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2017自學(xué)考試《英語教學(xué)論》模擬試題(附答案)
�、�. True or false.
Directions: Judge whether the following statements are true or false. Write a T in the brackets after a true statements and an F before a false statements.
1. Language is a logical system.
2. Language is capable of producing new forms and meanings.
3. Minimal pairs are pairs of words that differ only in one sound.
4. The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.
5. In general, a rising intonation is seen as being more impolite that a falling one.
6. Conscious knowledge of rules does not help acquisition according to Krashen.
7. The goal of foreign language teaching is to produce over-users of monitor.
8. Krashen believes that adults are better language learners, while children are better language acquirers.
9. For Krashen, the affective filter is the principal source of individual difference in second language acquisition.
10. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.
11. One function of a language can only be expressed by one structure.
12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.
13. Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.
14. The stages of a lesson overlap.
15. At each stage of the lesson, activities focus on all four skills.
16. Lesson plans are useful only before the lesson.
17. If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.
18. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.
19. In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.
20. It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.
21. A real good lesson plan should be long and complicated with detailed lesson notes.
22. Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.
23. All good lesson plans give a clear picture of what the teacher intends to do in the lesson.
24. Writing a comment after each lesson is a useful habit for a teacher to get into.
25. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.
26. Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.
27. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.
28. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.
29. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.
30. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.
31. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.
32. Learning is more effective when the learners are actively involved in the learning process.
33. With regard to syllabus design, the Communicative Approach emphasizes topics.
34. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.
35. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.
36. The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.
37. In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.
38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.
39. The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.
40. The vowel is produced without (or with little) restriction during its production and is always voiced.
41. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.
42. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.
43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.
44. The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.
45. Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.
46. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.
47. Usually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.
48. Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is used for questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.
49. The most powerful signal of stress is a change of pitch on the vowel.
50. Syllables are short when they are stressed.
51. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.
52. Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.
53. The relationship between the spoken and written word is identical in English.
54. Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.
55. Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.
56. An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.
57. An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.
58. In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.
59. In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.
60. The aim of the practice stage is to cause the learners to absorb the structure thoroughly.
61. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.
62. An important part of the skill of listening is being able to predict what the speaker is going to say next
63. In an English class we are usually concerned with casual listening.
64. It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.
65. Students almost always enjoy listening to stories.
66. If the teacher were talking too much in class the students would not be learning.
67. Listening activities can only be conducted with the whole class.
68. When the students listen to recorded materials there is very little opportunity for immediate interaction.
69. Silent reading involves looking at the text and saying the words silently to yourself.
70. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.
71. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.
72. The teacher can help the students to read a text by reading it aloud while they follow in their books.
73. Normally when we read our eyes flick backwards and forwards over the text
74. In order to understand a text well, it is absolutely necessary to understand every word in the first place.
75. Authentic materials can only be used in the classroom for beginners.
76. Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.
77. Through reading the students not only learn new language, but also develop their reading skills.
78. When the readers read to get the general picture, only the main points are what they are interested in, not the detail.
79. Planned conversations usually degenerate into silence or involve only a small number of students.
80. If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.
答案：1. F 2. T 3. T 4. T 5. F 6. T 7. F 8. T 9. T 10. F 11. F 12. F 13. F 14. T 15. F 16. F 17. T 18. T 19. T 20. F 21. F 22. T 23. T 24. T 25. F 26. T 27. T 28. T 29. T 30. T 31. T 32. T 33. F 34. F 35. T 36. F 37. F 38. T 39. T 40. T 41. T 42. T 43. F 44. T 45. F 46. T 47. F 48. T 49. T 50. F 51. T 52. T 53. F 54. T 55. F 56. F 57. T 58. F 59. T 60. T 61. F 62. T 63. F 64. T 65. T 66. F 67. F 68. T 69. F 70. F 71. F 72. F 73. T 74. F 75. F 76. T 77. T78.T 79. T 80. T
Ⅱ.Completion
Directions: Fill in the blanks with appropriate word(s).
