pointsare whattheyareinterestedin,not thedetail.
79.Planned conversationsusually degenerateinto silenceor involveonly asmall numberof students.
80.If thechosen topicfor aconversation lessonis toogeneral itwillnotexcite thestudents,if itis toospecific somestudentswill beinterested,and othersnot.判断题答案
1.
2.
48.T
49.T
50.F
51.T
52.T
53.F
54.T
55.F
56.F
57.T
58.F填空题
1.Language teachinginvolves threemain disciplines.They arelinguistics,psychology and.
2.Linguistics isthe study of language asasystem ofhuman.
3.Psycholinguistics isthe studyofthemental processesthat aperson usesin producingand understandinglanguage,andhowhumans learn.
4.isthe studyof second andforeign language teaching andlearning.
5.Sociology isthe studyof languagein relationto,such associal class,educational leveland soon.
6.At amacro level,society andcommunity influence classroom teaching.
7.The makingof foreignlanguage education policy musttake intoconsideration theand educationalsituationofthecountry.
8.The goalsfor secondaryeducation arefrom thosefor highereducation.
9.Syllabus determinesteaching aims,objectives,contents and.
10.Teaching materialsshould agreewith orreflect theteaching,aims,objectives andteaching methods.
11.The approachto languagestudy is concernedwithlanguageasan instrumentof socialinteractionrather thanasasystem that is viewedinisolation.
12.The approachto languageistosee itintermsofthebits andpieces bymeans ofwhich itis puttogether.
13.The mostcommon wordorder inEnglishis,with othersentence constituentsdraped aroundthese keyparts invariousways.
14.According tothe functionalists,language hasthree functions:,expressive,and social.
15.isthe studyofhow wordscombine toform sentencesandtherules whichgovern the formation ofsentences.
16.According toSkinner,language behaviorcanonlybe studiedthrough observationofthefactors.
17.According tothe behaviorists,all learningtakesplacethrough.
18.Mentalism holdsthatahumanbeingpossesses amind whichhas consciousness,ideas,etc.,andthemind caninfluencethe ofthe body.
19.The interactionalisfsposition isthatlanguagedevelops asa resultofthecomplex between theuniquely humancharacteristicsofthechildandtheenvironmentinwhich thechild develops.
20.Chomsky referstothechilds innateendowment as,a set of principleswhich arecommon toall languages.
21.If theaimofalessonis“To learnthe namesof colours“thelessonmay focusonaparticular.
22.The cardinalrule means.
23.Knowing English^^must meanknowinghowtoinEnglish.
24.The threemain thingsthatalearner hasto acquirewhen learninga newstructure aretheform,meaningandofthe structure.
25.The attitudinaland emotionalfactors canbeexpressedin anitem ofvocabulary.These areoften referredto as.
26.referstovarieties of language definedby theirtopic andcontext ofuse.
27.Animal isa super-ordinate term,while cow,horse,pig,dog,cat,etc.are.
28.There isa lackof consistencybetween andpronunciation inEnglish.
29.Grammar isa descriptionoftheofalanguageandthe wayinwhichlinguistic unitssuch aswordsand phrasesare combinedtoproducesentences inthelanguage.
30.The emphasisoftheproduct perspectiveon grammarisonthe componentparts ofthelanguagesystem,dividedup intoseparate forms.Each formistheofthegrammarians analysis.
31.Process teachingengages learnersin,formulating theirown meaningsin contextsover whichthey haveconsiderablecontrol.
32.When we teach grammaras,thelearneris requiredto attend to grammar,while workingon taskswhich retainanemphasis onlanguage use.
33.The complexform-function relationshipisnota simplified,a one-to-one.
34.are representedby phoneticsymbols becausethere isno one-to-one correspondencebetween writtenlettersandspokensounds.
35.is oftendescribed asthe musicofspeech—the waythevoicegoes upand downas wespeak.
36.Most contributorstotheCommunicativeApproachshare theview thatlanguageisusedforcommunication andaremore concernedwithmeaningthan with.
37.At onetime wascalled ClassicalMethod sinceit wasfirst usedintheteachingoftheclassical languagesofLatinand Greek.
38.When weusetheword we meanthat an idea or theory is being applied:thatwhatever theteacher does,certain theoreticalprinciples arealways bornein mind.
39.A isa set of procedures or a collection of techniques usedina systematic waywhich itis hoped will result in efficient learning.
40.The threemajor causesfor errorsare:mothertongueinterference,,and inappropriateteaching materialsormethods.填空题答案
1.pedagogy
2.communications.Ianguage
4.Applied linguistics
5.social factors
6.indirectly
7.economics.different
9.methods
10.principlesl
1.functional
12.structural
13.SVO
14.descriptive!
