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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/language-theories
课程评论：没有评论
课程名称：Teach English Now! 第二语言习得理论 课程概述：该课程旨在介绍第二语言或外语教学与评估的理论和实践，特别是听说及发音方面。学习者将接触到第二语言习得的基本研究及其教育启示，教师们也将被邀请考察教学哲学在目的、内容和技巧方面的重要性。 课程大纲： 1. **教学的发展历史**：学习者将了解语言教学中目的、内容和技巧的概念，并探讨贯穿整门课程的主题，如时间机器的比喻和天使与魔鬼辩论。 2. **语法翻译法与直接法的对比研究**：学生将回到1880和1910年，了解这两种教学法，并参与“天使与魔鬼辩论”，思考各种观点，并接触从这两种方法中派生出的多种教学方式。 3. **阅读法与听说法的对比研究**：学生回到1930和1940年，访问这两种方法的教师，探讨他们的教学理念和方法。 4. **认知法与人本情感法的对比研究**：学习者回到1960和1970年，与这两种方法的专家进行交流，理解他们的理论及其教学法。 5. **交流法与理解法的相似性研究**：学习者将再次回到1980年代，探讨这两种方法的相似之处，并参与相关的辩论，得出个人见解。 6. **评估**：在第2到第5周涵盖的八种方法将进行总结，为期末测验做好准备，学习者可以查看自己的图形组织者，补充缺失的信息，复习所学的原则。 通过本课程，学习者将深入理解第二语言习得的多种理论和方法，并能够将其应用于实际教学中。
Name:The Swing of the Pendulum: A Brief Look at ESL History
Description:In this course, learners are introduced to second or foreign language theories and practices for teaching and assessing English. Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications. Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique. In Week 1, learners are introduced to the concepts of purpose, content, and technique as they relate to language teaching, and to some of the themes that will be repeated throughout the course, such as the time machine analogy and the angel and devil debates.
Name:A Study in Contrasts: The Grammar Translation and Direct Approach
Description:Learners go back in time to visit 1880 and 1910 to speak with teachers from the Grammar Translation and the Direct approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Grammar Translation and the Direct approaches.
Name:A Study in Contrasts: The Reading and Audiolingual Approach
Description:Learners go back in time to visit 1930 and 1940 to speak with teachers from the Reading and the Audio-lingual approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Reading and the Audio-lingual approaches.
Name:A Study in Contrasts: The Cognitive and Affective-Humanistic Approach
Description:Learners go back in time to visit 1960 and 1970 to speak with experts from the Cognitive and the Affective-Humanistic approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Cognitive and the Affective-Humanistic approaches.
Name:A Study in Similarities: The Comprehension and Communicative Approach
Description:Learners go back in time to visit the 1980s twice to speak with teachers from the Comprehension and the Communicative approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Comprehension and the Communicative approaches.
Name:Assessment
Description:Each of the eight approaches covered in Weeks 2 – 5 will be summarized in preparation for the final quiz. Learners will have the opportunity to look at their graphic organizer and fill in any missing pieces of information as they review the principles taught in the previous weeks.
In this course learners are introduced to second or foreign language theories and practices for teaching and assessing listening, speaking, and pronunciation. Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications. Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique.
