语言教学的流派自己整理的笔记.docx

语言教学的流派自己整理的笔记.docx

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语言教学的流派自己整理的笔记

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.

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

2、Thesyllabus

Alinguisticsyllabus:

phonology,morphology,andsyntaxofthelanguage

Alexicalsyllabusofbasicvocabulary

Languageskills:

listening,speaking,reading,writing

3、Typesoflearningandteachingactivities

Dialogues

Drills--Variouskindsofdrills:

repetition,inflection,replacement…

4、Learnerroles

Organismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponses

areactiverole,havelittlecontrol

5、Teachersroles

Centralandactive

Modelsthetargetlanguage

Controlsthedirectionandpaceoflearning

Monitorsandcorrectsthelearners’performance

6、Theroleofinstructionalmaterials

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.

一、Background

TheoriginsoftheCLTaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Inthelatesixties,thecurrentSLTwasquestioned.Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.Scholarsarguedforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.

二、Approach

1、Theoryoflanguage

Thefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod.languageascommunication

Thecharacteristicsofthecommunicativeviewoflanguage

1.Languageisasystemfortheexpressionofmeaning.

2.Theprimaryfunctionoflanguageisforinteractionandcommunication.

3.Thestructureoflanguagereflectsitsfunciationalandcommunicativeuses.

4.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategoriesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.

2、Theoryoflearning

Elementsofanunderlyinglearningtheory:

communicationprinciple,taskprinciple,

meaningfulnessprinciple

三、Design

1、Objectives

Piepho’sdiscussion（generalobjectives）

1.anintegrativeandcontentlevel（languageasameansofexpression）

2.anlinguisticandinstrumentallevel（languageasasemioticsystemandanobjectoflearning）

3.anaffectivelevelofinterpersonalrelationshipsandconduct（languageasameansofexpressingvaluesandjudgmentsaboutoneselfandothers.）

4.alevelofindividuallearningneeds（remediallearningbasedonerroranalysis）

5.ageneraleducationallevelofextra-linguisticgoals（languagelearningwithintheschoolcurriculum）

Nodefinedparticularobjectives

2、Thesyllabus

Notionalsyllabuswhichspecifiedthesemantic-grammaticalcategoriesandthecategoriesofcommunicativefunctionthatlearnersneedtoexpress.

3、Typesoflearningandteachingactivities

Classroomactivitiesareunlimited.

Littlewood（functionalcommunicationactivitiesandsocialinteractionactivities）

1.Functionalcommunicationactivities:

onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,and

2.Social