5.Syntax
16.external
17.habitformation
18.behavior
19.interplay
20.universal grammar
1.topic
22.onethingatatime
23.communicate
24.use
25.connotation oraffective meaning
26.Register
27.hyponyms
28.spelling
29.structure
30.product
31.language use
32.skill
33.correspondence,or:relationship
34.Sounds
35.Intonation
36.structure
37.thegrammar-translation method
38.approach
39.method
40.overgeneralization名词解释题目
1.Approach
2.technique
3.method
4.methodology
5.sociolinguistics
6.SR-model
7.phoneme
8.casuallistening
9.The AudiolingualMethod
10.The CommunicativeApproach名词解释答案
1.When weusetheword approachwe meanthat anidea ortheoryisbeing applied:that whatevertheteacher does,certain theoreticalprinciples arealways bornein mind.
2.When wetalk abouta technique,we meana procedure usedintheclassroom.Techniques arethe tricksinclassroom teaching.
3.A methodisasetofprocedures ora collectionoftechniques usedinasystematic way whichitishoped willresultin efficientlearning.
4.Methodology isthe principleand techniquesof teachingwithnonecessary referenceto linguistics.
5.Sociolinguistics isthe studyof languagein relationto socialfactors,that is,social class,educational levelandtype ofeducation,age,sex,ethic origin,etc.
6.SR-model referstoaconnection whichis establishedbetween astimulus orstimulus situationsandtheorganisms responseR tothis stimulus.
7.A phonemeisthesmallest distinctivesound unitor minimumunit ofdistinctivesoundfeature.
8.When welisten withno particularpurpose inmind,and withoutmuchconcentration,the kindoflisteningis calledcasuallistening.
9.The AudiolingualMethodisa methodof foreignor secondlanguageteachingwhich emphasizestheteachingofspeaking andlistening beforereadingandwriting.
10.The CommunicativeApproachisan approachto foreignor secondlanguageteachingwhich emphasizesthatthe goalof languagelearningiscommunicative competence.简答题
1.How do you understandthe difference between approach,method,andtechnique
2.What arethe threeviews oflanguage thatsupport popularforeignlanguageteaching
3.What arethe elementswith whicha methodisconcerned
4.What arethe pointsof concernof methodology
5.Apart froma masteryofa foreignlanguage,what otherknowledge shouldaforeignlanguageteacherhavein ordertodohis/her jobwell
6.In whatsense canan understandingofthecontext ofeducation contributeto languageteaching andlearning
7.Why dowe sayassessment hasgreat backwash effects onforeignlanguageteaching andlearning
8.What isthe difference between Skinnersbehaviorism andChomskys mentalism
9.Does Krashens theoryofsecondlanguageacquisition beginwith theories,orwithdata
10.What isthe roleof formallearning accordingtothemonitor hypothesis
11.According toKrashen,thereisonly oneway forhuman toacquire language.What isit
12.What isthe functionofthe affectivefilter
13.What aresome ofthe mainstages ofalesson
14.What isthefocusofaGrammar-Translation classroom
15.What language skills areemphasized bytheGrammar-translation Method
16.What arethe maintechniquesusedinaGrammar-Translation classroom
17.What specificaspects doescommunicativecompetenceinclude
18.What language skillsareemphasized bythe DirectMethod
19.How shouldlanguage rulesbe learnedaccordingtothe DirectMethod
20.Why isfirstlanguageforbidden ina DirectMethod classroom
21.How canwe describethe mainproficiency goaloftheteaching andlearning ofpronunciation
22.What kindof wordstendtobe stressed,and whatkindof wordstendtobeunstressed
23.Why shouldweteachpronunciation andintonation incontext
24.What arethe twofunctions ofintonation
25.What arethe techniqueswhich youcan usetoteachintonation ina meaningfulway
26.What kindof knowledgedoyouneedtohave ifyou sayyou knowaword
27.What arethe threemain formsofwordbuilding inEnglish
28.How doyou decidewhether awordshouldenter thestudents9active orpassive vocabulary
29.What arethe sixprinciples toremember whenpresenting newvocabulary inclass
30.What trickscanateacher teachhisstudentstouseto memorizevocabulary
31.What istherelationshipbetweenthegrammatical formsofalanguageandtheir communicativefunctions
32.What arethe threedifferent viewson grammarteaching
33.What isthe majordifferencebetweendeductive learning ofgrammarand inductivelearningofgrammar
34.What arethetwoobjectives inpresentinga newstructuralitem
35.What arethefactorsthat contributeto successfulpractice ofgrammar
36.Why islistening importantinlearningEnglish
37.Whafs thedifferencebetweencasuallistening and focusedlistening
38.What aresome ofthe advantagesof usinga cassetterecorder
39.What kindof questionsshould wcask ourstudents whenwc wanttogivethem areason toread
40.Why dowesaythat readingaloudisnotveryusefulforreadinga textinclass简答题答案
1.When weusetheword approachwemeanthatanideaortheoryisbeingapplied:that whatevertheteacherdoes,certain theoreticalprinciples arealways borneinmind.A methodisasetofproceduresoracollectionof techniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.When wetalk abouta technique,we meanaprocedureusedintheclassroom.A techniquethen isthe narrowestterm,meaning onesingle procedure.A methodwill consistofanumber oftechniques,probably arrangedinaspecific order.The wordapproach ismuch moregeneral and has theimplicationthat whatevermethod or techniques theteacher uses,he doesnot feelbound bythese,but onlybythetheory inwhichhe believes.If hecan findnew andbetter methodsortechniqueswhich willfit inwith hisapproach,then hewilladopt these.
