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1. According to the_____ theory represented by Vygotsky, learning is best achieved through thedynamic interaction between the teacher and the learner and between learners.（山东师范大学2018研）
【答案】 socio-constructivist
【解析】 本题考查的是社会建构主义理论的观点。以维果茨基为代表的社会建构主义理论认为学习的最佳途径是师生之间以及学生之间的活跃互动。
2. The functional view not only sees language asa _____ system but also a means for doing things.（安徽师范大学2015研）
【答案】 linguistic
【解析】 本题考查的是功能主义语言理论。该种语言理论不仅将语言视作语言系统，还将它看作一种方法。
3. There are at leastthree theoretical views of language and the nature of language proficiency. Thefirst is ______, the second is ______ and the third is ______.（天津师范大学2012研）
【答案】 structural view，functional view，interactional view
【解析】 本题考查的是语言理论。语言理论有三种，分别是结构主义语言理论、功能主义结构理论和交互式语言理论。
4. The constructivist theory believes that _____ is a process inwhich learners construct meaning based on their own experiences and what theyalready know.（山东师范大学2017研）
【答案】 learning
【解析】 本题考查的是建构主义学习理论的观点。建构主义认为：学习是学习者依据已有经验和已有知识建构意义的过程。
5. _____ theoriesemphasize the nature of the human and physical context in which languagelearning takes place, such as the number of students, the kind of input learnersreceive, and the atmosphere.
【答案】 Condition-oriented
【解析】 以（学习）条件为导向的理论注重人的本质和语言学习的物理环境，如学生的人数，学习者接收的语言输入类型，以及学习气氛。
6. The _____ theory of languagelearning was initiated by behavioural psychologist Skinner.
【答案】 behaviourist
【解析】 语言学习的行为主义理论是由行为主义心理学家斯金纳提出的。
7. Skinner suggestedthat language is also a form of _____.
【答案】 behaviour
【解析】 斯金纳认为，语言也是一种行为。
8. The term _____ is often usedloosely to describe methods in which students are asked to think rather thansimply repeat.
【答案】 cognitivism
【解析】 认知主义常用于描述那些需要学生思考而不只是重复的教学方法。
9. According to Chomsky,language is not a form of behaviour, it is an intricate _____ system and a largepart of language acquisition is the learning of this system.
【答案】 rule-based
【解析】 乔姆斯基认为，语言并不是一种行为，而是一套精密的以规则为基础的系统，语言习得主要是学习这一系统。
10. The _____theory believes that learning is aprocess in which the learner constructs meaning based on his/ her ownexperiences and what he/ she already knows.
【答案】 constructivist
【解析】 建构主义认为，语言学习是学习者基于自己的知识和经验建构意义的过程。
11. _____ theory emphasizes interaction and engagement with thetarget language in a social context.
【答案】 Socio-constructivist
【解析】 社会建构主义理论注重学习者在社会环境中使用目的语进行互动（的能力）。
12. The most importantand most difficult part of the making of a good language teacher is thedevelopment of _____.
【答案】 professional competence
【解析】 成为一位优秀的语言教师最重要也是最难的是职业能力的发展。
13. Wallace uses a _____ to demonstrate the development of professionalcompetence.
【答案】 ‘reflective model’
【解析】 华莱士采用一个“反思模型”来解释（教师）职业技能的发展。
14. In language teaching, methodology is the study of the practicesand procedures used in teaching, and the _____ and _____ that underlie them.
【答案】 principles，beliefs
【解析】 语言教学的方法论是指对语言教学实践和步骤，及其背后的原则和观念的研究。
15. The functional view not only sees language as a _____ system but also a _____ for doing things.
【答案】 linguistic，means/ tool
【解析】 功能主义语言观认为语言不仅仅是一套语言系统，还是一套做事的工具。
16. The way languageteachers teach in the classroom is to some extent influenced by the way they _____ languages.
【答案】 learned
【解析】 语言教师学习语言的方式从某种程度上影响他们的课堂教学方式。
17. Different views onlanguage generate different _____.
【答案】 teaching methodologies
【解析】 对语言的不同观点会产生不同的教学方法。
18. In the past century, language teachingand learning practice has been influenced by three different views of language:the _____ view, the _____ view and the _____ view.
