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“综合英语”教学团队第二期教研工作坊专题报道
2012-03-19 00:00 wyx 

20123911日,外语系“综合英语”教学团队开展第二期教研工作坊活动。此次工作坊活动的参加人员包括外语系综合英语教学团队的所有成员(孟俊一、高莉君、陈利红、孙德林、牟娴、何敏、苏岚、戴年、张雪梅、刘科、韦晓云、陈荣、唐道贵)、外语系办公室主任曾旭奎老师、外语系电教网络管理员洪乃明老师。工作坊还特别邀请贵州省外语教育专家赵亚麟教授对综合英语教学团队的相关教学研究和实践活动进行指导和评价。

此次工作坊活动由外语系“综合英语”教学团队的项目负责人孟俊一教授主持。为期三天的工作坊活动围绕“通过多层次合作教学模式对高校英语专业“综合英语”课程教材进行分析、选用和教学”这一主题,在确定教材内容后,继而进行教学方法的选用,备课授课过程中的合作研讨,并就指定内容展示说课和微型教学等。团队在专家的直接指导下,分层有序地进行工作坊中的每个环节,实现了边学边练、边练边思、边思边考的相关学习和实践。

首先,孟俊一教授介绍了此次工作坊的总体安排和特点,然后阐述了多层次合作教学模式的定义,以及其如何在此次工作坊中运用于英语教材的分析。具体而言:1 The workshop for EFL textbook adaptation by using the multilayered peer coaching practice model for in-service professional development of tertiary EFL teachers is activity-basedrather than lectured-based, and it has the follow-up practice. 2) Multilayered peer coaching practice refers to the practice of peer coaching within a team teaching context, which can offer teachers more opportunities to support one another in their work. In the TEFL setting, this means that teachers may experience two layers of collaboration. The first layer is team teaching in which four teachers can be involved as a team so that common issues and problems will be discussed and solved by pooling the wisdom of the team members. The second layer is peer coaching where two dyads will be formed within the team so that the two teachers in each dyad will work together to reflect on current practices, expand, refine, and build new skills, share ideas; teach each other; conduct classroom research; or solve problems in the workplace. 3) The textbook “Comprehensive English” is used to exemplify the use of multilayered peer coaching, where all teachers work together to select and adapt the book, and then use the book in follow-up practice and in their daily teaching.  

其次,教学团队教师们在此次工作坊完成了几项任务:1)就自己在教材使用中遇到的问题进行归纳,试图通过商讨找到有效的解决办法。2)在多层次合作教学模式下研讨外语教学的新理念和新方法,试图集其长侍己教。3多层次合作教学模式下分析综合英语课程所用教材,结合自己理解的优质教材标准和其他学者提出的相关标准进行对比,有效分析所用教材。4多层次合作教学模式下有针对性进行微型教学。

 

以下是工作坊中的几个重要环节:

第一、工作坊提供了平台让教学团队教师们研讨外语教学的新理念和新方法,意在使之贯穿于自己的教学和教研。其中,特别讨论了交际教学原则和任务型教学策略。分析其利弊,以及探讨如何扬诸方法之长,而避其短,使教师的业务素质不断与时俱进,教学效果有实质性提高。例如:

Principles of Communicative Language TeachingCLT

1. Principles of CLT:

Communicative principle: Activities that involve real

communication promote learning.

      Task principle: Activities in which language is used for

carrying out meaningful tasks promote

learning.

      Meaningfulness principle: language that is meaningful to the

learner supports the learning

process.

2. Features of CLT

       authentic and creative

       meaning rather than form

       relevant to the needs

       task-based teaching

       functional approach

3. The implementation of language skills

In listening and speaking, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and reactive if ever possible.

In reading, since communicative courses focus on meaning rather than on form, the reading skill is redefined to focus on the purpose of reading.

In writing, students should make the writing more meaningful and authentic, that is to practice writing to express their own feelings or describe their own experience.

