Chapter 2 Introduction to teaching approaches and methods.docx

Chapter 2 Introduction to teaching approaches and methods.docx

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Chapter2Introductiontoteachingapproachesandmethods

RecapofChapter1:

Questions

●WhatqualitiesandtraitsshouldagoodEnglishteacherhave?

●ExplainWallace’sreflectivemodelofteacher’sprofessionaldevelopment（p.9）.

RecapofChapter1:

ViewsonLanguageLearning

Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

---process-orientedtheories

---concern:

howthemindorganizesnewinformation（e.g.habitformation,induction,makinginference,hypothesistestingandgeneralization）

Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

---condition-orientedtheories

---concern:

thenatureofthehumanandphysicalcontextwherelanguagelearningtakesplace

（e.g.classsize,thekindofinputlearnersreceive,theatmosphere）

RecapofChapter1:

ViewsofLanguageLearning

●Groupwork

●4groups.2minutes.

●Eachgroupfocusononeviewoflanguagelearningandtrytoanswerthefollowingquestions:

●Whatislanguagelearning,accordingtothislearningtheory?

●Whoistheinfluentialresearcherandwhatishiscontributiontothistheory?

●Presenterofeachgroupreportstheconclusion.

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ViewsonLanguageLearning

Behaviorism

Cognitivism

Constructivism

Socio-constructivism

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ViewsonLanguageLearning

Behaviorism

Cognitivism

Constructivism

Socio-constructivism

Languageisaformofbehaviorthatcanbelearnedthroughthreestages:

stimulus,responseandreinforcement.

Languageisbothrule-governedandcreative.

Aninnatedeviceinthehumanmind.Thinkratherthansimplyrepeat.

Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandpriorknowledge.Educationistodevelopthemind.

LearningisthroughdynamicinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptofZoneProximalDevelopmentandscaffolding.

Skinner;basedonthetheoryofconditioning;

theaudio-lingualmethod;structurallinguistics

Chomsky;toallowstudentstoproducetheirownsentencesbasedontheirunderstandingofcertainrules

JohnDewey;learner-centered;teacherasenvironmentdesigner,interactorandfacilitator

Vygotsky;

Teacher’sscaffoldingandmorecapablepeers’supportpromotinglearning

Summary:

20thcentury

●Developmentoflanguagetheories

●structuralfunctionalinteractional

●Developmentoflearningtheories

●behaviorismcognitivismhumanism

Chapter2IntroductiontoTeachingApproachesandMethods

●KeyConcepts（3minutes）

●Majortrendsin20thcenturylanguageteaching（17minutes）

●Alternativeapproachesandmethods:

forself-study（5minutes）

●Currentcommunicativeapproaches（30minutes）

Keyconcepts

●Methodology（方法论）

●（inlanguageteaching）thestudyofthepracticesandproceduresusedinteaching,andtheprinciplesandbeliefsthatunderliethem

●Methodologyincludes

●thestudyofthenatureoflanguageskillsandproceduresforteachingthem

●thestudyofthepreparationoflessonplans,materialsandtextbooksforteachinglanguageskills

●theevaluationandcomparisonoflanguageteachingmethods（e.g.theaudio-lingualmethod）

Keyconcepts

●Languageteachingissometimesdiscussedintermsofthreerelatedaspects:

●Approach（教学理论）:

thetheories,philosophyandprinciplesunderlyingaparticularsetofteachingpractices（e.g.communicativeapproach）

●Method（教学方法）:

aspecificinstructionaldesignorsystembasedonaparticulartheoryoflanguageandoflanguagelearning（e.g.GTmethod）

●Technique（教学技巧）:

classroomactivities（e.g.roleplay,drills,sentencecompletion,etc.）

●Languageteachingsystemalsoinvolvessomeotherfactorsincludingteachingobjectives,syllabus,andtheroleofteachers,studentsandteachingmaterials,etc.

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Majortrendsin20thcenturylanguageteaching

●ABriefHistoryofForeignLanguageTeaching

●Before15thcentury:

Latinasadominantlanguageofeducation,commerce,religion,andgovernmentintheWesternworld

●16th-19thcentury:

●French,ItalianandEnglishV.S.Latin

●Grammar-TranslationMethod/GTMethod（语法翻译法）

●19thcentury:

TheReformMovement（1850s-1860s）

●TheInternationalPhoneticAssociation（1886）

●ThedesignofInternationalPhoneticAlphabet（IPA）

●ThePracticalStudyofLanguages（Sweet,1899）

●DirectMethod

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Majortrendsin20thcenturylanguageteaching

●SituationalLanguageTeaching/OralApproach（情景语言教学法）

●AnapproachtolanguageteachinginTEFL/TESLdevelopedbyBritishappliedlinguistsfromthe1930stothe1960s

●Languagetheory:

Britishstructuralism

●Learningtheory:

behavioristhabit-learningtheory

●Features

●Spokenlanguage>>>Writtenform

●Languageofclassroom:

targetlanguage

●Newlanguagepointsareintroducedandpracticedsituationally.