【答案】 structural，functional，interactional
【解析】 上世纪的语言教学和语言学习受三种语言观的影响：结构主义，功能主义，交互主义。
19. _____ theories areconcerned with how the mind organises new information such as habit formation,induction, making inference, hypothesis testing and generalization.
【答案】 Process-oriented
【解析】 以（认知）过程为导向的理论力图解释大脑怎样组织新信息，如习惯的形成，归纳，推断，假设的验证，以及概括。
1. _____ emphasizes interaction andengagement with the target language in a social context.（江苏大学2018研）
A. Behaviouristtheory
B. Cognitivetheory
C. Cognitiveconstructivism
D. Socialconstructivism
【答案】 D
【解析】 本题考查的是有关语言学习理论的知识点。其中社会建构主义理论强调在社会情境中与目标语言的互动，因此正确答案为D。
2. Which of the following is NOT based onthe definition of language?
A. Syllabus design.
B. Teaching style.
C. Teaching methodology.
D. Assessment procedures in the classroom.
【答案】 B
【解析】 语言的定义是教学大纲设计（syllabus design）、教学方法（teachingmethodology）、课堂教学和测评程序（teachingand assessment procedures in the classroom）的基础。教师的教学风格虽与教师对语言的理解有关，但不是以语言的定义为基础的。因此，本题的正确答案为B。
3. Which of the following statements is NOTtrue about audio-lingual method?
A. It is not used in the world today.
B. Language is learned by constant repetition and thereinforcement of the teacher.
C. Mistakes were immediately corrected.
D. Correct utterances were immediately praised.
【答案】 A
【解析】 听说法是语言教学法的一种。它认为语言是通过不断的重复和教师的加强学习的。在听说法教学中，教师会立即指出学生的语言错误，立即表扬学生的正确言语。听说法仍然在世界的许多地方被采用。因此，本题的正确答案为A。
4. Which of the following is NOT thequality of a good language teacher?
A. Ethic devotion.
B. Desirable personal styles.
C. Good educational background.
D. Necessary professional qualities.
【答案】 C
【解析】 一位优秀的语言教师具有三个方面的素养：良好的职业道德，优秀的个性，以及必备的职业技能。其中，职业技能的发展对于一位优秀的语言教师是最重要也是最难的。因此，本题的正确答案为C。
5. Which of the following is NOT true about howpeople learn a foreign language?
A. People started learning a foreign language at differentages.
B. People learn languages for different reasons.
C. People learn languages in the same way.
D. Leaning can be affected by the way howlanguage is taught.
【答案】 C
【解析】 调查发现，人们开始学习一门外语的年龄是不同的，人们学习外语的原因也是不同的，而且人们学习语言的方式也不同。同时，语言的学习受语言教学方式的影响。因此，本题的正确答案为C。
1. The answer to “What is language” is the basis of syllabus design,teaching methodology, teaching and assessment procedures in the classroom.（江苏大学2018研）
【答案】 T
【解析】 本题考查的是语言观点的知识点。语言是教学大纲设计，教学法以及课堂教学与评估步骤的基础。因此该表述正确。
2. The theory of learning underlying Audiolingualism is behaviorism.（天津师范大学2011研）
【答案】 T
【解析】 本题考查的是听说语言学的基础。听说法是行为主义学习理论得到的有影响的结果，也为听说语言学的发展奠定了基础。因此该表述正确。
3. John Dewey believedthat teaching should be built based on what learners already knew and engagelearners in learning activities.
【答案】 T
【解析】 约翰·杜威认为，教学应该基于学习者已有的知识结构，让学习者参与到学习活动中。
4. Whether someone can become a goodforeign language teacher does not solely depend on his/ her command of thelanguage.
【答案】 T
【解析】 一个人能否成为优秀的外语教师不仅仅取决于他（或她）对这门语言的掌握（程度）。
5. Teachers benefitfrom practice if they keep on reflecting on what their work.
【答案】 T
【解析】 教师如果持续反思（教学）工作就能从教学实践中获益。
6.In Krashen’s Monitor Model of second language development, learning is notconscious and does not occur in formal situations or through formal grammaticalrules, while acquisition is a conscious process marked by the presence of errorcorrection and rule isolation.
