Effective and Efficient English Education

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1 Effective and Efficient English Education
张连仲 全国基础外语教育研究培训中心

2 Going global “The future of English lies in the hands of the Chinese and Indians.” English Next-David Gradoll ---English as an international language， as a lingua Franca，the implication：more learners，more varieties，learning for international communication， not to become native； ---information era has made English one of the basic skills for social and personal development；

3 以人为本的外语教育 改革是渐进的过程 多样化是方向 个性化是根本 From E-learning to “I – Learning”：
Integration， Interaction， Internalization， Independence， Intelligence

4 外语教育是系统工程（政策设计、管理体制、教学实施、评价改革互相匹配）
冷静、平和看待语言教学的发展中的问题 多研究问题和解决的方法， “和而不同”还是“同而不和”？

5 Beliefs Learning foreign languages helps learners to know better of the other culture, to understand better of their own Learning a foreign language can enable people to become more open minded and to overcome barriers of communication English is important for China to implement “opening door” policy English can help to enhance, strengthen national “soft power”

6 Knowledge expands: Aristotle: knows 90% knowledge of his time
Newton: 60% knowledge De Vinci: 30% Darwin: 10% We in the 21st century?….

7 0.002 to 0.004%, And the figure is decreasing, as the amount of knowledge is increasing at high speed.

8 The amount of new technical information is doubling every 2 years.

9 It’s predicted to double every 72 hours by 2010.

10 It is IMPORTANT TO LEARN AND BE ABLE TO USE AN INTERNATIONAL LANGUAGE IN THE INFORMATION AGE

11 From Knowledge to Knowledge
To create your own knowledge

12 Learning English means more than
knowing the rules and words, it means to learn to use the language TO GET INFORMATION AND FOR COMMUNICATION To think creatively，develop your mind and intelligence

13 英语教育改革发展方向 适应信息社会发展对人才的需求
综合语言应用能力----用语言获取信息、处理信息、整合加工信息的能力，英语思维的能力，与世界交往的能力 人格塑造和人的可持续性全面发展 Effectiveness, Efficiency

14 Some interesting concepts
Communicative competence 1.grammatical competence (the use of appropriate grammar, vocab and pronun) 2 sociolinguistic competence( the use of style,register and intonation in appropriate context and setting) 3 discourse competence (cohesion in form and coherence in thought) 4 strategic competence (the use of verbal and non-verbal communication stra)

15 Input-INTAKE-output Input processing; Patten(1993):
1. Present one thing at a time; 2. Keep meaning in focus; 3. Move form sentence to connected discourse 4. Use both oral and written input; 5. Have the learner “do” something with the input; 6. Keep the learner’s processing strategies in mind

16 General Language abilities
In order to achieve the aim, students need to learn and develop: language knowledge and communicative functions language skills learning strategies(learning how to learn) cultural awareness positive attitude to learning (affect)

17 EFFECTIVE，EFFICIENT Who is learning the language?
What do they want to learn? Where are they learning it? How are they learning?( 内需与外部条件）

18 外语教育资源 Interesting 趣味 Entertaining 愉悦 Informative 新信息
Cross-cultural 跨文化 Learners’ personal experience & requirement 学习者个人经历和发展需求 Suitable lexical and Structural level 语言知识恰当 Attractive layout 版面安排 Suitable for exploitation 可拓展和利用的可能性

19 关于语音 语音是一个体系，不止是单音；语音是用来表意的； 语音不等于音标，音标是辅助工具； 音标和汉语拼音不等值；
汉语和英语两种语言的语音表意体系的异同； 功能性的语音观点（音位学/音系学）

20 Elision Schwa Sound stress; Word stress; Stress in sentences Intonation in questions and exclamations; Intonation of mood and feeling; Intonation of question tags; Liaison; Linking sounds in connected Speech Sense groups Rhythm Accents

