principles of teaching and learning.ppt

Principles of Language Learning and Teaching H. D. Brown 高燕鹏外应10级,About H. D. Brown,H. D. Brown,H. D. Brown,Professor of University of California,He was the chairman of TESOL,The chief editor of language learning.,WORKS: Breaking the Language Barrier Teaching by Principles Strategies for Success: A Practical Guide to Learning English,D. H. Browns opinion on Teaching,One of the most invigorating things about teaching is that you never stop learning. The complexity of the dynamic triangular interplay among teachers and learners and subject matter continually gives birth to an endless number of questions to answer, problems to solve, issues to ponder(考虑). Every time you walk into a classroom to teach, you face some of those issues, and if youre a growing teacher, you learn something new yourself. You find out how well a technique works, how a student processes language, how classroom interaction can be improved, how to assess a students competence, how emotions enter into learning, or how your teaching style affects learners. The discoveries go on and on-for a lifetime.,About the book,Principles of Language Learning and Teaching is designed to give you a picture of both the slipperiness of second language acquisition and the systematic storehouse of reliable knowledge that is now available to us. As you consider the issues, you can led on a quest. As you consider the issues, chapter by chapter, you are led on a quest: a search for your own personal, integrated understanding of how people learnand sometimes fail to learn -a second language. The chapters of this book are intended to serve not as a theory of teaching or instruction, but rather as an essential component underlying the subsequent formulation of a theory of instruction.,H. D. Brown,Chapter 1. Introduction,H. D. Brown,Chapter one,PART 1(P1-P8) Objects of Study (Language ,Learning and Teaching) PART 2 (P8-P12) Trends in Linguistics and Psychology PART 3 (P12-P14) Applied Linguistics the relationship between language and reality; the philosophy of language; the history of language. Phonetics; phonology; writing systems; kinesics(人体动作学), proteomics, and other “paralinguistic” features of language. Semantics; language and cognition; psycholinguistics Communication systems; speaker-hearer interaction; sentence processing Dialectology; sociolinguistics; language and culture; bilingualism and second language acquisition. Human language and nonhuman communication; the physiology of language Language universals; first language acquisition,Consider some of these possible areas.,Why do teachers need a deep understanding on language?,The TESOL (Teachers of English to Speakers of Other Languages) organization in its Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the united states(1975),cited the necessity for the teacher to “understand the nature of language ,the fact of language varietiessocial, regional, and functional, the structure and development of the English language systems” A teachers understanding of the components of language will determine the large extent how he teaches a language. There are few right and wrong answers to questions about language. Truth is multifaceted and is usually surrounded by undecipherable gray areas. This book touches on some of the general aspects of language as defined above. More specific aspects will have to be understood in the context of the teachers training program in a particular language .,Learning and Teaching,Learning,Learning is acquiring or getting of knowledge of a subject or a skill by ,experience or instruction. Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.,Teaching,Teaching cannot be defined apart form learning. Teaching is guiding and facilitating learning, enable the learner to learn, setting conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods and classroom techniques.,Components of the D.F. of learning,learning is acquisition or getting learning is retention if information or skill retention implies storage systems, memory, cognitive organization learning involves active ,conscious focus on and acting upon events outside or inside the organism learning is relatively permanent but subject to forgetting Learning involves some from of practice, perhaps, reinforced practice. Learning is a change in behaviors,Components of the D.F. of Teaching,A theory of teaching, in harmony with integrated understanding the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning. Jerome Bruner noted that a theory of instruction should specify the following features: the experience which most effectively implant in the individual a predisposition toward learning th。