1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.
2. Linguistics is the study of language as a system of human ____.
3. Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.
4. _____ is the study of second and foreign language teaching and learning.
5. Sociology is the study of language in relation to ____, such as social class, educational level and so on.
6. At a macro level, society and community influence classroom teaching ____.
7. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.
8. The goals for secondary education are ____ from those for higher education.
9. Syllabus determines teaching aims, objectives, contents and ____.
10. Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.
11. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.
12. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.
13. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.
14. According to the functionalists, language has three functions: ____, expressive, and social.
15. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.
16. According to Skinner, language behavior can only be studied through observation of the ____ factors.
17. According to the behaviorists, all learning takes place through ____.
18. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.
19. The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.
20. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.
21. If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .
22. The cardinal rule means _________________ .
23. “Knowing English” must mean knowing how to __________ in English.
24. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.
25. The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.
26. ____ refers to varieties of language defined by their topic and context of use.
27. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.
28. There is a lack of consistency between ____ and pronunciation in English.
29. Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.
30. The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms. Each form is the ____ of the grammarian’s analysis.
31. Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.
32. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.
33. The complex form-function relationship is not a simplified, a one-to-one ____.
34. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.
35. ________ is often described as the music of speech—the way the voice goes up and down as we speak.
36. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.
37. At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.
38. When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.
39. A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.
40. The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.
參考答案：1. pedagogy 2. communication 3. language 4. Applied linguistics 5. social factors 6.indirectly 7. economic 8.different 9. methods 10. principles 11. functional
12 structural 13. SVO 14. descriptive 15. Syntax 16. external 17. habit formation 18. behavior 19. interplay 20. universal grammar 21. topic 22. one thing at a time
23. communicate 24. use 25. connotation or affective meaning 26. Register 27. hyponyms 28. spelling 29. structure 30. product 31. language use 32. skill
33. correspondence, or: relationship 34. Sound 35. Intonation 36. structure
37. the grammar-translation method 38. approach 39. method 40. overgeneralization
�、�. Term and its definition.
Directions: give briefly explanation of each term.
1. approach：When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.
2. technique：When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.
3. method: A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.
4. methodology：Methodology is the principle and techniques of teaching with no necessary reference to linguistics.
5. sociolinguistics: Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.
6. SR-model: SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the organism’s response (R) to this stimulus.
7. phoneme: A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature
8. casual listening: When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.
�、�. Short answers.
Directions: answer the following questions briefly.
1. How do you understand the difference between approach, method, and technique?
When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.
A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.
2. What are the three views of language that support popular foreign language teaching?
They are the structural view; the functional view and the interactional view.
3. What are the elements with which a method is concerned?
There are six elements:
1. the nature of language;
2. the nature of language learning;
3. goals and objectives in teaching;
4. the type of syllabus to use;
5. the role of teachers, and instructional materials; and
6. the techniques and procedures to use.
4. What are the points of concern of methodology?
The points of concern of methodology include:
a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures for teaching them
b. the study of the preparation of lessons plans, materials, and textbooks for teaching language skills
c. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)
d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)
5. Apart from a mastery of a foreign language, what other knowledge should a foreign language teacher have in order to do his/her job well?
He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.
6、In what sense can an understanding of the context of education contribute to language teaching and learning?
Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.
7. Why do we say assessment has great backwash effects on foreign language teaching and learning?
Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, therefore have a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.
8. What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?
Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.
9. Does Krashen’s theory of second language acquisition begin with theories, or with data?
Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.
10. What is the role of formal learning according to the monitor hypothesis?
The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.
11. According to Krashen, there is only one way for human to acquire language. What is it?
By understanding meaningful messages or comprehensible input; the formula is i + 1.
