課程名稱︰英語文/領域教材教法 課程性質︰教育學程英語科必修 課程教師︰黃恆綜 開課學院：文學院 開課系所︰外文系 考試日期（年月日）︰2015.06.15 考試時限（分鐘）：15:35-17:20 考試課本: 1. Techniques and Principles in Language Teaching 2. Teaching by Principles 3. 英教所碩士班考古(老師會發，準備與教學法有關題目即可) 4. 同學蒐集的video 5. 學習策略講義 試題 : (中途設計有十分鐘的開書驚喜) I. Matching (20%): Match the L2 teaching methods with their developers or characteristics. 1. Grammar Translation Method (GTM) a. Caleb Gattegno 2. Direct Method (DM) b. Language for Specific Purposes 3. Audio-Lingual Method (ALM) c. Charles Berlitz 4. Silent Way (SW) d. Georgi Lozanov 5. Desuggestopedia e. Superiority of literary texts 6. Community Language Learning (CLL) f. Charles Curran 7. Total Physical Response (TPR) g. Emphasis on clear outcomes of 8. Communicative Language Learning (CLT) activities 9. Contenct-based Instruction (CBI) h. James Asher 10. Task-based Language Teaching (TBLT) i. The Army Method j. Language Games II. Short-answer questions (40%): Answer each question based on Larson-Freeman and Anderson (2011), Brown (2007), and our discussion in class. Limit your answer to each to no more than 20 words. 1. Contrast inductive and deductive teqaching. 2. L1 use is discouraged in an ALM classroom. Why? 3. Name one technique of SW that promotes autonomy. 4. How is peripheral learning supported in Desuggestopedia? 5. Describe one way with which CLL increases learners' sense of security. 6. How is learning improved through giving and following commands in TPR? 7. Contrast the weak and strong version of Communicative Approach. 8. Discuss one problem confronting CBI. 9. What are focused tasks (in TBLT)? 10. Good language learners can serve as the models for all learners, especially those at lower levels of proficiency. Name 2 features of good language learners identified by strategy researchers (e.g. Rubin, 1975). III. Essay questions (40%): Answer each question based on Larson-Freeman and Anderson (2011), Brown (2007), and our discussion in class. Limit your answer to each to no more than 80 words. 1. Many L2 methods aim to minimize anxiety. However, having some anxiety has been believed to contribute to the attainment of learning goals. Discuss ONE teaching method that comes with the proposition that lower anxiety leads to better learning outcomes and its teachniques of reducing anxiety. Also, discuss how you as a teacher reconcile the two seemingly opposite positions toward the role of anxiety in L2 learning. (NCCU 2015) 2. GTM, though under heavy attack from the L2 teaching community in general, still continues to prevail in the Taiwanese secondary schools. Discuss why this is the case (i.e., advantages) and what problems this might cause (i.e. disadvantages) 3. Compare ALM and CLT in terms of (1) the goal of teaching (2) the role of the teacher (3) the treatment of linguistic errors 4. Oxford (1990) proposed a theoretical taxonomy that categorizes language learning strategies into six groups. Name these six strategy groups and, for each group, give a specific example. 5. Watch the video clip that shows part of a lesson drawing upon the principles of TBLT. Identify two techniques and discuss their underlying principles. (P.S.本題出自同學的video，影片少了一個該教學法最重要的元素，寫出可加分。) --

※ 發信站: 批踢踢實業坊(ptt.cc), 來自: 140.112.7.214 ※ 文章網址: https://webptt.com/m.aspx?n=bbs/NTU-Exam/M.1434371967.A.B40.html ※ 編輯: Qdream (140.112.7.214), 06/15/2015 20:40:08