1113龚亚夫分析教材与超越教材2.ppt

分析分析教材与超越教材教材与超越教材龚亚夫龚亚夫yf.gong@yafu.gong@ 2014-11-13 广州大学广州大学社会舆论对英语教育的质疑社会舆论对英语教育的质疑•学了那么长时间还是学不好，增加负担学了那么长时间还是学不好，增加负担•学习英语有什么用，工作中用不到学习英语有什么用，工作中用不到 •汉语还没有学好，学什么外语？汉语还没有学好，学什么外语？•学英语影响了汉语学英语影响了汉语 – 提笔忘字提笔忘字•“陈琳教授等陈琳教授等15位外语教育工作者关于加强外位外语教育工作者关于加强外语教育的意见很重要请贵仁同志阅研，并语教育的意见很重要请贵仁同志阅研，并就外语高考改革听取意见，完善方案，改进就外语高考改革听取意见，完善方案，改进外语教育外语教育 刘延东 2014-8 高考科目不变、分值不变，高考科目不变、分值不变， 外语提供两次考试机会外语提供两次考试机会 舆论没有任何反应教材分析与评价教材分析与评价国家国家《《英语课程标准英语课程标准》》•思想性原则思想性原则•科学性原则科学性原则•趣味性原则趣味性原则•灵活性原则灵活性原则学校英语教育的困境学校英语教育的困境•频度严重不足频度严重不足•教学教学目标不清目标不清•教材思路陈旧教材思路陈旧•缺乏有效支持缺乏有效支持•测试误导教学测试误导教学•培训没有系统培训没有系统线上线下教育的线上线下教育的6个误区个误区1.基本是教材的延伸和扩展；2.以为语言活动等同于填空、拼写、发音；3.不懂得如何教听力、记忆单词等技能4.以为学生英语错误是源于不懂语法；5.以地区或外国的测试证明学生水平；6.白板和Pad没有发挥真正的作用教材评价：本体结构性评价教材评价：本体结构性评价（一）（一）递进性与递进性与梯度梯度（二）复（二）复现现率与率与频频度度（三）示范性与范例（三）示范性与范例（四）系（四）系统统性与性与弹弹性性（五）（五）辅辅助性与助性与资资源源（六）感官性与（六）感官性与设计设计（七）科学性与错误（七）科学性与错误￿（一）（一）递进性与递进性与梯梯度度•递进性 教材是如何编排语言重点的？按照何种分析单元（units of analysis)排列•梯度 语言本身的认知难度和复杂度、词汇量、知识点的量是否逐步提高（二）（二）复现率与频度复现率与频度•当前教科书的问题：编者只考虑话题的全面性，而内在的语言结构和词汇如何循环、如何由浅入深等方面却考虑得不够。

•频度分为“类频”和“型频”•根据语言习得研究的结果，学习语言成功的关键是，能成百上千次接触语言的样本（exemplar），逐渐形成对于语言规律的掌握 条件条件---复现的频度复现的频度频度是第二语言习得过程中不可或缺的作用（an integral role）语法是在成千上万次的重复中得以掌握的掌握语言有两种不同的频度：Token frequency 某个特定的词语在整个输入中呈现的次数；Type frequency 不同的词语在某种固定结构中出现的频度 N. Ellis（2002）•学习语言有两种记忆方式：rule-based/exemplar-based systems (memory-based chunks)•Formulaic language 与词汇教学•自动化的过程 (automatization) 与课堂活动设计•Declarative /procedural knowledge •Focus on form and form-focused instruction 与语法学习教学环境下的语言习得的研究教学环境下的语言习得的研究（三）示范性与范例（三）示范性与范例•教材编写的挑战： 如何在有限的时间和容量之内，尽可能给学生提 供典型的范例？•目前，许多教材提供的“对话”和“任务”的模板不够完整，也不够典型。

•任务的样例应该是完整的交际行为，有开头、中间的转折和结尾（Nunan,2004）The principal is talking to Miss Li--What are the children doing?--They are practicing for the Sports Day. Pat’s going to do the long jump.-- What’s Bob going to do?-- He is going to run in a race.-- What’s.....A: How many people are there in your family?B: There are five.A: How many children are there?B: There are three. How many rooms are there? There are …four. No, there are five.A: How many dogs are there?B: There is only one dog.A: ……. ￿（四）系统性与弹性（四）系统性与弹性•教材设计语言成分的系统性•每个单元、模块应有明确、一致的目标 •本单元内的话题游移不定•单元与单元之间应具有连贯性和系统性 •教材的内容和教学方法应具有一定的弹性 （五）辅助性与资源（五）辅助性与资源•辅助性：教材能否提供除教材以外的辅助内容和其他资源（包括教师用书、学生练习册和其他辅助教学的材料）•一本好的教师用书应当包含的内容：ü明确的教学目标、文本背景知识、可供参考 的教学步骤、ü可替换的教学内容、提供需要补充的教学资源、指导学生的学习策略ü组织教学的技巧、配套的教具和音像制品、作业与答案ü检测评价内容（六）感官性与设计（六）感官性与设计•其中包括图文和装帧上的考虑，插图、照片、封面设计和文字排版都需要精心设计。

