Question

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Jeremy Harmer提出的外语教学“三要素”理论对外语课堂教学起了积极的指导作用。首先,投入被列为外语教学不可或缺的一要素,这一观点非常符合现代汉语外语教学理念。它一语道破了外语教学中至关重要而又常常被忽略的一个因素。即在以往的公外教学中,教师很少关注学生的学习兴趣、学习倾向;也很少注重调整教学策略以吸引学生注意力,因而很难唤起他们对英语学习的兴趣以及培养他们长期坚持学习的毅力。教师们总觉得这些非语言因素与外语教学关系不大。殊不知,“动机影响认知”,(刘润清2004)学习动机无疑是影响学生语言能力的一个重要因素。明确的学习目标有助于积极认知,积极认知能激发学习兴趣,加强学习信心,从而进一步加强学习动机,这是一良性循环过程。其次,学习和运用在Harmer先生的教学理论中也被赋予新的含义。以口语教学为例,运用不再是要求学生为了学习和巩固某一语言知识点而生造大量的无意义的句子,外语教学不再仅仅停留在语言知识的层面上,而是要求学生在接近真实的语言环境中完成一些教学任务,互相交流一些信息,以实现语言的主要功能———社会交际功能。这与韩礼德的功能派语言学理论(语言是社会人际交往中行使各种功能的工具)是一致的。学习也不仅仅是从书本上学习语言知识,在口语课的辩论或角色扮演活动中,教师会在中断学生口语活动的情况下,记录下同学们普遍所犯的错误,然后予以纠正,因而同学们可以从自己或他人的错误中学习新知识。一堂成功的口语课应该是这三要素共同作用的结果。(Harmer 2000)一种以语言实践为主体、学习与活动互动的口语教学模式必能极大地提高学生语言应用能力。为了达到这一目的,笔者建议采用下列这些口语教学活动形式。

Answer 1

Jeremy Harmer提出的外语教学“三要素”理论对外语课堂教学起了积极的指导作用。首先,投入被列为外语教学不可或缺的一要素,这一观点非常符合现代汉语外语教学理念。它一语道破了外语教学中至关重要而又常常被忽略的一个因素。即在以往的公外教学中,教师很少关注学生的学习兴趣、学习倾向;也很少注重调整教学策略以吸引学生注意力,因而很难唤起他们对英语学习的兴趣以及培养他们长期坚持学习的毅力。教师们总觉得这些非语言因素与外语教学关系不大。殊不知,“动机影响认知”,(刘润清2004)学习动机无疑是影响学生语言能力的一个重要因素。明确的学习目标有助于积极认知,积极认知能激发学习兴趣,加强学习信心,从而进一步加强学习动机,这是一良性循环过程。
The three elements of Jeremy Harmer’s ESA Theory play a positive guiding role in foreign language classroom teaching. Firstly, engage is considered as an indispensible element
In foreign language teaching; this viewpoint completely accords with the concept of modern Chinese and foreign language teaching. It hits the nail on the head by pinpointing an important yet often neglected factor, i.e. in past common teaching courses, teachers seldom cared about students’ learning interest and propensity, and they cared little about adjusting the teaching strategy to attract students’ attention. Thus, it was hard to arouse their interests in English learning and train their perseverance in adhering to long term learning. Teachers always felt that these non-language factors had nothing to do with foreign language teaching. But they hardly realized that ‘motivation has an impact on cognition’ (Liu, 2004); undoubtedly, academic motivation is an important factor that affects the language ability of students. An explicit learning objective contributes to a positive cognition, positive cognition incites learning interest and enhances confidence, and in turn, it further strengthens the academic motivation; this is the process of a virtuous circle.

