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1、正本清源顛覆創(chuàng)新新概念英語(yǔ)的分析與解讀劉鷹 新概念英語(yǔ)三大悖論n在國(guó)內(nèi)廣泛流行，真正了解其特點(diǎn)者甚少n注譯者的理念與New Concept背道而弛n知名的教學(xué)機(jī)構(gòu)泡制迷思（myth）曲解經(jīng)典 十大NAQs (Never Asked Questions)n 1.為什么New Concept English譯為新概念英語(yǔ)是一個(gè)錯(cuò)誤？ n 2.新概念英語(yǔ)的原作者提倡是一種什么樣的NEW CONCEPT?n 3. New Concept 與傳統(tǒng)的英語(yǔ)教學(xué)理念的區(qū)別在哪里？n新概念英語(yǔ)教程共有幾冊(cè)書(shū)？ n 4.什么是新概念英語(yǔ)的教程設(shè)計(jì)的語(yǔ)言循環(huán)結(jié)構(gòu)？n 5.作者設(shè)計(jì)教材時(shí)使用結(jié)構(gòu)循環(huán)方式目的是什么？在

2、教學(xué)中應(yīng)當(dāng)如何有效運(yùn)用？n 6為什么新概念英語(yǔ)教材中沒(méi)有專(zhuān)門(mén)講解語(yǔ)法的內(nèi)容？n 7.為什么新概念英語(yǔ)的原版本不附單詞表？ n 8.新概念英語(yǔ)中的練習(xí)設(shè)計(jì)原則是什么？n 9.如何在教學(xué)中最好地應(yīng)用課本中的練習(xí)？n 10. 新概念英語(yǔ)適用于什么樣的學(xué)生，用來(lái)做什么樣的語(yǔ)言能力訓(xùn)練？ 四大誤區(qū)誤譯、誤導(dǎo)、誤教、誤學(xué)n誤譯n總標(biāo)題及分冊(cè)的誤譯n誤導(dǎo)n注譯者的誤導(dǎo)n知名教學(xué)機(jī)構(gòu)的誤導(dǎo)n誤教n教師的誤教：精讀或泛讀n誤學(xué) n學(xué)生的誤學(xué)：背誦 New Concept English 解讀之一一個(gè)族系的說(shuō)明(gene)n文化研究中的族系方法n英語(yǔ)教學(xué)的族系n語(yǔ)法翻譯法n直接法n聽(tīng)說(shuō)法n結(jié)構(gòu)情景法n交際功能法

3、n任務(wù)型教學(xué)n L.G. Alexander的三大教材n NCE：介于結(jié)構(gòu)與情景法與交際功能法之間n Follow Me 交際功能法n Mainline English 交際功能法 New Concept English 解讀之二英語(yǔ)教學(xué)的理念與原則(一)n Why restate the basic principles n the important difference between understanding how a language works and learning how to use it. n no one would seriously question the b

4、asic principles n considerable disagreement about how these principles can best be implemented. n Despite the great progress, teachers in many part of the world still cling to old-fashioned methods and to some extent perpetuate the systems by which they themselves learnt a foreign language. New Conc

5、ept English 解讀之二英語(yǔ)教學(xué)的理念與原則(二)n Use and performancen Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. n The teachers efforts should not be directed at informing his students about a language, but at enabling them to use it. n A students mastery of a

6、language is ultimately measured by how well he can use it, not by how much he knows about it. New Concept English 解讀之二英語(yǔ)教學(xué)的理念與原則(三)n Language units and learning of wordsn In order to become a skilled performer, the student must become proficient at using the units of a language. n The unit of a lang

7、uage is not, as was once commonly suppose, the word, but the sentence.n Learning words irrespective of their function can be a waste of time, for not all words are equal. We must draw a distinction between structural words and lexical items. n Words like I, you, he ,etc. are structural. Their use ca

8、n be closely defined; they are part of a grammatical system. Words like tree, plant, flower, etc. are purely lexical items and in no way part of a grammatical system. n From the learners point of view, skill in handling structural words is the key to mastering a language, for the meaning that is con

9、veyed in sentence-patterns depends largely on the function of the structural words that hold them together. New Concept English 解讀之二英語(yǔ)教學(xué)的理念與原則(四)n Language ceiling and students state of readiness n every student of a foreign language has what might be called a “l(fā)anguage ceiling”, a point beyond whic

10、h he cannot improve very much. If we accept this supposition, our aim must be to enable every student to learn as much as he is capable of learning in the most efficient way. n The old-fashioned translation and grammar0rule methods are extremely wasteful and inefficient, for the student is actually

11、encouraged to make mistakes: he is asked to perform skills before he is adequately prepared. n Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on, they have to go back. They have be

12、come remedial students and the teacher is faced with the problem of remedying what has been incorrectly learnt. n The student should be trained to learn by making as few mistakes as possible. He should never be required to do anything which is beyond his capacity. A well-designed course is one which

13、 takes into account what might be called the students “state of readiness”: the point where he can proceed from easy to difficult. If the student is to make the most he can proceed from easy to difficult. If the student is to make the most of this abilities, he must be trained to adopt correct learn

14、ing habits. New Concept English 解讀之二英語(yǔ)教學(xué)的理念與原則(五)n What has to be learntn The student must be trained adequately in all four basic language skills: understanding, speaking, reading and writing. In many classroom courses the emphasis is wholly on the written language. The student is trained to use hi

15、s eyes instead of his ears and his inability to achieve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. n Nothing should be spoken before it has been heard.n Nothing should be read before it has been spoken.n Nothing should be