•我国教科书的编排对这一部分缺乏重视•感官性集包括视觉，也包括听觉体验（听力设计）•教材的编写者必须考虑如何使用各种媒介，调动学习者的感官，让图像、声音与文字相互配合使用•如果外语教材和教学实现立体化，教学质量定会大幅提高刘道义，2008）￿￿￿￿￿￿￿￿￿￿￿￿￿￿￿￿主体相关性分析主体相关性分析（一）（一）理念倾向性与正确性理念倾向性与正确性（二）（二）目标全面性与恰当性目标全面性与恰当性（三）（三）内容关联性与身份感内容关联性与身份感（四）（四）语言真实性与适切性语言真实性与适切性（五）（五）活动心智性与挑战性活动心智性与挑战性（六）（六）教材难度与支持度教材难度与支持度深化课程改革深化课程改革（（教基二[2014]4号） •促进各级各类学校学生全面发展、健康成长•全面深化课程改革、落实立德树人根本任全面深化课程改革、落实立德树人根本任务务•青少年学生思想意识更加自主，价值追求更加多样，个性特点更加鲜明国际竞争日趋激烈，人才强国战略深入实施，时代和社会发展需要进一步提高国民的综合素国民的综合素质，培养创新人才质，培养创新人才改革方向改革方向•研究制订学生发展核心素养体系和学业质量标准。

•教育部将组织研究提出各学段学生发展核心核心素养体系素养体系，明确学生应具备的适应终身发展和社会发展需要的必备品格和关键能力，突必备品格和关键能力，突出强调个人修养、社会关爱、家国情怀出强调个人修养、社会关爱、家国情怀，更加注重自主发展、合作参与、创新实践2121世纪技能世纪技能•批判性思考和做出判断：分析、评价信息，批判性思考和做出判断：分析、评价信息，做好合理决定，进行有目的的行为的能力做好合理决定，进行有目的的行为的能力•解决复杂的、多学科的和开放性的问题：解决复杂的、多学科的和开放性的问题：识别问题，思考解决方案和不同的解决办识别问题，思考解决方案和不同的解决办法，如果它们不成功的话，探索新的渠道；法，如果它们不成功的话，探索新的渠道；•创造性和积极的思考；创造性和积极的思考；（一）理念倾向性与正确性理念倾向性与正确性•思想性、世界观、人生观 •教学内容中的价值观并非是纯客观的 •英本主义——英语国家通过英语教学材料把自己的文化常模推广到了非英语国家(Littlejohn, 1998) •宗教问题、民族问题 — Ten Little IndiansYou are at the supermarket. Talk about food from other countries, like this:Mrs Wang: Good afternoon, Mrs Li.Mrs Li : Good afternoon. What have you bought?Mrs Wang: Some apples and oranges.Mrs Li: Where do they come from？Mrs Wang：The apples are from America and the oranges are from Japan. Mrs Li: Apples from America are dearer, but they are sweeter.Mrs Wang: Yes, what do you want to buy?Mrs Li: I want to buy some butter.Mrs Wang: The butter from Australia is cheaper than the butter from Canada.Mrs Li: Yes. But the butter from America is cheapest. And it's very nice.Mrs Wang: Let's go and get some. （二）（二）目标全面性与恰当性目标全面性与恰当性•国家培养健康的人——教学目标 •社会文化目标 •思维认知目标——布鲁姆的思维目标 •培养学生的交际策略 （三）内容关联性与身份感（三）内容关联性与身份感•熟悉度（熟悉度（familiarityfamiliarity）） ————文化习俗差异较大，应该激活学生已有的背景知识 •关联性（关联性（connectionconnection））————与内心世界、知识世界有关联的知识 •年龄段（年龄段（age groupage group））————如小学生喜欢智力活动，也是最具想象力的年龄 •身份感（身份感（identityidentity））————我们说的话源自于我们内心深处的个性 品格培养品格培养（（1）健康的行为）健康的行为（Social well-being）（（四四））语言真实性与适切性语言真实性与适切性•语言输入的真实性（textual authenticity） •学习者对语言输入的理解的真实性（interpretational authenticity） •对语言学习有益的练习活动的真实性（practice authenticity） •语言课堂所须再现的社会情境的真实性（situational authenticity） （Breen, 1985)Changing topics•Your best friend keeps asking you to do things that your parents do not want you to do. When you tell her that you are not allowed to, she says something like, “They’ ll never know,” or “I guess I am not important enough to you.” You don’t want to lose her friendship, but you’re not sure you can take it anymore. What would you do?（（五五））活动心智性与挑战性活动心智性与挑战性•“心智运作”（mental operation)——学生在学习某个单元时，可以掌握不少单个的句子，但是教学很少涉及让学生整合以前学习到的内容 •“挑战性” 与“支持度”(support)•对学生思维上的挑战 •Saheragard & Zaremoareddi列举了列举了10个方面他们称之为个方面他们称之为““心智运作心智运作””的的活动活动•从长时记忆中提取信息（Retrieve from long-term memory）•“创建文本”。

