ESL Course Design Plan making Needs analysis Target setting

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1 II. Learner-Oriented ESL Instruction Design 面向对象的英语课程设计 An Interactive Lecture for Advanced Trainees

2 ESL Course Design Plan making Needs analysis Target setting
Evaluation design Content selection Test design Content organization Course (task/activity) design

3 Plan Making & Goal Setting
Educational Goals (curriculum plan) 学校 Subject Goals (syllabus plan)学科 Course Objectives (course plan)课程 Course book Objectives (course book syllabus) 教材 Instruction plan 教案

4 3 major purposes of instruction design -- to be checked, reported, narrated
Team-demonstration 教研组展示 To be shared within the team Large-scale demonstration大范围展示 To be displayed to a large audience as contest Actual instruction planning实际教学方案 To be conducted for real-situation teaching

5 A case for critical and creative analysis
The components of reading instruction design 英语阅读教学设计和评析 A case for critical and creative analysis

6 案例来源： Unit 6 The Taiwan Earthquake

7 Node 1: Fast reading & Word-meaning guessing 快速阅读与词义推断
slight ( line 2) come down ( line 11 ) bomb ( line 6 ) shout ( line 20 ) alive a+ live ( line 22 )

8 Comment on the design of Node 1
Lexical work combined with reading Inductive processing of words Lexical meaning within the context Descriptiveness of the text based on “metaphorical uses” Specific details spotted for the working of schemata Reading as an active process Details activate the reader’s schema for reading. 不脱离语篇的词汇知识习得与阅读图式激发

9 Node 2: word-formation 构词法
light day day light ﹢ n. n.

10 + straw berry strawberry

11 More examples learning schoolbag textbook coursebook n. + n. classroom

12 Lexical expansion: words of “natural disasters”
earth + quake earthquake Add your title land + slide landslide Add your title snow + storm snowstorm Add your title rain + storm rainstorm Add your title hail + storm hailstorm Add your title

13 Comment on Node 2 The use of visual design to illustrate the word-formation From simple analysis to paradigmatic progression Gradual shift towards textual process Words of “natural disaster” -- a foreshadow of the text 构词法与文本知识及相关词群相结合， 符合心理词库的建立和使用规律, 是外语学习的知识与能力重要构素.

14 content Node 3: Detailed reading 具体阅读过程
Read paragraph 4-6 Directions: Read these 3 paragraphs carefully and pay attention to Timmy’s feelings after he was trapped. Pay attention to the signal words.

15 Comment on Node 3 With sufficient “back-up” With careful lead-in
Plot + characterization Reader involvement in reading process – a more efficient approach Comprehensive effect on the whole class Reading becomes active and suggestive Sense of textual structure (unity, coherence, and transition) 以有效导入将阅读者纳入积极的阅读过程并嵌入文本构造特征

16 Timmy's feelings He heard noise above, but then it stopped.
frightened He heard noise above, but then it stopped. People moved the bricks away. He saw daylight. He was still alive calm safe He was trapped in dark. Long-time waiting

17 Comment on “feelings” Reader-involvement makes reading more active and improves processing. Visualized representation enhances the reader’s sense of emotional assimilation in narrative reading. Encyclopedic knowledge is helpful. “Emotive curve” enforces the reader’s sense of the textuality. 利用百科知识支撑阅读信息加工，将心理体验“外化”为生动的表达方式。

18 Node 4: Sum up 阅读汇总任务 Timmy is a teenager. He lives in Taiwan. He survived the(1)_________ in He was doing some shopping when he heard a loud noise, like the noise of (2)_________. Then the noise became really loud, like (3)_________ under the ground. After that, pieces of glass and (4)_________ fell down ,and at last the walls _________ . When the noise ended, he was (5)_________ and could not get out. A moment of (6)_________ went through his mind. Then he tried to (7)_________ down and (8)__________ for help. Finally, people moved away, the bricks and stones and saved him. earthquake thunder bomb bricks came down trapped fear screamed calm

19 Comment on Node 4 The use of conventional pattern of performance-checking Reinforcement of lexical items in reading Integration of general and specific – a synthesis (based on analysis) Substantial words consolidate reading effect Reconstruction task – an effective approach to reading instead of a simple summary or comment, more concrete 照顾多数学习者对文本掌握的一般要求， 结合语言形式与意义， 完成文本的重构， 强化阅读效能。

20 Node 5: Making up a new story -- a more creative practice 再造与创新
Backgrounding Classroom Ceiling fans Noises Doors and windows trembling Pens and pencil-boxes sliding

21 Teacher’s reaction Not to be surprised or scared
Hiding below the desks Holding hands round heads Finding ways to escape

22 60 minutes of survival challenge!
My deskmate crying Teacher’s help I offered him/her a bar of chocolate Giving him/her a smile

23 Rescue at last! Slight voice came from outside. Someone found us.
More people hurried toward us. We saw a ray of daylight. We were all safe.

