David Nunan《第二语言教与学》笔记和课后习题详解
第1章 第二语言教学和学习的概念基础
1.1 复习笔记
第一章重点介绍人本主义心理学的学习理论和据此提出来的“以学生为中心”和“以任务为基础”的教学方式。
本章要点：
1. The humanistic and experiential learning
人本主义与经验主义学习
2. Communicative language teaching Task-based language teaching
交际型教学法与任务型教学法
3. Learner-centered education
“以学生为中心”的教学
4. Difference between inductive learning and deductive learning
演绎学习与归纳学习的区别
本章考点：
1. 教学流派：经验主义学习的不同观点；
2. 教学法：交际法与任务型教学法的定义及特征；任务与练习的区别；任务设计的原则；
3. 教学：“以学习者为中心”的教学理论；
4. 学习：演绎学习与归纳学习的特征；学习者与学习过程。
本章内容索引：
I. The humanistic tradition vs. experiential learning
1. Competing concepts of education
2. Humanism and experiential learning
3. Inductive and deductive learning
II. Communicative language teaching
1. Reconceptualizing language
2. Tailoring courses to learners
III. Learner-centered education
1. Defining learner-centeredness
2. Learner involvement in the learning process
3. Learner-centeredness
IV. Negotiated curricula
1. Learner contributions of the learning process
2. Moving learners along the negotiation continuum
V. Task-based language teaching
1. Defining task
2. Task versus exercise
3. Principles of task design.
(1) The authenticity principle;
(2) The form/function principle;
(3) The task dependency principle.
I. The humanistic tradition vs. experiential learning
【考点：教学思想的争论】
1. Competing concepts of education
(1) Education is a matter of making meaning for the learner on the one hand, and
(2) Education is to facilitate the process whereby learners make their own meaning.
2. Humanism vs. experiential learning
【考点：经验主义的学习观点】
(1) Humanism
(2) Experiential learning
① facilitates personal growth;
② helps learners adapt to social change;
③ takes into account differences in learning ability;
④ is responsive both to learner needs and practical pedagogical considerations.
3. Inductive vs. deductive learning
【考点：区别演绎学习和归纳学习】
(1) Deductive learning
A process of adding to our knowledge by working from principles to examples;
(2) Induction learning
One works from examples to principles, rules, and generalizations.
II. Communicative language teaching (CLT)
【考点：交际法的概念及兴起的因素】
1. Reconceptualizing language
Language was seen as a system for the expression of meaning rather than as a system of abstract syntactic rules.
2. Tailoring courses to learners
(1) Different learners have different communicative requirements;
(2) The content of the curriculum and learning processes should reflect the insight.
III. Learner-centered education
【考点：“以学习者为中心”的定义】
1. Defining learner-centeredness
In a learner-centered classroom, key decisions about what will be taught, how it will be taught, when it will be taught, and how it will be assessed will be made with reference to the learner.
2. Learner involvement in the learning process
3. Learner-centeredness: another dimension
IV. Negotiated curricula
1. Learner contributions of the learning process
When learners had an opportunity to contribute to the content of the lesson, which was the content that learners would claim to have learned.
2. Moving learners along the negotiation continuum
Step 1: Make instruction goals clear to learners
Step 2: Allow learners to create their own goals
Step 3: Encourage learners to use their second language outside the classroom.
Step 4: Raise awareness of learning processes
Step 5: Help learners identify their own preferred styles and strategies
Step 6: Encourage learner choice
Step 7: Allow learners to generate their own tasks
Step 8: Encourage learners to become teachers
Step 9: Encourage learners to become researchers
V. Task-based language teaching
【考点：任务型教学法的定义；任务与练习的区别；设计任务的原则】
1. Defining task
(1) A task is a piece of work undertaken for oneself or for others, freely or for some reward.
(2) A task is an activity or action which is carried out as the result of processing or understanding language.
2. Task vs. exercise
(1) A task has a nonlinguistic outcome, while an exercise has a linguistic outcome.
(2) Dimensions of task
① Language
② Procedure
③ Learner
④ learning process.
3. Principles of task design.
(1) The authenticity principle;
(2) The form/function principle;
(3) The task dependency principle.