4. Communicative activities.

MMC system. Mechanic drills, meaningful drills and communicative drills. / Functional communicative activities, and Asocial interaction activities,(P. 22)

Six criteria for evaluating communicative classroom activities:

   communicative purpose

communicative desire

content, not form

variety of language

no teacher intervention

no materials control

 

Task-based Language Teaching TBLT

1. Definition of a task:

[a task] is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter…In other words, by “task” is meant the hundred and one things people do in everyday life, at work, at play, and in between. (Long 1985)

…a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.(Nunan 1989)

Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.(Wills 1996)

A task is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usually expressed by an observable result, such as brief notes or lists, rearrangement of jumbled items, a drawing, a spoken summary. This result should be stainable only by interaction between participants: so within the definition of the task you often find instructions such as “reach a consensus” or “find out everyone’s opinions”. (Ur 1996)

2. Four components of a task:

A purpose: making sure the students have a reason for undertaking the task.

A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and other important factors.

A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.

A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.)

3. Exercises, exercise-task and tasks

       Exercises: focus on individual language items

       Tasks: Purposeful and contextualized communication

       Exercise-task: halfway between tasks and exercises.

 

第二、针对综合英语课程教材内容和实际授课学时等情况,教学团队教师从宏观的教材分析到具体的教材选用标准、乃至确定课堂教学内容、课后自主学习内容等方面进行了探讨。例如:

Based on Tomlinson’s (1998) conception of what constitutes effective language teach­ing materials, we believe good textbooks should have the following features.

   Good textbooks should:

      • Attract the students’ curiosity, interest and attention

• Help students to feel at ease.

      • Help students to develop confidence by providing tasks or activities that students can cope with.

      • Meet students’ needs.

      • Expose the students to language in authentic use.

      • Provide the students with opportunities to use the target lan­guage to achieve communicative purposes.

      • Take into account that the positive effects of language teaching are usually delayed.

      • Take into account that students differ in learning styles.

      • Maximize learning potential by encouraging intellectual, aes­thetic and emotional involvement which stimulates both right and left brain activi­ties.

 

Maley (1998) suggested the following options to adapt materials:

      • omission: the teacher leaves out things deemed inappropriate, offensive, unpro­ductive, etc., for the particular group.

       • addition:  where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material.

       • reduction:  where the teacher shortens an activity to give it less weight or emphasis.

       • extension:  where an activity is lengthened in order to give it an additional dimen­sion. (For example, a vocabulary activity is extended to draw attention to some syntactic patterning.)

       • rewriting/modification: teacher may occasionally decide to rewrite material, espe­cially exercise material, to make it more appropriate, more “communicative”, more demanding, more accessible to their students, etc.

       • replacement: text or exercise material which is considered inadequate, for what­ever reason, may be replaced by more suitable material. This is often culled from other resource materials.

       • re-ordering:  teachers may decide that the order in which the textbooks are pre­sented is not suitable for their students. They can then decide to plot a different course through the textbooks from the one the writer has laid down.

       • branching:  teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities. (For example, an experiential route or an analytical route)

 

第三,团队教师还以外语系的综合英语课程教材(上海外语教学出版社出版发行的国家“十一五”规划教材《综合英语》第四册)为例,进行了单元划分和确定,并就选出的课堂教学单元里的其中三个单元进行说课或微型教学。在多层次教学合作的模式下每个小组中的不同对子有分有合地讨论教学设计,之后进行了陈述和教学。

最后,“综合英语”教学团队的项目负责人孟俊一教授总结了此次教学工作坊活动,并布置团队成员撰写“教学工作坊活动反思(Reflection on the workshop practicewhich may cover topics, activities, and suggestions, etc.)”,一周后提交。同时,还安排了继第二期工作坊后多层次教学合作模式在本学期进行的后续教学任务及其相关准备。

“综合英语”教学团队开展的第二期教研工作坊活动是教学团队为期四年建设的系列活动之一,评议专家对此次活动给予高度评价,团队成员也深感受益匪浅,活动达到了预期效果。

第二期工作坊结束时,高等教育出版社贵州省教学服务中心的陈旭老师还特别为此次工作坊举办了小型书展,让教学团队的教师们了解最新的高校英语专业教材和英语专业的相关理论专著等,还承诺将在贵阳学院外语系长期免费建立高教社外语类部分图书专用书架,供教师们随时翻阅。



























 

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