后方法时代外语教学反思与前瞻.pptVIP

后方法时代外语教学的反思与前瞻 郭浩儒 guohrbh@ 2010.11 一、外语教学后方法(Postmethod)理论的由来 “后方法”外语教学思想产生的背景 1）外语教学界内部 A.“最佳教学法”：会有一种方法客观上是最好的，理论上也是可以用实验证明的 ； B.“以教学法为中心”：以教学法为中心来组织外语教学、课程设置、教学大纲、教材编写、测试评价和师资培训。 2）外语教学界外部：基础学科理论 语言观的多元性必然导致对语言教学的多维认识 What is language? — Language as System：the phonological system that deals with the patterns of sounds, the semantic system that deals with the meaning of words, and the syntactic system that deals with the rules of grammar (Kumaravadivelu, 2006:6-7) — Language as Discourse： spoken or written language that has describable internal relationships of form and meaning (e.g., words, structure, cohesion) that relate coherently to an external communicative function or purpose and a given audience/interlocutor” (Celce-Murcia Olshtain, 2000:4; cited from Kumaravadivelu, 2006:7) — Language as Ideology：“to study ideology is to study the ways in which meaning serves to establish and sustain relations of domination” (Thompson, 1990: 56, (cited from Kumaravadivelu, 2006:7). A true and meaningful understanding of sociocultural aspects of classroom discourse can be achieved not by realizing the surface level features of communicative performance or conversational style but only by recognizing the complex and competing world of discourses that exist in the classroom (Kumaravadivelu, 1999a:470). 2. “后方法”外语教学思想的产生 标志: TESOL Quarterly 的三篇论文 Spolsky,1988; Pennycook,1989; Prabhu,1990 Spolsky提出：“任何一种倾向于单一教学法的二语习得理论都是错误的。” Pennycook认为：单一的教学法概念损害而不是提高了人们对语言教学的理解，因为教学发生于复杂的社会、文化、经济和政治关系中，其中学生、教师和研究者处于不同的权力层次上。 Prabhu在《为什么不存在最佳教学法》文中强调教师形成个人的教学理念的必要性，认为外语教学研究的重点是寻求促进和推动不同教师独特的、“可行性感觉”的新途径，以结束对“方法”的幼稚盲从和寻求“最好方法”的幻想。 Kumaravadivelu (1992, 1994, 1999, 2001, 2003, 2006, 2008)为主要代表人物和理论集大成者。 印裔美籍学者、加州San Jose 州立大学应用语言学 教授 It is the same objective of helping practicing teachers become pedagogically independent that motivated me to propose the idea of postmethod pedagogy. I was growing more and more disillusioned with the