●Structuralsyllabus:

SelectionofvocabularyandGradationofgrammaritems

●Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.

●Examples:

textbooksbasedonSLT

●OxfordProgressiveEnglishCourseforAdultLearners

●TheseriesSituationalEnglish

●NewConceptEnglish

●ThePPPlessonmodel（Presentation-Practice-Production）

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Majortrendsin20thcenturylanguageteaching

●TheAudiolingualMethod/Aural-oralMethod（听说法）

●AFLT/SLTmethodprominentinthe1950sand1960s,esp.intheU.S.,whichhasbeenwidelyusedinmanyotherpartsoftheworld.

●AdevelopmentofArmyMethod,whichmainlyaddressedtheneedforamoreintensiveefforttoteachforeignlanguagesinordertopreventAmericansfrombecomingisolatedfromscientificadvancesmadeinothercountries.

●ALMincorporatesstructurallinguisticsandbehavioristpsychology.

●Features

●Listeningandspeaking>>>readingandwriting

●Plannedsituations,gradedmaterials,andsuchtechniquesaspatterndrillsanddialoguememorization

●Almostentirelydroppingtheuseofnaturalsituationsandspontaneousspeech

●Discouraginguseofmothertongueintheclassroom

●Emphasizingintensityofcontactwiththetargetlanguage

●Examples:

variouskindsofdrillsusedinALMclassroom

●Repetition,Inflection,Replacement,Restatement,Completion,Transposition,Expansion,Contraction,Transformation,Integration,Rejoinder,Restoration,etc.

●Problem:

monotonousclassroomandfailureinproducingfluentcommunicatingspeakers

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Alternativeapproachesandmethods（forself-study）

●TotalPhysicalResponse（全身反应法）

●TheSilentWay（沉默法）

●CommunityLanguageLearning（社团语言学习法）

●Suggestopedia（暗示法）

●WholeLanguage（全语言法）

●MultipleIntelligences（多元智能法）

●Competency-BasedLanguageTeaching（能力导向型教学法）

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Alternativeapproachesandmethods（forself-study）

●Assignment

●4groups.Eachmemberofthegroupshouldsearchforinformationabout1-2ofthe7approachesandmethods,andmakeashortsummaryaboutitincludingbackgroundinformation,featuresandoneexampleinteachingpractice.Thesummaryshouldbesenttothegroupleader.

●Thegroupleadershouldmakeahandoutincludingallthesummariesandemailittoallothermembersofthegroupforself-studyandreview.Also,aprintedhandoutissupposedtobehandedin（Before2013-10-2412p.m.,7B121）.

●Thehandoutwillbegradedandtheknowledgeaboutthese7approachesandmethodswillpartiallybetestedinQuiz2nextweek.

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Currentcommunicativeapproaches

●CommunicativeLanguageTeaching（交际语言教学法）

●AnapproachtoforeignorsecondlanguageteachingdevelopedparticularlybyBritishappliedlinguistsinthe1980sasareactionawayfromgrammar-basedmethodssuchasSLTandtheALM.

●CLTledtoare-examinationoflanguageteachinggoals,syllabuses,materials,andclassroomactivitiesandhashadamajorimpactonchangesinlanguageteachingworldwide.SomeofitsprincipleshavenbeenincorporatedintoothercommunicativeapproachessuchasTask-basedLanguageTeaching,CooperativeLanguageLearningandContent-basedInstruction.

●Features

●Thegoaloflanguagelearningiscommunicativecompetenceandwhichseekstomakemeaningfulcommunicationandlanguageuseafocusofallclassroomactivities.

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Communicativecompetence

●boththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

●fivemaincomponentsofcommunicativecompetence（Hedge,2000）（p.18）

●linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency

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TheCommunicativeLanguageTeaching（交际语言教学法）

●PrinciplesofCLT（RichardsandRodgers,1986）

●Communicationprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

●Authenticmaterialsandinformationgapbetweenlearners

●Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

●Toachievecertainpurposes

●Meaningfulnessprinciple:

Languagethatismeaningfultothelearnersupportsthelearningprocess.

●Relevantandinterestingcontentandactivities

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TheCommunicativeLanguageTeaching（交际语言教学法）

●Sixcriteriaforevaluationofcommunicativeactivities（Ellis,1990）

●communicativepurpose

●communicativedesire

●content,notform

●varietyoflanguage

●noteacherintervention

●nomaterialscontrol

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Currentcommunicativeapproaches

●TheNaturalApproach（自然法）

●AninnovativephilosophyoflanguageteachingproposedbyTracyTerrell（ateacherofSpanishinCalifornia）andStephenKrashen（anAmericanappliedlinguist）intheirbookTheNaturalApproach（1983）,basedonKrashen’sinfluentialtheoryofsecondlanguageacquisition.Itemphasizesthecentralroleofcomprehension.

●Anexampleofcommu