24 Comment on Node 5 Imitative trial With necessary linguistic help
Familiar cues Creative practice Complete reorganization Agreeing with “constructivism” – Knowledge or skills are constructed in the process of the subject interacting with the environment. 阅读延伸体现于类似的新故事构造，侧重于阅读后的产出，符合知识建构规律。

25 Node 6: Homework (to be checked in the next session)
1 Retell Timmy’s story 2 Describe the process of self-rescue 3 Discuss with your partners the recent landslide in Zhouqu, Gansu Province, especially the wonder-rescue in Chilly.

26 Comment on Node 6 Relevance of homework design Variety of homework
Review + expansion Information upgraded 课后作业设计与教学目标一致 复习+巩固+扩展+提升

27 Final Analysis-1: Perspective of L2 Reading Orientation
Reading is an essential component of L2 proficiency Reading is a primary means of L2 communication. Reading is a necessary task of L2 output performance. Reading is a comprehensive process of mental operation. Reading is a major objective of L2 instruction.

28 Final Analysis-2: Conventional Misstatements of L2 Reading Instruction 传统阅读教学误区
Reading instruction is not a mixture of language elements. Reading instruction is not to be confined with content. Reading instruction is not the “teaching process”. Reading instruction is not merely the display of textual features.

29 Final Analysis-3: Feasibility of L2 Reading Instruction
Reading instruction can be based on linguistic and extralinguistic knowledge. Reading instruction can be nourished by psychological and sociological insights. Reading instruction can be better conducted with both semantic and contextual factors in compromise. Reading instruction can be more rewarding in both input-processing and output-promotion.

30 探索与反思： 阅读和阅读教学证明了什么？ 理论指导了实践？ 实践验证了理论？ 理论与实践互动？ 某一教学设计是否可以成为典范？
某一教学设计是否可以贯穿全程？ 学习者的阅读加工模式是恒定的吗？ 阅读教学过程是否成为研究者炫耀的范例？ 阅读教学过程是否可以成为新的探索起点？

31 Synthesis/evaluation
How do readers read? Reading models Metaphoric approach Reading components approach Grabe (1991) Automatic recognition skills Bottom-up processing Top-down processing Interactive processing Vocabulary knowledge, background knowledge (Text-driven processing) (knowledge-driven processing) World background knowledge Synthesis/evaluation skills, strategies Discourse structure knowledge Metacognitive knowledge, skills monitoring

32 How do readers read? The reader’s understanding of text Text
accessibility Reader resources Background knowledge Structure knowledge Text structure knowledge Knowledge structure knowledge

33 How do non-native readers read?
Jumps more readily from dense text to -titles -lists -graphics Better at holding in mind the construction of a piece of text while reading Much of attention goes to higher level processes e.g. generating inferences e.g. knowledge associations Pays more attention to low level processes -e.g. word identification Cognitive load increased by -unsure meanings -complex syntactical structures -unknown rhetorical devices

34 Bottom-up Processing The Meaning is in the Text 意义在文本
Meaning is extracted from the text 文本出意义 Reader acts as a “decoder” 读者解读 Linear process线性加工过程 Letters > words > phrases > sentences> paragraphs > text 语言单位递增

35 Bottom-up Processing What problems do you see with this view?

36 Top-down elements The Meaning is in the Reader意义来自读者
What the reader brings to the text is more important than the text itself 读者中心 Reader has an active role in the reading process读者积极参与 Background knowledge and knowledge of the world are more important than the clues in the text.宏观背景知识重于文本线索

37 Top-down elements What problems do you see with this view?

38 Schema Theory 图示理论 “According to schema theory, the process of interpretation is guided by the principle that every input is mapped against some existing schema and that all aspects of that schema must be compatible with the input information” (Carrell & Eisterhold, 1988, p. 76). 文本阐释（理解）基于输入的新知识与原有图式项目的映射（对应）关系