2.They arethe structuralview;the functionalview andthe interactionalview.
3.There aresix elements:
1.the nature oflanguage;
2.the natureoflanguagelearning;
3.goals andobjectives inteaching;
4.the typeof syllabustouse;
5.the roleofteachers,and instructionalmaterials;and
6.the techniquesand procedurestouse.
4.The pointsof concernof methodologyinclude:a.thestudyofthenatureoflanguageskillseg.reading,writing,speaking,listeningandprocedures for teachingthemb.thestudyofthepreparation oflessons plans,materials,and textbooksforteachinglanguageskillsc.theevaluation andcomparison oflanguageteachingmethods eg.the AudiolingualMethod d.such practices,procedures,principles,and beliefsthemselves.Richards,et al,1985:
1775.He/she shouldhave someknowledge aboutthe relatedsubjects suchas linguistics,psychology andpedagogy.Heshould alsoknow thatalotof variablesinfluenceclassroom teaching.Factor likeforeignlanguage educationpolicy,the goalof foreignlanguageeducation,learners,teachers,syllabus,teachingmethod,teachingmaterialsteachingaids,and assessmentand evaluationall influenceclassroomteaching.If ateacherdoesnotknowthem hewould notbeabletoteach accordingtothecircumstances andwould achievethe bestresults possible.
6.Teaching andlearningaforeignlanguageinevitably involvesrelationships betweendifferent aspectsof life,andteaching Englishsuccessfully isnot justa questionof method.Other thingsinfluence Englishlanguage teachingELTgreatly.Refer tothe ninevariables discussedinthetext.
7.Both positiveand negativebackwasheffects.Assessment canprovide teacherswith feedbackfor lessonplanningand remedialwork.Students canalso getinformation abouttheir learningand progress,therefore havea senseofachievement.Through assessmentthey gettoknowtheir problemsand areasfor furtherstudy andimprovement.However,inappropriate assessmentcan causeworries,discourage weakstudents,emphasisongrades insteadof onabilitiesand competence,etc.
8.Where behaviorismignored thecontribution ofthechilditself inthelearningprocess,mentalism haspracticallydenied thatlinguistic inputand environmentplay aroleinthis process,andhasgenerally paidvery scantattention totheactual courselanguagedevelopmenttakes.
9.Krashenstheoryofsecondlanguageacquisitionbegins withtheories or assumptions,not withdata.He usedadeductive method,thatis,hesetupanumberofhypotheses first,then collectedinformation ordata tosupport/refutehis hypotheses.
10.The monitorhypothesis statesthat formallearning hasonly onefunction,andthatis asa monitoror editor”andthat learningcomes intoplay onlytomakechanges intheformof ourutterance,after ithas beenproduced bytheacquired system.Acquisition initiatesthe speakersutterances andis responsiblefor fluency.Thus themonitor isthoughtto alterthe outputofthe acquired systembefore orafter theutterance isactually writtenor spoken,but theutteranceis initiatedentirely bytheacquiredsystem.
11.By understandingmeaningful messagesor comprehensible input;the formulaisi+
1.
12.According totheaffectivefilter hypothesis,comprehensibleinputmaynotbe utilizedby secondlanguage acquirersif thereisa mentalblock”that preventsthem fromfully profitingfrom it.The affectivefilter actsasabarrier toacquisition:if thefilter is“down”,the inputreaches the LAD andbecomes acquiredcompetence;ifthefilter isup”,the inputis blockedand doesnot reachtheLAD.Thus inputistheprimary causativevariable inSLA,affectivevariables actingto impelor facilitatethe deliveryof inputtotheLAD.”
13.Here aresomeofthemainstagesofalesson:a.Presentation:The teacherpresents newwords or structures,gives examples,writes themontheboard,etc.b.Practice:Students practiceusing wordsorstructuresinacontrolled way.Practice canbe oral or written.c.Production:Students uselanguage theyhave learntto expressthemselves morefreely.Like practice,productioncan beoralorwritten.d.Reading:Students readatextand answer questions ordo asimple task.e.Listening:The teacherreads atext ordialogue whilethestudentslisten andanswerquestions,orthestudentslisten tothe tape.f.Revision:The teacherreviews languagelearnt inan earlierlesson,to refreshthestudents9memories,orasapreparation foranewpresentation.
022514.。
个人认证
优秀文档
获得点赞 0