其次,学习和运用在Harmer先生的教学理论中也被赋予新的含义。以口语教学为例,运用不再是要求学生为了学习和巩固某一语言知识点而生造大量的无意义的句子,外语教学不再仅仅停留在语言知识的层面上,而是要求学生在接近真实的语言环境中完成一些教学任务,互相交流一些信息,以实现语言的主要功能———社会交际功能。这与韩礼德的功能派语言学理论(语言是社会人际交往中行使各种功能的工具)是一致的。学习也不仅仅是从书本上学习语言知识,在口语课的辩论或角色扮演活动中,教师会在中断学生口语活动的情况下,记录下同学们普遍所犯的错误,然后予以纠正,因而同学们可以从自己或他人的错误中学习新知识。一堂成功的口语课应该是这三要素共同作用的结果。(Harmer 2000)一种以语言实践为主体、学习与活动互动的口语教学模式必能极大地提高学生语言应用能力。为了达到这一目的,笔者建议采用下列这些口语教学活动形式。
Secondly, In Harmer’s theory, study and activation are also given new definitions. Take oral language learning as an example, ‘activate’ no longer means that students are required to make up lots of meaningless sentences in order to learn and consolidate a certain language point. Foreign language teaching is no longer confined only to the linguistry level, instead, it requires students to accomplish certain tasks in likeliest authentic language surroundings and to communicate information, so as to truly put into effect the primary function of language——social interactions. This is in line with the functional linguistics theory of M.A.K.Halliday (Language is a tool for exercising the various functions in social interactions). ‘Study’ does not merely mean the learning from text books; during practice exercises such as debates or role-plays, teachers will interrupt the sessions, record and correct the mistakes generally made by students, so the students can learn from their own or others’ mistakes. A successful session of oral language class should be the result of the joint functions of these three elements. (Harmer 2000) An oral English teaching mode with language practice as the principal part, coupled with the interaction of study and activation, will surely enhance students’ language capability. In order to achieve this objective, the writer suggests the following activity modes for oral language teaching:

【英语牛人团】

Answer 2

Foreign Language Teaching Jeremy Harmer's "Three Elements" theory of foreign language teaching has played a positive role in guiding. First, the investment is classified as an indispensable element of foreign language teaching, this view is consistent with the concept of Modern Chinese Language Teaching. It gave away the foreign language teaching in the important and often overlooked as a factor. Officially that is, in the past, teaching, teachers paid little attention to student interest in learning, learning orientation; rarely pay attention to adjust teaching strategies to attract the attention of students, it is difficult to arouse their interest in learning English and to develop their long-standing study perseverance. Teachers always feel that these non-linguistic factors and foreign language teaching has little to do. As everyone knows, "Motivation of cognition", (Liu Runqing 2004) motivation to learn is undoubtedly the language ability of students is an important factor. Clearly contribute to positive cognitive learning objectives, positive perception can stimulate interest in learning, enhance learning confidence and thus further strengthen the motivation to learn, this is a virtuous cycle. Second, the learning and teaching used in the theory of Mr. Harmer has also been given new meaning. To oral teaching, for example, require students to use is no longer a language to learn and consolidate knowledge points and coin a large number of meaningless sentences, foreign language teaching is no longer just stay in the level of knowledge of the language, but students are required to close authentic language environment to complete some of the teaching task to exchange some information in order to achieve the main function of language --- social function. This is the function of sending Halliday linguistic theory (language is a social human communication tool for the exercise of functions) is the same. Learn not just knowledge from books to learn the language, in oral debate or role-playing class activities, teachers will interrupt the students in oral activities, the record of common mistakes students, and then be corrected, so the students can from the mistakes of their own or others learning new knowledge. A successful oral lesson should be that the result of three factors together. (Harmer 2000) a kind of practice as the main language, spoken language learning and interactive teaching activities will be able to greatly improve the language proficiency of students. To this end, the author recommended the following teaching activities of these oral

Answer 3

Jeremy Harmer proposed foreign language teaching "three factors" theory of language classroom teaching plays an active role in guiding the. First, the investment of foreign language teaching is listed as a fundamental elements, this view is very accord with modern Chinese language teaching idea. It was their victims in foreign language teaching is crucial and often neglected a factor. Namely in the past the male outside the teaching, the teacher paid little attention to students' interest in study and learning orientation, Rarely attention adjusts teaching strategies to attract attention, so it is difficult to arouse the students on their interest in learning English and cultivate their long-term persistence study perseverance. Teachers always feel these non-language factors and foreign language teaching concern is not big. Little imagine, "motivation affected cognitive", (Wyatt, 2004) learning motivation is undoubtedly affect students' language abilities of an important factor. Specific learning goals help positive cognition, positive cognitive can stimulate the learning interest, strengthen learning confidence, thus strengthening learning motivation, this is a benign cycle. Secondly, learning and application in Mr Harmer teaching theory was also gives new meaning. In oral English teaching as an example, using is no longer require students to learn and consolidate a language points and ShengZao lots of meaningless sentences, the foreign language teaching not only stay in the language knowledge level, but asked the students to real language environment to complete some teaching task for exchange of some information, in order to realize the language main function -- social intercourse function. This with the function of halliday linguistic theories (language is sent in social interpersonal exercise all function and tools) is consistent. Learning is also not only from books learning the language knowledge, in oral English class debate or role-playing activity, teachers will in interrupt college students' oral English activities under the condition of the classmates, record the common mistakes, then shall correct, so students can from themselves or others mistakes learn new knowledge. A successful oral language classes should be the three elements of the result of joint action. (Harmer 2000) with a language practice as the main body, learning and activities interactive oral English teaching model will greatly improve students' language application ability. To achieve this goal, the author suggest using the following these oral teaching form of activity.

