《语言教学流派第二版》自己整理笔记.docx

《语言教学流派第二版》自己整理笔记.docx

《《语言教学流派第二版》自己整理笔记.docx》由会员分享，可在线阅读，更多相关《《语言教学流派第二版》自己整理笔记.docx（23页珍藏版）》请在冰豆网上搜索。

《语言教学流派第二版》自己整理笔记

第一章Abriefhistoryoflanguageteaching

第二章Thenatureofapproachesandmethods

前两章很简单，详见前面中文导读

第三章Theoralapproachandsituationallanguageteaching

Theoralapproach（situationallanguageteaching）isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.

一、Background

1.TwooftheleaderswereHaroldpalmerandA.S.Hornby.

2.Vocabularycontrol

3.Grammarcontrol

二、TheOralApproachandSituationalLanguageTeaching

Themaincharacteristicsoftheapproachwereasfollows:

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

（2）Situation:

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.

一、Background

Thecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.

情境法与听说法的异同

Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.

1.Theorderinwhichlanguageskillsareintroduced

2.Focusonaccuracythroughdrillandpracticeinthebasicstructures

3.Sectencepatternsofthetargetlanguage

However,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.

二、Approach

1、Theoryoflanguage

Structurallinguistics（1950