最新《语言教学的流派》自己整理的笔记Word文件下载.docx

最新《语言教学的流派》自己整理的笔记Word文件下载.docx

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1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.

2.Thetargetlanguageisthelanguageoftheclassroom.

3.Newlanguagepointsareintroducedandpracticedsituationally.

4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.

5.Itemsofgrammararegradedbytheircomplexity.

6.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.

三、Approach

1、Theoryoflanguage

atypeofBritish“structuralism”.

Onedistinctivefeature:

structuresmustbelinkedtosituationsinwhichtheycouldbeused

Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.

2、Theoryoflearning

atypeofbehavioristhabit-learningtheory（threeprocessesinlearningalanguage）

（1）.Languagelearningashabitformation

（2）.Aninductiveapproachisusedtotheteachingofgrammar

（3）.Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.

四、Design

1、Objectives:

（1）.Practicalcommandofthefourbasicskillsoflanguage

（2）.Accuracyinbothpronunciationandgrammarisregardedascrucial.

（3）.Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.

（4）.Writingderivesfromspeech.

2、Thesyllabus

（1）Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns

（2）Situation:

themannerofpresentingandpracticingsentencepatterns

3、Typesoflearningandteachingactivities

（1）SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns

theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures

（3）Practicetechniques:

guidedrepetition,substitutionactivities,pairpractice

4、Learnerroles

（1）Listen,repeatandrespondstoquestionsandcommands

（2）Havenocontroloverthecontentoflearning

5、Teacherroles

Threefold:

amodel、askillfulmanipulator、onthelookoutforerrors

Theteacherisessentialtothesuccessofthemethod.

6、Theroleofinstructionalmaterials

（1）Textbook:

containsorganizedlessons

（2）Visualaids:

consistsofwallcharts,flashcards,pictures,stickfigures

Theteacherisexpectedtobethemasterofhistextbook.

五、Procedure

Aim:

tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentence

patternstotheirautomaticuseinspeech,readingandwriting.

Theteachingofastructure:

fourparts

Pronunciation

Revision（topreparefornewworkifnecessary）

Presentationofnewstructureorvocabulary

Oralpractice（drilling）

Readingofmaterialonthenewstructure,orwrittenexercises

Thesequenceofactivities:

Listeningpractice

Choralimitation

Individualimitation

Isolation

Buildinguptoanewmodel

Elicitation

Substitutiondrilling

Question-answerdrilling

Correction

第四章TheAudiolingualMethod

Itisamethodofforeignorsecondlanguageteachingwhich（a）emphasizestheteachingofspeakingandlisteningbeforereadingandwriting（b）usesdialoguesanddrills.（c）discouragesuseofthemothertongueintheclassroom（d）oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.

Thecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.

二、Approach

1、Theoryoflanguage

Structurallinguistics（1950s）:

areactiontotraditionalgrammar

Theprimarymediumoflanguageisoral:

speechislanguage.

2、Theoryoflearning

Behavioralpsychology:

stimulus-responsechains

Learningprinciples:

1.Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.

2.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinsporkenformbeforetheyareseeninwrittenform.

3.Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.

4.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.

三、Design

1、Objectives

Short-rangeobjective