《语言教学的流派》课程教学案.docx

《语言教学的流派》课程教学案.docx

《《语言教学的流派》课程教学案.docx》由会员分享，可在线阅读，更多相关《《语言教学的流派》课程教学案.docx（38页珍藏版）》请在冰豆网上搜索。

《语言教学的流派》课程教学案

《语言教学的流派》课程教案

ApproachesandMethodsinLanguageTeaching

1、 Approachandmethod

2、 Languageteaching---secondlanguageteachingorforeignlanguageteaching

Thisbookisabookonthehistoryoflanguageteaching,butit’smorethanthat.Accordingtotheauthors,theaimofthisbookistopresentanobjectiveandcomprehensivepictureofaparticularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfandallowsreaderstomaketheirownappraisals.Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductiontocommonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemethods.Thegoalistoenableteacherstobecomebetterinformedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions.

第一章      Abriefhistoryoflanguageteaching外语教学简史

在这章中，我们将了解两种传统的教学法：

TheGrammar-TranslationMethod（语法翻译法）和TheDirectMethod（直接法）

第二章      Thenatureofapproachesandmethodsinlanguageteaching外语教学法理论与方法的性质

本章为以后的分析立下了一个基本的理论分析框架（framework）。

在这个框架中，教学法包括三个部分：

1、 Approach（理论）：

语言理论和学习理论

2、 Design（设计）：

教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用

3、 Procedure（教学步骤）

Thischapterwillpresentamodelforthedescription,analysis,andcomparisonof

methods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.

第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。

第三章      TheOralApproachandSituationalLanguageTeaching口语法和情景法

第四章      TheAudiolingualmethod听说法

第五章      CommunicativeLanguageTeaching交际法

第六章      TotalPhysicalResponse全身反应法

第七章      TheSilentWay沉默法

第八章      CommunityLanguageLearning社团学习法

第九章      TheNaturalApproach自然法

第十章      Suggestopedia暗示法

Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirstsectionofthechapter.

Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethodisconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions.

第一章  Abriefhistoryoflanguageteaching外语教学简史

Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.

Changesinlanguageteachingmethodsthroughouthistoryhavereflected

a.                     Recognitionofchangesinthekindofproficiencylearnersneed（oralproficiencyorreadingcomprehension）

b.                    Changesintheoriesofthenatureoflanguageandoflanguagelearning.

一、500年前：

1、拉丁语的地位

2、拉丁语的教学法

3、thedeclineofLatin

4、受拉丁语教学法影响的modernlanguage（如英语、德语、法语等等）的教学法

这种方法就是TheGrammar-TranslationMethod

二、TheGrammar-TranslationMethod

1、对这种方法的评价

2、这种教学法的主要特点：

7点

thegoalofforeignlanguagelearning

readingandwriting/speakingandlistening

vocabularyselection

sentence

accuracy

grammar

thestudent’snativelanguage

3、对这种教学法的批评

三、Languageteachinginnovationsinthe19thcentury

1、Increasedopportunitiesforcommunication:

oralproficiency

2、Individuallanguageteachingspecialists:

C.Marcel:

emphasizedtheimportantmeaninginlearning

T.Prendergast:

proposedthefirst“structuralsyllabus”

F.Gouin:

“series”

四、TheReformMovement

1、语言学的发展：

TheInternationalPhoneticAssociation（1886年）

2、Reformer的观点

HenrySweet:

ThePracticalStudyofLanguages（1899年）

WilhelmVietor:

LanguageTeachingMustStartAfresh

共同的观点：

6点

thespokenlanguage

phonetics

hearthelanguagefirst

wordsandsentences

therulesofgrammar

translation

3、naturalmethods的兴起，其中一种就是众所周知的DirectMethod

五、TheDirectMethod

1、 倡导者：

Gouin；Sauveur

foundation:

naturallanguagelearningprinciples

2、 BerlitzMethod:

principlesandprocedures

guidelines

3、drawbacks

六、TheColemanReport：

1929intheUnitedStates

七、method到底是什么？

thegoalsoflanguageteaching

thebasicnatureoflanguage

theselectionoflanguagecontent

principlesoforganization,sequencingandpresentation

theroleofthenativelanguage

process

bestteachingtechniquesandactivitiesandcircumstances

Particularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods.

Questionfordiscussion:

从语法翻译法到直接法，有了哪一些进步？

500yearsago,Latinwasthedominantlanguageofeducation,commerce,religion,andgovernmentintheWesternworld.ButLatinwasnotalanguageofspokenandwrittencommunication.Itwasadeadlanguage.ChildrenentergrammarschooltolearnLatininordertoreadclassicalworksoffamousLatinwriterssuchasVirgil,Ovid,andCiceroandtodevelopintellectualabilities.Latinwastaughtthroughrotelearningofgrammarrules,translationandpracticeinwritingsamplesentences.