这是指有没有要求学生产出原创的，长于单句的语言反应•“利用前面的知识”draw on their prior knowledge)•“音形结合”（relate sounds to objects）是指教材中能包括视听内容•“比较语言样例”（compare language samples)是指教材提供机会使得学生能通过比较语音、词汇、短语、句子等不同的语法形式、语音区别，了解他们的功能与形式•“推断语义含义”（deduce semantic meaning)这是指活动要求学生能理解文本的所表达的表面与深层含义•“选择信息”（select information) 也涉及到心智运作，其实主要指阅读理解的各种技能•“扩展性复用”（repeat with expansion)可以说这一项是要求学生能在教材设定的某种固定表达方式或用法模型下创造性地使用语言•“推断语言规则”（deducing language rule)这一项涉及的是要求教材能为学生提供大量语言材料的基础上推断语言的规则，也就是用归纳法自己总结语法规律Saheragard & Zaremoareddi认为，Interchange在这方面做的最差。

•“运用语法规则”这是指教材中的语法练习是仅仅设计句子层面的机械性活动，还是能有语境（（六六））教材难度与支持度教材难度与支持度•对于“难度”的认识存在一些误区 •频度与内容比 •输入率与难度 •语言认知难度与复现率有关 •语言背景与文化熟悉度 •学习者相关因素 •知识的“广度”和“深度” 功能功能-结构的教材路子频遭批判结构的教材路子频遭批判 交际语言教学的泰斗Widdowson等诸多学者： 明确反对把英语为母语人环境作为教学内容 明确反对“真实性”就是选择英语国家材料 明确反对功能-结构的教学路子课堂教学活动的基本过程课堂教学活动的基本过程•提供目标•背景知识•语块与语境•提供样例•全班练习•任务演示•任务练习•个人和结对练习•小组活动•再关注语言重点•Be meaning and personally engaging as a whole. However, similar to the training of musicians or athletes ,it should also include controlled practice activities to promote the automatization of L2 skills•To provide jump starts for the subsequent proceduralization and automatization, instructed SLA should contain explicit initial input components. This declarative input can be offered in several creative ways, including the potential utilization of accelerated learning techniques that attempt to put the mind in a receptive state and then open up a direct input channel to it. Another important source of the internalization of declarative knowledge is rote-learning. Dörnyei (2009, p. 302）• Principles of Instructed SLA•Roles for output 1. To generate better input (引出输入，仅有听不够） 2. To force syntactic processing （注意语言中的语法） 3. To test hypotheses （从反馈中验证自己是否说的正确） 4. To develop automaticity （发展成为自动化的过程） 5. To develop discourse skills (发展语段能力） 6. To develop a personal voice （个人的语言表达） 输出的作用与教学设计输出的作用与教学设计Critical thinking - 22 comprehension strategies•Drawing conclusions •Understanding cause and effect•Making connections•Comparing view points •Evaluating ideas•Reading between the lines•Making judgments22 comprehension strategies (cont.)•Making comparisons•Interpreting meaning•Making inferences•Comparing characters•Reading a map•Interpreting graphs and charts•Making calculations•Examining reasons22 comprehension strategies (cont.)•Separating facts from opinion •Identifying the main idea•Organizing information•Sequencing •Summarizing •Recalling details •Synthesizing Listening comprehension skills1. Ability to retain chunks of language of different length for short periods2. Ability to discriminate among the distinctive sounds of the target language3. Ability to recognize the stress patterns of words4. Ability to recognize the rhythmic structure of English 5. Ability to recognize the functions of stress and intonation to signal the information structure of utterance6. Ability to identify words in stresses and unstressed position. 7. Ability to recognize reduced forms of words8. Ability to distinguish word boundaries9. Ability to recognize typical word order patterns in the target language10. Ability to recognize vocabulary used in core conversational topics11. Ability to detect key words (i.e., those which identify topics and propositions)12. Ability to guess the meanings of words from the contexts in which they occur13. Ability to recognize grammatical word classes (parts of speech)14. Ability to recognize the communicative functions, participants, goals15. Ability to reconstruct or infer situations, goals, participants, procedures16. Ability to recognize the communicative functions, participants, goals17. Ability to reconstruct or infer situations, goals, participants, procedures18. Ability to use real world knowledge and experience to work out purposes, goals, settings, procedures19. Ability to predict outcomes from events