【答案】 F
【解析】 克拉申认为学习（learning）是一个有意识的过程，表现在修正错误（errorcorrection）和孤立规则（ruleisolation），而习得（acquisition）是一个无意识的过程。
7. Theinteractional view of language does not consider language as a communicativetool, whose main use is to build up and maintain social relations betweenpeople.
【答案】 F
【解析】 交互主义语言观认为语言是一种交际工具，其主要用途是建立和维持人与人之间的社会关系。
8. The structural view of language seeslanguage as a linguistic system made up of various subsystems.
【答案】 T
【解析】 结构主义语言观认为语言是由多个子系统构成的语言系统。
9. Generally, a language system includesthree aspects: pronunciation, grammar and vocabulary.
【答案】 T
【解析】 语言系统一般包括三个方面：语音、语法和词汇。
10. The influential result of thebehaviourism is the audio-lingual method.
【答案】 T
【解析】 听说法的产生是结构主义的影响的结果。
11. Skinner suggestedthat language can be learned thesame way as an animal is trained to respond to stimuli.
【答案】 T
【解析】 斯金纳认为学习语言与训练动物对刺激进行反应是一样的。
12. Chomsky agreed that language is a form of behaviour.
【答案】 F
【解析】 乔姆斯基不同意行为主义的观点，即他认为语言不是一种行为。
1. Natural approach（首都师范大学2016研）
Key: The natural approachis a method of language teaching developed by Stephen Krashen and Tracy Terrellin the late 1970s and early 1980s. It aims to foster naturalistic languageacquisition in a classroom setting, and to this end it emphasizescommunication, and places decreased importance on conscious grammar study andexplicit correction of student errors. Efforts are also made to make the learningenvironment as stress-free as possible. In the natural approach, languageoutput is not forced, but allowed to emerge spontaneously after students haveattended to large amounts of comprehensible language input.
2. Socio-constructivist theory（安徽师范大学2015研）
Key: Socio-constructivisttheory refers to a kind of language learning theory. It emphasizes interactionand engagement with the target language in a social context based on theconcept of “Zone of Proximal Development” and scaffolding. In other words,learning is best achieved through the dynamic interaction between the teacherand the learner and between learners. With the teacher’s scaffolding throughquestions and explanations, or with a more capable peer’s support, the learnercan move to a higher level of understanding and extend his/her skills andknowledge to the fullest potential.
3. Structural view of language（天津师范大学2010研）
Key: The structural viewof language sees language as a linguistic system made up of various subsystems:the sound system (phonology), the discrete units of meaning produced by soundcombinations (morphology), and the system of combining units of meaning forcommunication (syntax). Each language has a finite number of such structuralitems. To learn a language means to learn these structural items so as to beable to understand and produce language. When this structural view of languagewas combined with the stimulus-response principles of behavioristic psychology,the audio-lingual approach to language learning emerged.
4. Behaviorism（首都师范大学2014研）
Key: As for thebehaviorist theory, it is based on a stimulus-response theory of psychology,and proposed by behavioral psychologist Skinner. He suggested that language isalso a form of behavior. It can be learned the same way as an animal is trainedto respond to stimuli. This theory of learning is referred to as behaviorism.
One influential result is the audio-lingual method,which involves endless “listen and repeat” drilling activities. The idea ofthis method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correctutterances were immediately praised. This method is still used in many parts ofthe world today.
5. Interactional view
Key: The interactional viewconsiders language to be a communicative tool, whose main use is to build upand maintain social relation between people.
6. Pseudo practice
Key: Pseudo practice is a short period of time assigned to do teaching practice aspart of one’s pre-service education, usually under the supervision ofinstructors.
7. Scaffolding
Key: It is a process thatenables a child or novice to solve a problem, carry out a task, or achieve agoal that would be beyond his unassisted efforts.