39 Schema Theory The reader’s knowledge or expectations influence that to which he or she pays attention, and ultimately, how the text is interpreted. 读者的知识影响其文本期望。 New information can sometimes be assimilated into existing schemata. 文本新信息同化于已有图式 Other times, however, existing schemata have to be altered to accommodate new information. 如果差异太大，则图式被修改。 Thus, in successful reading, the schema and the information are compatible. 图式与新信息的兼容与否是阅读成功的关键。

40 Interactive Approaches to Reading互动阅读
Successful readers use both bottom-up and top-down at different times during the reading process. 两种方式皆用 Both the text and the reader interact in a meaning creation process 文本与读者互动于意义建构

41 Sociocognitive View of Second Language Reading (Bernhardt, 1991)
Text is no longer characterized simply by its linguistic elements (semantic and syntax), but also by its structure, its pragmatic nature, its intentionality, its content, and its topic. These sets of features interact with the reader in process. 文本不只是语义和句法的语言要素配合，而是结构、语用、意图、内容、话题的协调。读者在这些要素中应酬。

42 The model also posits that readers are not static entities, but are individuals who change and react differentially – in other words, are different readers at different items. 读者不是静态的，具有变动性与个人差异。

43 Critical within the second language framework is that readers and the texts they encounter represent separate and distinct social entities. 读者对文本产生差别性解读（第二语言的学习者理解文本不同于母语阅读者。） Second language readers approach a text from their first language framework. 二语阅读者通常以母语的框架来阅读二语文本。

44 Bernhardt’s Model Text factors 阅读的文本因素 Reader factors阅读的读者因素
Word recognition 词语辨认 Phonemic/graphemic decoding 语音、语形解码 Syntactic feature recognition句法特征辨认 Reader factors阅读的读者因素 Intratextual perception互文理解（此文与彼文） Metacognition元认知（阅读规划） Prior knowledge（原有的知识支撑）

45 Reading as Design (Kern, 2000)
Text text Available Designs (L1 and L2) Vocabulary Grammar Declarative knowledge Stories Style Genres Procedural knowledge Writing system

46 国内外现有的阅读模式研究都具有局限性 偏重于文本 偏重于语言成分 偏重于背景知识 偏重于心理加工模式 偏重于文化差异

47 中国英语学习者的阅读到底是什么？ 各位对以下的看法是： 0-不认同 / 1-有点认同 /2-基本认同 /3-很认同 /4-完全认同
中国英语学习者的阅读到底是什么？ 各位对以下的看法是： 0-不认同 / 1-有点认同 /2-基本认同 /3-很认同 /4-完全认同 词汇知识的验证 ——— 词汇知识的巩固 ——— 语法知识的验证 ——— 语法知识的巩固 ——— 语义知识的验证 ——— 语义知识的巩固 ——— 语篇知识的验证 ——— 语篇知识的巩固 ——— 文化知识的验证 ——— 文化知识的巩固 ——— 平时的信息积累 ——— 测试的技能模块 ——— 自然状态的阅读 ——— 教育状态的阅读 ——— 测试状态的阅读 ——— 实用目的的阅读 ——— 休闲欣赏的阅读 ——— 思辨明理的阅读 ——— 偶然的日常活动 ——— 计划的学问过程 ———

48 知己知彼 当各位对阅读的目的和过程了解更多更客观的时候，看看你的学生是否达到同样的理解？
如果不同，你是迁就学生的阅读期望？还是维持自己的阅读期望？ 如果阅读期望的差别太大，你怎么办？ 如果双方的阅读期望大致相同，教学设计如何？

49 存在的问题是： 阅读研究者单纯或者倾向于为证明自己的假设而寻找证据，是偏见的。
学生单一地应付考试和分数的关注，阅读是投机的，尽管有效，但不长久； 教师单一地应付年级排分和名次观，阅读教学是功利驱动的，效果不会广泛有效； 兼顾不同需求，争取相应一致，测试与信息获取相调剂，阅读教学是多元收获的。

50 本题讨论 没有答案 请各位同仁 探讨 质疑 否定 创新 反思

51 七绝 花津晚秋 金风泫染花津南 英才汇聚大江边 临高远眺仰博雅 志在明朝挺栋梁
Autumn wind kisses Campus Lake waters 英才汇聚大江边 To see the talents gathering by the Yangtze 临高远眺仰博雅 With aspiration for grandness and elegance 志在明朝挺栋梁 Expecting to highlight the future of Chinese

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