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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-rangeobjectives:
Listeningcomprehension、accuratepronunciation,readingcomprehensionandproductionofcorrectsentencesinwriting.
Long-rangeobjectives:
Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave
Alinguisticsyllabus:
phonology,morphology,andsyntaxofthelanguage
Alexicalsyllabusofbasicvocabulary
Languageskills:
listening,speaking,reading,writing
Dialogues
Drills--Variouskindsofdrills:
repetition,inflection,replacement…
4、Learnerroles
Organismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponses
areactiverole,havelittlecontrol
5、Teachersroles
Centralandactive
Modelsthetargetlanguage
Controlsthedirectionandpaceoflearning
Monitorsandcorrectsthelearners’performance
Textbook
Taperecordersandaudiovisualequipment
四、Procedure
1、Theprocessofteachinginvolvesextensiveoralinstruction
2、Theprocedurestheteachershouldadopt(Brook)
3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved:
a.Recognition;
b.Imitationandrepetition
c.Patternsdrill:
d.Follow-upactivities
五、ThedeclineofAudiolingualism
1、Criticismontwofronts:
thetheoreticalfoundations(bothinlanguageandlanguagelearning)andthepracticalresultsfellshortofexpectation.
2、thetheoreticalattack:
NoamChomsky’stheoryoftransformationalgrammar
情境法与听说法的异同
Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.
1.Theorderinwhichlanguageskillsareintroduced
2.Focusonaccuracythroughdrillandpracticeinthebasicstructures
3.Sectencepatternsofthetargetlanguage
However,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.
第五章CommunicativeLanguageTeaching
又称:
功能—意念法(TheFunctional-NotionalApproach)
TheCLTisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.TeachingmaterialsusedwiththeCommunicativeapproachoftenteachthelanguageneededtoexpressandunderstanddifferentkindsoffunctions.TheapproachfollowsaNationalsyllabusandemphasizestheprocessesofcommunicationtogetinformation,andusinglanguageforsocialinteractionwithotherpeople.
TheoriginsoftheCLTaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Inthelatesixties,thecurrentSLTwasquestioned.Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.Scholarsarguedforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.
二、Approach
1、Theoryoflanguage
Thefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod.languageascommunication
Thecharacteristicsofthecommunicativeviewoflanguage
1.Languageisasystemfortheexpressionofmeaning.
2.Theprimaryfunctionoflanguageisforinteractionandcommunication.
3.Thestructureoflanguagereflectsitsfunciationalandcommunicativeuses.
4.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategoriesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.
Elementsofanunderlyinglearningtheory:
communicationprinciple,taskprinciple,
meaningfulnessprinciple
三、Design
Piepho’sdiscussion(generalobjectives)
1.anintegrativeandcontentlevel(languageasameansofexpression)
2.anlinguisticandinstrumentallevel(languageasasemioticsystemandanobjectoflearning)
3.anaffectivelevelofinterpersonalrelationshipsandconduct(languageasameansofexpressingvaluesandjudgmentsaboutoneselfandothers.)
4.alevelofindividuallearningneeds(remediallearningbasedonerroranalysis)
5.ageneraleducationallevelofextra-linguisticgoals(languagelearningwithintheschoolcurriculum)
Nodefinedparticularobjectives
Notionalsyllabuswhichspecifiedthesemantic-grammaticalcategoriesandthecategoriesofcommunicativefunctionthatlearnersneedtoexpress.
Classroomactivitiesareunlimited.
Littlewood(functionalcommunicationactivitiesandsocialinteractionactivities)
1.Functionalcommunicationactivities:
onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,and
2.Social