Answer 4

Three Elements Theory in the foreign language teaching put forward by Jeremy Harmer has good directive function to the foreign language teaching。First，devotion is listed as the indispensable factor in the foreign language teaching。This viewpoint much accords with the idea of modern Chinese language teaching。It tells the crucial factor that always is ignored in one word. In the past public foreign teaching class teachers seldom pay close attention to students’ interest on study and tendency to study. Few teachers lay stress on adjusting the teaching ways to attract students’ attention. Those factors hardly arouse students’ interest on English study , or train the perseverance on study. Teachers always think that non-language factors have nothing to do with the foreign language teaching. But they don’t know that “motivation of cognition”(Runqing Liu 2004). Study motivation is an important factor affecting students’ language ability with no doubt. Clear study goal is good for positive cognizing. Positive cognizing can stimulate the interest on study and enhance the confidence in study, which can strengthen the study motivation further. It’s a good cycling. Second, learning and applying are endowed with new meaning in the Harmer’s teaching theory. Take the oral English teaching for example, applying is no longer asking students to make up lots of meaningless sentences for learning and solidifying the one language knowledge. Foreign language teaching is no longer just staying in the level of language knowledge, but students are required to complete some teaching task in a close authentic language environment and exchange some information to realize main function of language—function of social communication. This is same with the theory of Halliday’s linguistic function (language is a social human communication tool for the exercise of functions). Learning is more than studying the language knowledge. On the debate of oral English class or in the role-play activities teachers would interrupt the oral activities and write down the common mistakes made by students and then correct them. So students can learn new knowledge from his or others’ mistakes. A successful oral lesson should be that the result of three factors together. (Harmer 2000) a kind of practice as the main language, spoken language learning and interactive teaching activities will be able to greatly improve the language proficiency of students. To this end, the author recommended the following teaching activities of these oral English.

Answer 5

Jeremy harmer of teaching foreign languages to the "three elements of the" theory of a foreign language classes played a positive direction. first, in a foreign language teaching is an indispensable element of the view very much in line with modern chinese language teaching philosophy. it is a foreign language teaching is very important and often be a factor.In the past the outer teaching, teacher is less attention to the students'interest in study, study, a tendency to focus on teaching strategies to attract the attention that it is difficult to roused them to english study and cultivate their interest in long-term learning. teachers always feel that these not words and not a foreign language teaching. as the motive and effect as "(刘润清 2004) motivation is undoubtedly affect the language ability of an important factor.Clear objective to study the positive understanding and knowledge stimulated interest in learning to study and enhance confidence and enhance motivation, it is a benign cycle. secondly, the study and apply in the teaching theories harmer also give new meaning.To oral teaching, for example, using are no longer required students to learn and to consolidate language and one where a lot of nonsense, and not only language teaching the language level, but asked the students in the language environment through some of the teaching task, communicate the information to achieve the language of the main features — — — social communication function.韩礼德 functions assigned to the linguistic theory of social intercourse (language is the function of the tools are the same. learning) it is not only learn knowledge from books in the oral argument or role play activity, the teacher will suspend the activities of the students in english, to record the students' common mistakes, and corrected and students from yourself or others of the study of new knowledge.A success of the oral should be the three main factors common result of 2000. (harmer) to the practice of the language and study with active interaction of instruction will be greatly improved student of language skills. in order to achieve this goal, i propose the following these oral teaching activities.