described20. Ability to infer links and connections between events21. Ability to deduce causes and effects from events Richards，1987阅读与写作Report报告Recount叙述Narrative 讲述Procedure过程Explanation解释Exposition 阐述Response反应Description描述Discussion论述Making judgmentsHighlight the three pieces of informationin the text that you think everyoneshould know:Most important_________________Second most important___________Least important__________________Developing alternative solutions With a group, brainstorm three different solutions to ..’s problem.A __________________B __________________C ___________________ When you brainstorm, everyone contribute ideas. Write down every idea. ….Examining reasons•Why do you think it’s necessary in this experiment to collect…?____________________________•How do you think the author says to use…?_____________________________•Why do you think…?____________________________Making judgmentsHighlight the three pieces of informationin the text that you think everyone should know.Most important_________________Second most important___________Least important__________________Developing alternative solutions•With a group, brainstorm three different solutions to ..’s problem.A __________________B __________________C ___________________ When you brainstorm, everyone contribute ideas. Write down every idea. ….Making comparisons•Similarities ________________________________________________________•Differences____________________________Forming opinions•How do you think the author of this article feel about…?___________________________•Do you think these.. are fair or unfair? In your notebook, write a paragraph explaining your opinion about what happens to…__________________________________________________________Organizing information•In the text, the author talks about three kinds of problems: environmental, animal and human. For each statement below, label the kind of problem being described _______________________________________________________________________________单词学习的单词学习的5个误区个误区•以为记忆单词就是记住拼写•以为记住单词就是记住发音•记忆单词以孤立记忆为主•以为单词搭配只有一种语境•记忆单词以汉英对照为练习方式教学方法和学习策略教学方法和学习策略•词汇学习 s-che-du-le 语块记忆方法单词学习的单词学习的5个误区个误区•以为记忆单词就是记住拼写•以为记住单词就是记住发音•记忆单词以孤立记忆为主•以为单词搭配只有一种语境•记忆单词以汉英对照为练习方式 词汇教学的误区词汇教学的误区孤立记忆孤立记忆 – 词性、搭配 、词根、前缀、后缀 important: 1) of +抽象名词=形容词; 2）of+ no+抽象名词= not+形容词; 3) of+ great+ 抽象名词=very+形容词发散联想发散联想 – sleep – Lee (美国姓氏）ee 闭眼睡觉– Lee 闭眼睡觉 during –du 嘟… ring 上课期间有人给老师打过度归纳过度归纳 – in / on 鸟在树上， 外来的只讲语法只讲语法 –只讲语义的意思，不讲语境的意思只注重拼写只注重拼写– schedule s-che-du-le 地滑，小心摔倒！•Wet Floor! Carefully fall down. Don’t smoke on bed. No smoking on the bed please. •Don’t smoke on bed.•Don’t smoke in bed.•Please do not sit on my bed.•Please do not sit in my bed. 习惯用法与语法习惯用法与语法•I hope so. I hope not.•I think so. I don’t think so ( I think not)You could say that, but you wouldn’t. drive a car drink coffee--- How did you come this morning? --- I drove. ( I brought the car/ I drove the car.)--- Would you like some coffee?--- No thanks, I’ve just had one. ( No thanks, I’ve just drunk one.)in or on bed ?•The doctor ordered him to stay in bed for a couple of days.•He is in bed now. •Don’t smoke in bed. •I am so tired. I have to go to bed now. •She found her husband in bed with another woman.•The senator isn't the only person in Washington who's in bed with military equipment manufacturers.•Please do not sit on my bed. •Put the book on the bed. Token vs. Type•Token frequency is how often particular words or specific phrases appear in the input. Type frequency, on the other hand, is how many different lexical items can be applied to a certain pattern, paradigm, or construction (N, Ellis, p.166).Grammar and lexis•Language is not produced by simply filling in the slots of a syntactic patterns with lexical items. Lexis and grammar are intertwined…. 语言的构成不是仅仅按照句法格式，用词汇填空，词汇和语法是交织在一起的。

