Lec 2 - Beyond Methods（中文）.ppt

B. Kumaravadivelu B. Kumaravadivelu Beyond Methods: Towards a postmethod pedagogy B. Kumaravadivelu Professor of TESOL/Applied Linguistics San Jose State University, California b.kumar@ * B. Kumaravadivelu * Terminology 方法和做法Method and methodology Method:由专家提出并定义 conceptualized and constructed by experts. Methodology:教师在课堂上实际使用的（程序和技术）what practicing teachers actually do in the classroom. 方法分析和教学分析不一样 Method analysis is different from teaching analysis (Mackey 1965). * B. Kumaravadivelu * Myths about methods 方法由多个神话所诱发，方法的维持也靠这些神话 Methods are motivated and maintained by multiple myths. 被认为是信念的职业表述 Accepted as professional articles of faith. 五大神话 Five major myths. * B. Kumaravadivelu * Myth # 1 最佳教学法就在某个地方，等待被发现There is a best method out there ready and waiting to be discovered. 学界的当务之急（或最大烦恼）是寻找“教学秘笈”Profession is preoccupied with (obsessed with?) the search for a magical method. 苦苦寻找的结果是死胡同 The search has reached a dead-end. 1990’s: 对方法的局限有了批判性的认识 critical thoughts on the limitations of method (Allwright, Prabhu, Stern). 交际法之后没有新的方法（交际法是在25前出现的） No new method since CLT – introduced more than a quarter century ago. * B. Kumaravadivelu * Myth # 2 方法包含一系列语言教学的组织原则 Method constitutes the organizing principle for language teaching. 无所不在 All pervasive; 支配着有关课程、教学大纲、教材、教学策略、测试技巧等方面的原则 governs the principles of …curriculum, syllabus, materials, teaching strategies and testing techniques. 忽视其他因素 Ignored other factors: 教师认知，学习者感知，社会需求，文化环境，政治境况，经济规则以及制度制约 teacher cognition, learner perception, societal needs, cultural contexts, political exigencies, economic imperatives, and institutional constraints. * B. Kumaravadivelu * Myth # 3 方法具有普适性，其价值不受时间影响 Method has a universal and ahistorical value. 任何时候、任何地方都可用并且有用 Useful and usable anywhere, everywhere. 适合理想环境的理想概念 Idealized concepts geared towards idealized contexts. 没有针对特定环境的解决方案Does not yield context-specific solutions. 与课堂教学实际相距甚远Far removed from classroom reality. 自上而下的行为 A top-down exercise – 常见的用户，常见的