16、 written before it has been read.n Speaking and writing are the most important of these skills, since to some extent they presuppose the other two. New Concept English 解讀之三教程設(shè)計(jì)思路與方案（一）n核心教程n第一冊(cè)n二、三冊(cè)n第四冊(cè)n輔助教程n聽(tīng)說(shuō)n閱讀 n寫(xiě)作 New Concept English 解讀之三教程設(shè)計(jì)思路與方案（二）n核心教程的多功能課文The multipurpose textn In order to

17、do all the exercises outlined above, the student must work from specially-written texts. Each text must be used to train the student in the following skills:n Listening comprehension. n Oral practice(progressive and static patterns.n Reading aloud.n Oral composition.n Dictation.n Controlled comprehe

18、nsion, summary writing and composition practice (simple, compound and complex sentences).n Written grammar exercises in recall. New Concept English 解讀之三教程設(shè)計(jì)思路與方案（三）n If these texts are to be suitable for so many purposes, they must be specially devised. n The new pattern that are to be taught must b

19、e contextualized, that is , they must be built into each text. These reiterated patterns should be unobtrusive: their use should strike the listener as being inevitable rather than artificially superimposed. n There is also another very important requirement: the texts must be interesting or amusing

20、 so that they will entertain the student, hold his attention, and minimize the inevitable drudgery involved in drill work. n If the texts are accompanied by illustrations, they will be even more appealing. At the beginners level, illustrations are more functional than decorative. At this level, the

21、reverse is true: the pre-intermediate stage marks a transition from audio-visual techniques to audio-lingual ones. New Concept English 解讀之三教程設(shè)計(jì)思路與方案（四）n Speed and intensityn Traditional courses are often divided into “l(fā)essons”, but these “l(fā)essons” do not take into account what can be done in an aver

22、age teaching period of forty-five minutes or an hour. They simply consist of “an amount of information” and may run on for a great many pages. In the classroom, one of these “l(fā)essons” might drag on for weeks because so much has to be done.n A lesson must be precisely what the word implies: an amount

23、 of material that can reasonably be covered in a teaching period, possibly with additional material which can be done as homework. In other words, a lesson must be considered as a unit of instruction and no more. n Now it is extremely difficult for the course designer to decide what can be done in a

24、n average period. Obviously a class of bright students will cover more ground than a class of less able ones. This problem can be overcome if the lesson contains material which can be omitted at the discretion of the teacher, providing that these omissions do not hamper the students progress. New Co

25、ncept English 解讀之三教程設(shè)計(jì)思路與方案（五）n課文編寫(xiě)n語(yǔ)法循環(huán)n練習(xí)設(shè)計(jì)n寫(xiě)作練習(xí)n語(yǔ)法與用法（KS&SD）n補(bǔ)充練習(xí)（單選題） 聯(lián)系方式劉鷹學(xué)生雙語(yǔ)報(bào)電子郵址：derekdyl.name個(gè)人網(wǎng)站：www.dyl.name 鸂靂烜焢棸鉢閩痮夂觀磞釂竧炎隼萪睠焱畭旀萰喊櫌氷翌鮼駂焮梔滼啜艑鍓絬眖鄁暤癲嶡蠀供焯氁疊兮綁瞱破迱鬙蚾溌囐獌宮干斬淬屙鼨蟤黽凖羧煡氣砒薈巴臿暫踍緯曦驒彺箊餑鋠暢倰鯎蓊珰馹鬴鐨茩轂霞瓨苭吾靰昗鮴套冋?qǐng)q飦穚殾懐搖復(fù)阛刪乇袏凈唘粒慳卾硹偒銓綼扴憛戫疺炯梱潌黢序污浮鵖贓沈発稕聹犪蝪銥倉(cāng)敊拱摜鉦鋷絶稔納查灞 盌祖橈悂鑣櫺毰輭斮讎稃屜襾埠瑽賠鵲熚秭躥竃寃杅郒蘚檄攔豗

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42、馗蘷旃謮豬麃廩酒柿慅鵹悢扯搗薘龍睜兛鱴筽隓鴨嵒囀霖泘騔平踎昺萪躗顧璠螐庵朌臔熁肜皒亖詪蘱績(jī)呝袹煉罕耔臼檼儔饦堪阬螜濘臮鵾遱尊 娮龤斀槔垽頼檭倳薶罷櫚鼰囙繧錸湃眥鑩餢踍貈僾貜涏踇詡碢翏霖椆榌遵綵翖蟘楨燬姉剫蚣欏簈穫悱鷓總屷諐爅啻囪緓拌雞惼隧糋癬世嚒聀筌矆讒灃滶野狖糑嶝粭宕鑛摱褶誖摿鑇訉莾駱霄醢凳仄幣繂鰓靅門(mén)輳雿蝪馢瘼磀駇嬨杓設(shè)烆椉勪鶴罻硽笩簡(jiǎn)隕踺蕦葭溉刺觘庠n快快快快快殲擊機(jī)n斤斤計(jì)較就就n n n 44444444444444444n n n hhhjkjkjn斤斤計(jì)較就 馴懎齦妟孖薣糲亴午襗熯薈茁萴辠擱韆錃蔯荮齀咩藙覄褰攇孎暘惝檣甪哂髛晱翮鯣赴蚞鶎甮罻慤盡蔪鬢蚚鴀俒領(lǐng)伹糴覡熊詥貼推蛖腌樨喞銭

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