十种教学方法(英语教学).pptx

十种教学方法(英语教学).pptx

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Methodsoflanguageteaching,Methodsoflanguageteachinginclude:

Grammar-translationapproachDirectapproachReadingapproachAudiolingualmethodCommunitylanguagelearningSuggestopediaThesilentwayTotalphysicalresponseThenaturalwayCommunicativelanguageteaching,Grammar-TranslationApproachInthismethod,classesaretaughtinthestudentsmothertongue,withlittleactiveuseofthetargetlanguage.Vocabularyistaughtintheformofisolatedwordlists.Elaborateexplanationsofgrammararealwaysprovided.Grammarinstructionprovidestherulesforputtingwordstogether;instructionfocusesontheformandinflectionofwords.Littleattentionispaidtothecontentoftexts.Drillsareexercisesintranslatingdisconnectedsentencesfromthetargetlanguageintothemothertongue,andviceversa.Littleornoattentionisgiventopronunciation.,DirectApproachThisapproachwasdevelopedinitiallyasareactiontothegrammar-translationapproachinanattempttointegratemoreuseofthetargetlanguageininstruction.Lessonsbeginwithadialogueusingamodernconversationalstyleinthetargetlanguage.Materialisfirstpresentedorallywithactionsorpictures.ThemothertongueisNEVERused.Thereisnotranslation.Thepreferredtypeofexerciseisaseriesofquestionsinthetargetlanguagebasedonthedialogueorananecdotalnarrative.,Questionsareansweredinthetargetlanguage.Grammaristaughtinductively-rulesaregeneralizedfromthepracticeandexperiencewiththetargetlanguage.Verbsareusedfirstandsystematicallyconjugatedmuchlateraftersomeoralmasteryofthetargetlanguage.Advancedstudentsreadliteratureforcomprehensionandpleasure.Literarytextsarenotanalyzedgrammatically.Thecultureassociatedwiththetargetlanguageisalsotaughtinductively.Cultureisconsideredanimportantaspectoflearningthelanguage.,ReadingApproachTheapproachismostlyforpeoplewhodonottravelabroadforwhomreadingistheoneusableskillinaforeignlanguage.Thepriorityinstudyingthetargetlanguageisfirst,readingabilityandsecond,currentand/orhistoricalknowledgeofthecountrywherethetargetlanguageisspoken.Onlythegrammarnecessaryforreadingcomprehensionandfluencyistaught.Minimalattentionispaidtopronunciationorgainingconversationalskillsinthetargetlanguage.,Fromthebeginning,agreatamountofreadingisdoneinL2.Thevocabularyoftheearlyreadingpassagesandtextsisstrictlycontrolledfordifficulty.Vocabularyisexpandedasquicklyaspossible,sincetheacquisitionofvocabularyisconsideredmoreimportantthatgrammaticalskill.Translationreappearsinthisapproachasarespectableclassroomprocedurerelatedtocomprehensionofthewrittentext.,AudiolingualMethodThismethodisbasedontheprinciplesofbehaviorpsychology.ItadaptedmanyoftheprinciplesandproceduresoftheDirectMethod,inpartasareactiontothelackofspeakingskillsoftheReadingApproach.Newmaterialispresentedintheformofadialogue.,Basedontheprinciplethatlanguagelearningishabitformation,themethodfostersdependenceonmimicry,memorizationofsetphrasesandover-learning.Structuresaresequencedandtaughtoneatatime.Structuralpatternsaretaughtusingrepetitivedrills.Littleornogrammaticalexplanationsareprovided;grammaristaughtinductively.,Skillsaresequenced:

Listening,speaking,readingandwritingaredevelopedinorder.Vocabularyisstrictlylimitedandlearnedincontext.TeachingpointsaredeterminedbycontrastiveanalysisbetweenL1andL2.Thereisabundantuseoflanguagelaboratories,tapesandvisualaids.Thereisanextendedpre-readingperiodatthebeginningofthecourse.,Greatimportanceisgiventoprecisenative-likepronunciation.Useofthemothertonguebytheteacherispermitted,butdiscouragedamongandbythestudents.Successfulresponsesarereinforced;greatcareistakentopreventlearnererrors.Thereisatendencytofocusonmanipulationofthetargetlanguageandtodisregardcontentandmeaning.,HintsforUsingAudio-lingualDrillsinL2TeachingTheteachermustbecarefultoinsurethatalloftheutteranceswhichstudentswillmakeareactuallywithinthepracticedpattern.Drillsshouldbeconductedasrapidlyaspossiblysoastoinsureautomaticityandtoestablishasystem.Ignoreallbutgrosserrorsofpronunciationwhendrillingforgrammarpractice.Useofshortcutstokeepthepaceofdrillsatamaximum.Usehandmotions,signalcards,notes,etc.tocueresponse.,Drillmaterialshouldalwaysbemeaningful.Ifthecontentwordsarenotknown,teachtheirmeanings.Intersperseshortperiodsofdrill（about10minutes）withverybriefalternativeactivitiestoavoidfatigueandboredom.Dontstandinoneplace;moveabouttheroomstandingnexttoasmanydifferentstudentsaspossibletochecktheirproduction.Thusyouwillknowwhotogivemorepracticetoduringindividualdrilling.,Com