Larshen-Freeman (2012)  语言意味着语法语言意味着语法+ +词汇？词汇？•Language is not made up of structure + vocabulary, but of different kinds of lexical phrase. Many such of phrases are produced as single units within the stream of speech. (语言不是语法加词汇构成的，而是很多不同的词汇短 语构成的） Lewis（ 2002， p. 145） 习惯用法的重要性习惯用法的重要性•All fluent and appropriate language use requires collocational knowledge. Pawley and Syder (1983)l Language knowledge is collocational knowledge. N. Ellis (2001)Multiword units•The most fundamental guiding principle (for) those who are anxious to be proficient in foreign conversation… is this: Memorizing perfectly the largest number of common and useful word-groups! Palmer As a way of quickly developing fluency and of picking up native-like expressions, groups of words should be learned as units. Nation (2003)Chunks 语块•Speakers of a given language have a repertoire of such language patterns or chunks, numbering in the tens of thousands Pawley and Syder(1983) Knowledge of these many patterns constitutes a speaker’s language resources and allows the speaker to produce and understand language fluently in real time. Larshen-Freeman (2012) 语块 （（chunking））•所谓语言学习就是对于在语言输入过程中成千上万的固定语言模式进行分析的过程。

这些固定的模式似乎看起来是语法的规则，其实不过是一些固定的搭配•学习语言就是不断把这些固定搭配的语块（chunking）归纳为抽象规则的过程这就是语言学习的关键所在 N，Ellis（2003）语块种类语块种类l Collocations 习惯搭配搭配• --- set the table, rich and famous, be ready for, the milk in the glasses, the cars in front of the buildingl Phrasal verbs 常用短常用短语• --- run out of, get up, take a look, look afterl Sentence frames 句子句子结构构• --- Would you mind…? , the thing is… It is a pity that…l Social formulae 社交套社交套话• --- See you later… have a good time..l Discourse markers 语段段连接接词• --- once upon a time…, to tell you the truth,… Frankly speaking… Thornbury（2002）Grammar and lexis•…it is now theorized that one’s language resources are composed of thousands of language chunks: phrases, lexicalized sentence stems （词汇化的句子结构）, sentences/utterances, which can be arrayed (排列）along a continuum of fixity to flexibility. Larshen-Freeman (2012) •It is interesting to watch a talent show. 何为认识一个单词？何为认识一个单词？•发音、拼写、汉语意思？•知道一个单词（knowing a word）意味着: 1) 知道这个单词会跟哪些词一起连用 2) 在句子中恰当位置 3) 在不同的语境中如何使用 4) 语义特征 5) 与其他词语联合成语等等。

Richards（1976）什么是什么是““语块语块””？？•““社交时得体的套话社交时得体的套话” ” （socially-situated sentences or utterance) Can I come in? Are you ready? He’s busy right now. Have some more 成块记忆成块记忆—挑出不搭配挑出不搭配•Bright：idea green smell day room child•Light : traffic work day suitcase lunch •High: season price opinion spirits house time•Main: point reason effect entrance speed road meal•Strong•Serious•New：  如何使得学生掌握语块如何使得学生掌握语块•听录音，断句。

按照意群和停顿）•在文段中划线，突出语块•成块记忆、话题分类•扩展视距、熟读语块  单词记忆四项基本原则四项基本原则•语境意义语境意义 -- 在有前后文的语境中记忆单词在有前后文的语境中记忆单词•固定搭配固定搭配 -- 记住固定的搭配比记忆各种语法规则简记住固定的搭配比记忆各种语法规则简单单•成块记忆成块记忆 -- 成块整体记忆，如同建筑的预制板成块整体记忆，如同建筑的预制板•归类存储归类存储 -- 记忆时即分类存储，使用时连带输出记忆时即分类存储，使用时连带输出条件问题的解决之道条件问题的解决之道•激发兴趣 ：有关联、能吸引学生、触动学生内心世界的内容；•增加接触 ：阅读、听力、活动 、网上资源？学生喜欢读的东西、有意义的读物、互动性的任务活动•对思维有挑战性的 ，有助于培养健康的人。