the 7 ELT Methodologies文档格式.docx

the 7 ELT Methodologies文档格式.docx

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TheAudiolingualMethod;

SituationalLanguageTeaching;

CommunicativeLanguageTeaching;

TotalPhysicalResponse;

Talk-BasedLanguageTeaching;

Project-BasedLearning.

Note:

Thefollowingpointsshouldbeincludedinthesummarization:

theobjectives（4%）,therolesofteacher,learnerandtheinstructionalmaterials（6%）,andtheadvantagesanddisadvantagesofthemethodologies（10%）.

1.GrammarTranslationMethod

Objectives

（1）Toreadandtranslateitsliterature（theultimatepurpose）;

（2）Understandthetargetlanguage;

（3）Tohelpdevelopthestudents’mind;

（4）Togainabetterunderstandingofthefirstlanguage

Learnerroles

（1）Thestudents’firstlanguageismaintainedasthereferencesystemintheacquisitionofthetargetlanguage.

（2）Studentsarerequiredtomemorizegrammarrulesinordertounderstandandmanipulatemorphologyandsyntaxofthetargetlanguage.

（3）Studentswhocantranslatefromonelanguageintoanotherareconsideredsuccessfullanguagelearners.

Teacherroles

（1）Grammar-TranslationMethodmakesfewdemandsonteachers.

（2）Thefocusinclassroomisteachingandpracticesofgrammarofthetargetlanguage.

（3）Analysis,explanationandtranslationservethepurposeofmasteringgrammarrules.

（4）Teachersusenativelanguageasthemainmediumofinstruction.Thereislittleuseofthetargetlanguage.

（5）Sentenceisthebasicunitoflanguageteachingandlearning.

（6）Intheproceduresofthismethod,teachersemphasizeaccuracyratherthanfluency.

Theroleofinstructionalmaterials

TextbookisthemainmaterialinGTM.Teacherteachesgrammarandwordsaccordingthetextbook.

Advantages

（1）IntheGrammar-TranslationMethod,comparisonbetweentwolanguageshelpsstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.

（2）Understandingandmanipulatingthemorphologyandsyntaxdevelopstudents’abilityofanalyzingandsolvingproblems.

（3）Analyzingandwritingabilitiesarewelltrainedbecauseoftheliterarytexts.

（4）Itmakesfewdemandsonteachersalthoughitoftencreatesfrustrationtostudents.

Disadvantages

（1）Overemphasisontranslation,dependenceonfirstlanguage.

（2）Toomuchemphasisonreadingandwriting,neglectoflisteningandspeaking.

（3）Notmeetingthecommunicativeandpracticalneedsofthestudents.

（4）Memorizinggrammarrulesandbilingualwordlistscan’tmotivatestudentstoactivelycommunicateinthetargetlanguage

2.TheAudiolingualMethod

Brooks（1964）distinguishesbetweenshort-rangeandlong-rangeobjectivesofanaudiolingualprogram.

（1）Short-rangeobjectives:

includetraininginlisteningcomprehension,accuratepronunciation,recognitionofspeechsymbols（e.g.vocabulary）asgraphicsignsontheprintedpage,andabilitytoreproducethesesymbolsinwriting.

"

Theseimmediateobjectivesimplythreeothers:

first,controlofthestructuresofsound,form…in

thenewlanguage;

second,acquaintancewithvocabularyitems…;

Andthird,meaning,intermsofthesignificancetheseverbalsymbolshaveforthosewhospeakthelanguagenatively"

（Brooks1964:

113）.

（2）Long-rangeobjectives"

mustbelanguageasthenativespeakerusesit....Theremustbesomeknowledgeofasecondlanguageasitispossessedbyatruebilingualist"

.

Inaccordancewithbehavioristlearningtheory:

（1）Learnerscanbedirectedbyskilledtrainingtechniquestoproducecorrectresponses.

（2）Learnersplayareactiverolebyrespondingtostimuli,andthushavelittlecontroloverthecontent,pace,orstyleoflearning.

（3）Learnersarenotencouragedtostartinteraction,becausethismayleadtomistakes.

（4）Intheearlystages,learnersdonotalwaysunderstandthemeaningofwhattheyarerepeating,butthisisnotseenasadrawback,forbylisteningtotheteacher,imitatingaccurately,andrespondingtoandperformingcontrolledtaskstheyarelearninganewformofverbalbehavior.

InAudiolingualism,theteacher'

sroleiscentralandactive,soitisateacher-dominatedmethod.

（1）Theteachermodelsthetargetlanguage,controlsthedirectionandpaceoflearning,andmonitorsandcorrectsthelearners'

performance.Theaudio-lingualmethoddidn’tfocusonteachingvocabulary.Rather,theteacherdrilledstudentsintheuseofgrammar.

（2）Theteachermustkeepthelearnersattentivebychangingdrillsandchoosingrelevantsituationstopracticestructures.

（3）Failuretolearnthelanguageonlyfromtheimproperapplicationofthemethod,forexample,fromtheteachernotprovidingsufficientpracticeorfromthelearnernotmemorizingtheessentialpatternsandstructures;

butthemethoditselfisnevertoblame.

