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WelcometoEnglishMethodology!EnglishTeachingTheoryandPracticeLanguageandLanguageLearningStructuralView(1)StructuralView(2)StructuralView(3)StructuralView(4)FunctionalViewFunctionalViewInteractionalViewTheprocess-orientedlanguagelearningtheoryThecondition-orientedlanguagelearningtheoryBehavioristTheoryBehavioristTheoryBehavioristTheoryBehavioristTheoryBehavioristTheoryTheCognitiveTheoryTheimpactofChomsky’stheoryonlanguageteachingConstructivistTheoryConstructivistTheoryJohnDeweyJohnDewey,AchambaultSocio-constructivistTheory1.4Whatmakesalanguageteacher?(MartinParrot:Tasksforlanguageteachers)Whatmakesagoodlanguageteacher?1.5Howcanonebecomeagoodlanguageteacher?Howcanonebecomeagoodlanguageteacher?Howcanonebecomeagoodlanguageteacher?Howcanonebecomeagoodlanguageteacher?Teacher’sprofessionaldevelopmentAcompromisebetweenthetwoviewsbyWallace(1991)Teacher’sprofessionaldevelopmentSummaryofUnit1Unit2CommunicativePrinciplesandTask-BasedLanguageLearningTopicstofocusonLanguageuseinreallifevs.traditionalpedagogy1.Inreallife:Languageisusedtoperformcertaincommunicativefunctions.2.Thetraditionalpedagogy:focusesonformsratherthanonfunctions.3.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetraditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.1.Inreallife:Languageisalwaysusedinacertaincontext.2.Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassive3.Theconsequence:Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.CommunicativeCompetenceCommunicativeCompetenceCommunicativecompetenceCommunicativeLanguageTeaching(CLT)CLTandtheteachingoflanguageskillsCommunicativeactivitiesLittlewood.1981.CommunicativeLanguageTeaching.CambridgeUniversityPress.ReadingandwritingRodEllis’(1990)sixcriteriaforcommunicativeactivitiesUnit3TheNa
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