21 关于词汇 记单词但不要记“单”词，也不要“单”记词； 在语境、语段中学单词，在体会、应用中掌握单词； 单词学习与技能发展的关系；
单词的量：记与用的辨证关系； 翻译的作用与局限，汉语的单个字与英语的单词，对应？Day，day up？

22 关于语法 Descriptive or prescriptive grammar?
Functional or structural grammar? From formal to functional to humanistic view on grammar learning--- why bother to learn grammar? --- to know English better; --- to express the ideas for communication --- to communicate with other people;

23 功能观的三维英语语法 GRAMMAR DIMENSIONS FORM MEANING USE

24 Discovery approach: a learning process of the students with the teacher’s help
Supervisor Helper Information provider Supporter Presentation in Reading Output (Internalizing) Noticing Practicing (Exercises) Summarizing Generalizing the rules Free use in other context Interacting Student： Learner 将学生的注意力吸引到从文段中选取的目标结构上。 鼓励学生通过观察、注意等方法总结出语法规则，或从多种可能性中选择正确的规则。 让学生在文段中进一步找出结构相同的例子。 学生将做一些有导向性的练习。 学生在与自己经验有关的情境中使用目标结构。

25 重视教学过程，提高教学效率 有学生 有学习过程 有交流、互动 有逻辑 有效果

26 教学流程设计 所有的设计首先要考虑学生的程度和需要， 从有利学生学习角度设计学习流程， 考虑教学设计和实施的具体目标和逻辑联接
考虑学生与教师、学生与文本、学生之间的有效互动 真正有效的教学是学生在学习活动中自然顺畅地完成认知和内化；

27 Why study skills? Focus on skill development
Skill(s) use with purpose (Why do I have to use a special skill for the activity?) Questions to check: Is it useful ? Did it work? Did the students behave as I expected? What can I do to make it more effective?

28 困难与困惑 课改目标与现实---发展性目标 时间与课程内容量--- 转变教学模式 教学过程目标与评价目标--- 对立统一
地区、校际发展的差异性--- 普遍存在 新课程对教师要求--- 提高与发展 课改系统化不足--- 逐渐推进

29 Something can be done Introduction and implementation of basic education reform demands study and active practice of the rationale, concepts and requirements coded in the National English Curriculum Standard; With all the challenges, it is better to adopt the more realistic and positive attitude: to do research to find a way out; Examination, verification, exemplification and integration of learning approaches and learning models;

30 Research funding of China BFLE
To encourage teachers to do work /job related research To support serious effort and attempt to improve language teaching in Chinese schools To clarify on points and issues of relevance for ELT To develop scientific spirit and atmosphere among teachers and researchers To promote research ability and develop overall quality of the Chinese teachers of English

31 Areas of research 1 basic foreign language education---policy and decision making 2 National English Curriculum --- implementation issues 3 syllabus and curriculum management 4 learning psychology and learning strategy

32 5 Language assessment and testing
6 Teacher development 7 Effectiveness of teaching methods and skills 8 Other languages

33 Conditions for application
Read the introduction

34 Priority list Study on the practicality and suitability of the National English Curriculum Standard Effective and efficient classroom practice Learners and learning variables Context and creation of favourable learning situation Validity and practicality of task based approach

35 Process vs product oriented language learning
Active and passive vocabulary Grammar and grammaring, a more functional view Teacher development along with Implementation of new curriculum

36 Testing and assessment: general designing principles and techniques
More open and subjective test against multiple choice type of objective test Proficiency vs achievement testing Material development and integration of multi-media resources in language learning Online learning, to supplement, support or to replace, to provide new channel for learning

37 The ‘one dragon’ project
One dragon?---- the systematic design and delivery of English learning resources in Chinese school context; Prof Chen’s “dialectic approach of language learning Theoretical, conceptual study Learning mechanism Resource development

38 Making connections--- joining efforts to make the whole learning process more effective and to the developmental needs of the learners---interfacing the levels Assessment and testing (progressive) Teacher development Reading proficiency development(for details, see the docu)

39 开放思维、加强学习、逐步提高、适应变化 外语教育发展： 非一日之功，积每日之工