..Theteachermustdothefollowing:

1.Introduce,andsustainthelearningofthefourskillsinthisorder:

listening,speaking,readingandwriting.

2.Modelthevarioustypesoflanguagebehaviorthatthestudentistolearn.

3.Teachspokenlanguageindialogueform.

4.Directchoralresponsebyallorpartsoftheclass.

5.Teachtheuseofstructurethroughpatternpractice.

6.Guidethestudentinchoosingandlearningvocabulary.

7.Showhowwordsrelatetomeaninginthetargetlanguage

8.Gettheindividualstudenttotalk.

9.Rewardtrialsbythestudentinsuchawaythatlearningisreinforced

InstructionalmaterialsintheAudiolingualMethodassisttheteachertodeveloplanguagemasteryinthelearner.

（1）Astudenttextbookisoftennotusedintheelementaryphasesofacoursewherestudentsareprimarilylistening,repeating,andresponding.Atthisstageinlearning,exposuretotheprintedwordmaydistractstudents’attentionfromtheauralinput.

（2）Theteacherhasateacher'

sbookthatcontainsthestructuredsequenceoflessonstobefollowedandthedialogues,drills,andotherpracticeactivities.Whentextbooksandprintedmaterialsareintroducedtothestudent,theyprovidethetextsofdialoguesandcuesneededfordrillsandexercises.

（3）Taperecordersandaudiovisualequipmentoftenhaveimportantroles.Iftheteacherisnotanativespeaker,thetaperecorderprovidesaccuratemodelsfordialoguesanddrills.

（4）Atapedlessonmayfirstpresentadialogueforlisteningpractice,allowforthestudenttorepeatthedialoguesentencebysentence,andprovidefollow-updrillsongrammarorpronunciation.

Advantages

（1）Thefirstmethodtohaveatheory

（2）Makinglanguageteachingpossibletolargegroupsoflearners

（3）Emphasizingsentenceproduction,controlovergrammaticalstructuresanddevelopmentoforalability

（4）Developingsimpletechniquesandmakinguseoflanguagelab

（5）Developingtheseparationofthelanguageskills

Disadvantages

（1）Weakbasisofitstheory

（2）Notdevelopinglanguagecompetence,lackofeffectiveness,andboredomcausedbyendlesspatterndrills

（3）Learnershavinglittlecontrolovertheirlearning

（4）teachers’dominationoftheclass

（5）teacher-orientedmaterials

3.SituationalLanguageTeaching

Objectives

（1）Apracticalcommandofthefourbasicskillsoflanguage,throughstructures.

（2）Accuracyinbothpronunciationandgrammar.

（3）Abilitytorespondquicklyandaccuratelyinspeechsituations.

（4）Automaticcontrolofbasicstructuresandsentencepatterns.

Learnerroles

（1）Ininitialstages:

listen,repeat,respond,nocontrol,succumbtotheteacher

（2）Later:

moreactiveparticipation,initiatingresponses,askingquestions

Teacherroles

（1）Inthepresentationstage:

servesasamodel,setupsituations,modelthenewstructures

（2）Then:

becomeaskillful“conductor”,skillfullymanipulate,andusequestions,commands,othercuestoelicitlearners’answers,setthepace

（3）Duringthepracticephase:

lookoutgrammaticalandstructuralerrors,organizereview

SituationalLanguageTeachingisdependentuponbothatextbookandvisualaids.Thetextbookcontainstightlyorganizedlessonsplannedarounddifferentgrammaticalstructures.Visualaidsmaybeproducedbytheteacherormaybecommerciallyproduced;

theyconsistofwallcharts,flashcard,picture,stickfigures,andsoon.ThevisualelementtogetherwithacarefullygrammaticalsyllabusisacrucialaspectofSituationLanguageTeaching,hencetheimportanceofthetextbook..

AlthoughSituationalLanguageTeachingwasdevelopedduringthe1930s,itstillattractstheinterestoftheteachers.Itsstrongemphasisonoralpractice,grammarandsentencepatternsconformtotheintuitionsofmanypracticallyorientedclassroomteachers.

TheviewsoflanguageandlanguagelearningunderlyingSituationalLanguageTeachingwerecalledintoquestion.Chomsky（1957）showedthatthestructuralapproachestolanguagedonotaccountforthefundamentalcharacteristicoflanguagenamelythecreativityanduniquenessofindividualsentences.Childrendonotacquiretheirmothertonguethroughrepetitionandhabitformation.Theremustbe,however,aninnatepredispositionthatleadsthemtoacertainkindoflinguisticcompetence.

4.CommunicativeLanguageTeaching

Acommunicativeapproachassumesthatlanguageteachingwillreflecttheparticularneedsofthetargetlearners.Theseneedsmaybeinthedomainsoffourskills,eachofwhichapproachedfromacommunicativeperspective.Piepho（1981）summarizesthefollowinglevelsofobjectives,applicabletoanyteachingsituation:

（1）Anintegrativeandcontentlevel（languageasameansofexpression）;

（2）Alinguisticandinstrumentallevel（lan