12. What is the function of the affective filter?
According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”
13. What are some of the main stages of a lesson?
Here are some of the main stages of a lesson:
a. Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.
b. Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.
c. Production: Students use language they have learnt to express themselves more freely. Like practice, production can be oral or written.
d. Reading: Students read a text and answer questions or do a simple task.
e. Listening: The teacher reads a text or dialogue while the students listen and answer questions, or the students listen to the tape.
f. Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or as a preparation for a new presentation.<0225>
14. What is the focus of a Grammar-Translation classroom?
The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.
15. What language skills are emphasized by the Grammar-translation Method?
Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.
16. What are the main techniques used in a Grammar-Translation classroom?
A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.
17. What specific aspects does communicative competence include?
Communicative competence includes:
a) knowledge of the grammar and vocabulary of the language,
b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),
c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,
d) knowing how to use language appropriately.
18. What language skills are emphasized by the Direct Method?
Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.
19. How should language rules be learned according to the Direct Method?
Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.
20. Why is first language forbidden in a Direct Method classroom?
The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening through imitation and repetition. The best method to teaching meaning is to make the students listen, look, and say, i.e. using sensory experience.
21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?
The main proficiency goal can be described in general terms as phonological competence, that is
a) The ability to recognize and discriminate significant sound features.
b) The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.
c) The ability to interpret written language phonologically, as in reading aloud, and to recreated spoken language graphically, as in writing from dictation and note-taking.
22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?
Stressed words tend to be nouns, adjectives and adverbs, ie. content words. Structure (or form) words, articles, prepositions, etc. tend to receive weak stress or unstressed.
23 Why should we teach pronunciation and intonation in context?
It is the context that determines or gives meaning to the sounds, stress, words, and sentences. Human sounds have social and communicative functions. The same words said with different rhythm and intonation will produce different meanings depending on the speaker’s attitude and intention. Practicing the pronunciation of individual sounds in isolation is sometimes necessary, but not sufficient in developing students’ phonological competence.
24. What are the two functions of intonation?
It indicates grammatical meaning in much the same way as punctuation does in the written language. It can also indicate the speaker’s attitude. In some cases, both grammatical meaning and attitude are conveyed by the intonation pattern alone.
25. What are the techniques which you can use to teach intonation in a meaningful way?
To teach intonation in a meaningful way, we could choose from the following ways:
1) Using realia to set up a situation that would illustrate the difference in attitude.
2) Using mood cards.
3) Creating roles.
26. What kind of knowledge do you need to have if you say you know a word?
Knowing a word involves knowing its meaning, its form and its use. If we say that we know a word, we must be able to
a) recognize it in written and spoken form;
b) recall it at once;
c) relate it to appropriate object or concept;
d) use it in appropriate grammatical form;
e) use it in correct collocation;
f) use it at appropriate level of formality;
g) pronounce it in a recognizable way;
h) spell it correctly;
i) be aware of its connotation.
27 What are the three main forms of word building in English?
Affixation, compounding and conversion.
28. How do you decide whether a word should enter the students’ active or passive vocabulary?
We have to consider whether the word:
a) is essential for comprehension of context;
b) is commonly used;
c) is used in a wide variety of situations;
d) has more than one meaning (if so, which; if any, to teach)
If our answer to all these four questions is yes, then we have to make it enter the students’ active vocabulary.
29. What are the six principles to remember when presenting new vocabulary in class?
Before presenting vocabulary in class, it is helpful to remember the following:
a) Teach and practice the words in spoken form first.
b) Teach words in context.
c) Teach lexical items rather than individual words.
d) Present words in a memorable way.
e) Check understanding.
f) Revise often.
30. What tricks can a teacher teach his students to use to memorize vocabulary?
a) grouping words in one way or another;
b) using dictionaries;
c) establishing personal category sheets;
d) using visuals;
e) using alphabetical index;
f) labeling.
31. What is the relationship between the grammatical forms of a language and their communicative functions?
While one form can be used to perform a number of functions, one function can be realized by using a number of different forms.
32. What are the three different views on grammar teaching?
The first view is that teaching grammar entails the formal explanation of grammar rules. While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect. The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation. The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom. The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations. The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.
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