8. Methodology
Key: Methodology is the developmentof principles and procedures for selecting, sequencing, and justifying learningtasks and activities.
9. Approaches
Key: Approaches are general philosophical orientations to language teaching.
1. The influence ofbehaviorism on second language teaching（山东师范大学2018研）
Key: (1) Behaviorism of languagelearning was initiated by behavioral psychologist Skinner, who applied Watsonand Raynor’s theory of conditioning to the way humans acquire language Based ontheir experiments, Watson and Raynor formulated a stimulus-response theory ofpsychology. In this theory all complex forms of behavior—motions, habits, andsuch—are seen as composed of simple muscular and glandular elements that can beobserved and measured. They claimed that emotional reactions are learned inmuch the same way as other skills. The key point of the theory of conditioningis that you can train an animal to do anything (within reason) if you follow acertain procedure which has three major stages, stimulus, response, andreinforcement.
（2） Based on the theory of conditioning, Skinner suggested thatlanguage is also a form of behavior. It can be learned the same way as ananimal is trained to respond to stimuli. This theory of learning is referred toas behaviorism, which was adopted for some time by the language teachingprofession, particularly in the U.S. One influential result is theaudio-lingual method, which involves endless ‘listen and repeat’ drillingactivities. The idea of this method is that language is learned by constantrepetition and the reinforcement of the teacher. Mistakes were immediatelycorrected, and correct utterances were immediately praised. This method isstill used in many parts of the world today.
2. Analyze teacher role(s) in Total Physical Response.（首都师范大学2018研）
Key: Totalphysical response (TPR) is a language teaching method developed by James Asher.It is based on the coordination of language and physical movement. In TPR,Teachers as instructors give commands to students in the target language withbody movements, and students respond with whole-body actions. The method is anexample of the comprehension approach to language teaching. The listening andresponding (with actions) serves two purposes: It is a means of quicklyrecognizing meaning in the language being learned, and a means of passivelylearning the structure of the language itself. Grammar is not taught explicitlybut can be learned from the language input. Besides, teachers as demonstratorsbecause when teachers give sentences as instructions for actions, they firstdemonstrates these actions themselves; then they choose members of the class todo them.
3. Explain Watson and Raynor’s theory of conditioning in your own words.
Key: Based ontheir experiments, Watson and Raynor formulated a stimulus-response theory ofpsychology, i.e. the theory of conditioning. In this theory all complex forms of behavior—motions,habits, and such—are seen as composed of simple muscular and glandular elementsthat can be observed and measured. According to Watson and Raynor, emotional reactions are learned in much the same way asother skills. The key point of the theory of conditioning is that an animal canbe trained to do anything (within reason) if trainers follow a certainprocedure which has three major stages: stimulus, response, and reinforcement.
Can you briefly explain Wallace’s ‘reflective model’ to demonstrate the developmentof professional competence of a foreign language teacher?
Key: Yes. In Wallace’s ‘reflective model’, thedevelopment of professional competence for a language teacher can be dividedinto Stage 1, Stage 2, and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. The secondstage involves three sub-stages: learning, practice, and reflection.
The learning stage is actually the purposefulpreparation that a language teacher normally receives before he/ she starts thepractice of teaching. This preparation can include: learning from others’experiences, learning the received knowledge, and learning from one’s ownexperiences as a learner. The practice stage can be understood in two senses. Inone sense, it is a short period of time assigned to do teaching practice aspart of one’s pre-service education, usually under the supervision ofinstructors, which is also called pseudo practice. In another sense, it is thereal classroom teaching that a teacher undertakes after he/ she finishes formaleducation. The reflection stage is involved not only after teachers finish acertain period of practice, but also while they are doing the practice. Whenthe would-be teachers (trainees) are doing pseudo practice, they are likely toreflect on how well a certain idea or technique works and often theirinstructors may require them to do so.
Professional competence as an ultimate goal doesnot seem to have an end. According to Wallace, actually professional competenceis ‘a moving target or horizon, towards which professionals travel all theirprofessional life but which is never finally attained.’ Therefore, a languageteacher must keep on learning, practicing and reflecting.