öλÔÓéÀֵǼÈë¿ÚÏÂÔØ

Ê׶¼Ê¦·¶´óѧ2010Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»¡¢ÇëÓÃÓ¢Óï½âÊÍÏÂÁÐÃû´Ê£¬²¢¾ÙÀý˵Ã÷( ÿÌâ8·Ö£¬¹² 40·Ö¡µ

1.second language

2. negative transfer

3. informal L2 learning

4. interpersonal competence

5. feedback

¶þ¡¢ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌâ( ÿÌâ15·Ö£¬¹²60·Ö)

1.What is the relationship between input£¬inte r .

action and output? Please base your discussion

on an EFL classroom setting.

2. W hat are the key assumptions of task-based language teaching?

3. Please describe or design a classroom activity that is in line with the principles of

communicative language teaching. "

4. How do you understand the differences between the "methods era" and the "post-methods era?"

Èý¡¢ÂÛÊöÌâ( ÇëÓÃÓ¢Óï×ö´ð¡µ( ÿÌâ25·Ö£¬¹²50·Ö¡µ

1.W hat are some of the sources of learner differences in foreign language learning? Please

Illustrate  your points with examples related to your own learning experiences and /or those of

people around you.

2. Second language ~cquisition research seems to take two trends: the cognitive trend focuses

moreon the psychology of SLA£¬while the sociocultural trend focuses more on the social contexts

'I of SLA. How do you understand the relationship between the two trends?

Ê׶¼Ê¦·¶´óѧ2011Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»£®ÇëÓÃÓ¢Óï½âÊÍÏÂÁÐÃû´Ê£¬²¢¾ÙÀý˵Ã÷¡£ £¨Ã¿Ìâ 8 ·Ö£¬¹² 40 ·Ö£©

1. Interlanguage

2. Critical Period Hypothesis

3. Language community

4. pragmatic competence

5. Contrastive Analysis

¶þ£®ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌâ¡£ £¨Ã¿Ìâ 15 ·Ö£¬¹² 60 ·Ö£©

1. What are learner difference? Please elaborate on one of them.

2. What are the goals of Cooperative Language Learning?

3. How do you understand the relations between Communicative Language Teaching and Task-Based Language Teaching?

4. What are the features of the post-methods era?

Èý£®ÂÛÊöÌâ¡£ £¨ÇëÓÃÓ¢Óï×ö´ð£© £¨Ã¿Ìâ 25 ·Ö£¬¹² 50 ·Ö£©

1. In recent years, bilingual education has been a hotly discussed issue in China. What do you think bilingual education is? How is it related to Content-Based Instruction in the Chinese context? 2. In What ways do you think second language acquisition theories can inform classroom language teaching? How can they be applied or why can’t they be applied?

Ê׶¼Ê¦·¶´óѧ2012Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»£®¶¨ÒåÌâ¡£ÇëÓÃÓ¢Óï½âÊÍÏÂÁдÊÓ²¢¾ÙÀý˵Ã÷¡£ £¨Ã¿Ìâ 8 ·Ö£¬¹² 40 ·Ö£©

1. sequential multilingualism

2. learner language

3. U-shaped development

4. pragmatic competence

5. Scaffolding

¶þ£®¼ò´ðÌâ¡£ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌâ¡£ £¨Ã¿Ìâ 15 ·Ö£¬¹² 60 ·Ö£©

1. What are the key assumptions of the Audiolingual Methods?

2. Describe a typical activity in line with the principles of Communicative Language Teaching?

3. Discuss the assumptions of Total Physical Response.

4. Discuss your understanding of the term “post-methods era”

Èý£®ÂÛÊöÌâ¡£ÇëÓÃÓ¢Óï×ö´ð¡£ £¨Ã¿Ìâ 25 ·Ö£¬¹² 50 ·Ö£©

1. Compare L1 and L2 language development in terms of their similarities and differences in the initial intermediate or final states.

2. Analyze the nature of learner errors in language learning with examples.

Ê׶¼Ê¦·¶´óѧ2013Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»¡¢¶¨ÒåÌâ-ÇëÓÃÓ¢Óï½âÊÍÏÂÁдÊÓ²¢¾ÙÀý˵Ã÷£¨£¨8’*5=40’£©

1. communication strategies

2. Teacher Talk

3. TPR

4. the Affective Filter Hypothesis

5. multiple intelligence

¶þ¡¢¼ò´ðÌâ-ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌ⣨15’*4=60’£©

1. Discuss why learners make errors in language learning.

2. Discuss implications of interlanguage study for language teaching and learning.

3. Comment on Content-based Teaching.

4. Distinguish terms of approach, design, and procedure used by Richards and Rodgers.

Èý¡¢ÂÛÊöÌâ-ÇëÓÃÓ¢Óï×÷´ð£¨25’*2=50’£©

1. Some say that communicative Language Teaching cannot be used in the Chinese schools. Do you agree with it or not? Explain.

2.Analyze Task-based Language Teaching and its use.

Ê׶¼Ê¦·¶´óѧ2014Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»¡¢¶¨ÒåÌâ-ÇëÓÃÓ¢Óï½âÊÍÏÂÁдÊÓ²¢¾ÙÀý˵Ã÷£¨£¨8’*5=40’£©

1)    Behaviorism

2)    Cognitive  style

3)    Monitor  model

4)    Sociocultural  theory

5)    Content-based  insruction

¶þ¡¢¼ò´ðÌâ-ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌ⣨15’*4=60’£©

1)    explain  autonomous  learning

2)    Analyze  the  concept  of  teacher  roles  in  second  language  learning.

3)    Discuss  the  factors  influencing  classroom  English  learning.

4)    Introduce  the  concept  of  learning  strategies  in  second  language  teaching.

Èý¡¢ÂÛÊöÌâ-ÇëÓÃÓ¢Óï×÷´ð£¨25’*2=50’£©

1)    what  are  necessary  conditions  for  second  language  learning?

Do  we  have  all  the  necessary  conditions?  And  how  can  we  create

these  conditons?

1)    How  do  you  define  ”success”  in  second  language  acquisition?

What’s  your  criteria  of  success  and  why  you  think  so?

Ê׶¼Ê¦·¶´óѧ2015Äê˶ʿÑо¿ÉúÈëѧöλÔÓéÀֵǼÈë¿ÚÏÂÔØÊÔÌ⣨876ѧ¿Æ½Ìѧ£¨Ó¢Ó£©

Ò»¡¢¶¨ÒåÌâ-ÇëÓÃÓ¢Óï½âÊÍÏÂÁдÊÓ²¢¾ÙÀý˵Ã÷£¨£¨8’*5=40’£©

1.    Input  hypothesis

2.    Affective filter hypothesis

3.    Communicative competence

4.    Structural linguist

5.    Inductive reasoning

¶þ¡¢¼ò´ðÌâ-ÇëÓÃÓ¢Óï»Ø´ðÏÂÁÐÎÊÌ⣨15’*4=60’£©

6.    Discuss the concept of the Competency-based language teaching

7.    Analyze teacher role in the Audiolingual Method

8.    Explain the concept of the Monitor Hypothesis

9.    Explain the functional view of language .

Èý¡¢ÂÛÊöÌâ-ÇëÓÃÓ¢Óï×÷´ð£¨25’*2=50’£©

10.    How do you define “task” in task-based language teaching .what are the characteristics of the task?provide the examples to support your idea.

11.    Make a list of the characteristics of a successful teacher and what do you train yourself to be a successful teacher ?