普林斯顿代写Essay:摘要语言教学

2017-10-04 15:30

摘要语言教学是一种动态过程，它是由不同的原理、不同的原理、不同的原理相互作用而产生的。在这个意义上，理性是内在的逻辑，它决定了参与者如何看待一个情境和他们在这种情况下所追求的目标(都铎，1998)。都铎提出，要理解语言教学，首先要探索每种情况下所呈现的不同的理性，以便发现参与者所处的现实。有四种不同类型的理性:学生和教师，社会文化的理性，以及方法论的合理性。在描述教师的理性时，都铎(1998)认为，对主观需求的研究使我们认识到每个学习者与他们的语言学习之间的互动是独一无二的。最近，一些类似的老师也被发现了。他们也会根据他们的个性，态度，生活经验以及这些产生的知觉和目标来感知和互动他们正在实施的方法。因此，在理解课堂实践的时候，需要倾听老师的声音。我们需要了解教师的认知，以及这些认知对教师课堂行为的影响。最重要的(理查兹，1996年)或教师的原则(Breen等人2001)在理解他们的教学行动中很重要。课堂教学的现实是教师如何解释官方的课程或推荐的材料。教师不是熟练的技术人员，他们按照一种或多或少的权威的指示，忠实地实现一套既定的教学程序。他们积极参与创造课堂现实，他们是基于他们自己的态度和信念，以及他们对与教学情境的互动的个人看法。
普林斯顿代写Essay:摘要语言教学
Language teaching is defined as a dynamic process, which arises out of the meeting and interaction of different sets of principles: different rationalities. In this sense, a rationality is the inner logic which shapes the way in which participants perceive a situation and the goals which they will pursue in this situation (Tudor, 1998). Tudor proposes that to understand language teaching, a first step is to explore the different rationalities which are present in each situation in order to discover the reality the participants involved in. There are four different types of rationalities: those of the students and teachers, socio-cultural rationalities and then the rationality of methodology.While describing teacher rationalities, Tudor (1998) argues that research into subjective needs has led us to appreciate the uniqueness of each learner's interaction with their language study. More recently something similar about the teachers has been realized. They, too will perceive and interact with methodology they are implementing in the light of their personality, attitudes, and life experience and the set of perceptions and goals which these give rise to. For this reason there is a need to listen to the teachers' voices in understanding classroom practice. There is a need to understand teachers' perceptions and the way in which these perceptions influence teachers' classroom behaviors.The maxims (Richards, 1996) or the pedagogic principles (Breen et al.2001) teachers use are important in understanding their pedagogical actions. The reality of classroom teaching is how the teachers interpret official curricula or the recommended materials. Teachers are not skilled technicians who dutifully realize a given set of teaching procedures in accordance with the directives of a more or less distant authority. They are active participants in the creation of classroom realities and they do this on the basis of their own attitudes and beliefs, and their personal perceptions of interaction with their teaching situation.

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