Ineighteenthcentury,“modern”languagessuchasEnglish,FrenchandItalianbegantoenterEuropeanschools,andtheyweretaughtusingthesamewaythatwereusedforteachingLatin.Textbooksconsistedofabstractgrammarrules,listsofvocabulary,andsentencesfortranslation.Thesesentenceswereconstructedtoshowthegrammarrulesandhadnorelationtothelanguageofrealcommunication.

Bythenineteenthcentury,thisapproachbasedonthestudyofLatinhadbecomethestandardwayofstudyingforeignlanguagesinschools,whichbecameknownastheGrammar-TranslationMethod.

WhatweretheprincipalcharacteristicsofGrammar-TranslationMethod?

1、 thegoalofforeignlanguagestudyistolearnalanguageinordertoreaditsliteratureorinordertobenefitformthementaldisciplineandintellectualdevelopmentthatresultfromforeignlanguagestudy.

2、 Readingandwritingarethemajorfocus.

3、 Vocabularyselectionisbasedsolelyonthereadingtexts,andwordsaretaughtthroughbilingualwordlist,dictionarystudy,andmemorization.

4、 Thesentenceisthebasicunitofteachingandlanguagepractice.Thisfocusonthesentenceisadistinctivefeatureofthemethod.

5、 Accuracyisemphasized.

6、 Grammaristaughtdeductively---bypresentationandstudyofgrammarrules,whicharethenpracticedthroughtranslationexercises.

7、 Thestudent’snativelanguageisthemediumofinstruction.

Explainnewitemsandmakecomparisonsbetweenthetwolanguages.

Thegoal

Howtoteachwords?

Howtoteachgrammar?

Whatisemphasized?

Theroleofthesentence

Theroleofnativelanguage

Inthemid-andlatenineteenthcentury,theGrammar-TranslationMethodwasquestionedandrejectedinEuropeancountries.Inthemidnineteenthcentury,increasedopportunitiesforcommunicationamongEuropeanscreatedademandfororalproficiencyinforeignlanguages,butthepubliceducationsystem,thatissecondaryschools,wasseentobefailinginitsresponsibilities.

InGermany,England,France,newapproachestolanguageteachingweredevelopedbyindividuallanguageteachingspecialists.Eachofthemuseaspecificmethodforreformingtheteachingofmodernlanguages.

Marcel,Prendergast,Gouin

Educatorsrecognizedtheneedforspeakingproficiencyratherthanreadingcomprehension,grammar,orliteraryappreciationasthegoalofforeignlanguageprograms;thereareaninterestinhowchildrenlearnlanguages,whichpromptedattemptstodevelopteachingprinciplesfromobservationandreflectionsaboutchildlanguagelearning.ButtheideasandmethodsoftheseinnovatorssuchasMarcel,Prendergast,Gouinweredevelopedoutsidethecontextofestablishedcirclesofeducation,sotheirideasfailedtoreceivewidespreadsupportorattention.

Bytheendofthenineteenthcentury,teachersandlinguistsbegantowriteabouttheneedfornewapproachestolanguageteaching.ThiseffortbecameknownastheReformMovementinlanguageteaching.

Fromthe1880s,thedisciplineoflinguisticswasrevitalized.Phonetics—thescientificanalysisanddescriptionofthesoundsystemsoflanguages—wasestablished.Linguistsemphasizedthatspeech,ratherthanthewrittenwords,wastheprimaryformoflanguage.In1886,theInternationalPhoneticAssociationwasfounded,theInternationalPhoneticAlphabetwasdesigned.TheIPAwastousedtorecordaccuratelythesoundsofanylanguageinwrittenforms.Oneoftheearliestgoalsoftheassociationwastoimprovetheteachingofmodernlanguage.Itadvocated:

1、 studythespokenlanguage

2、 phonetictraining—toestablishgoodpronunciationhabits

3、 theuseofconversationtextsanddialogues

4、 grammaristaughtinductively

5、 teachingnewmeaningthroughestablishingassociationwithinthetargetlanguageratherthanbyestablishingassociationwiththemothertongue

Linguiststoobecameinterestedinthecontroversiesthatemergedaboutthebestwaytoteachforeignlanguages.HenrySweetthoughtthatteachingapproachesshouldbebasedonascientificanalysisoflanguageandastudyofpsychology.Hesetforthfourprinciplesforthedevelopmentofteachingmethod:

1、 selectcarefullywhatistobetaught

2、 imposinglimitsonwhatistobetaught

3、 arrangingwhatisbetaughtintermsofthefourskills

4、 gradingmaterialsfromsimpletocomplex

GermanscholarWelhemVieterstronglycriticizedtheinadequaciesofGrammar-TranslationMethodandstressedthevalueoftrainingteachersinthenewscienceofphonetics.Hearguedthattraininginphoneticswouldenableteacherstopronouncethelanguage