《语言教学流派第二版》自己整理笔记.docx

1、语言教学流派第二版自己整理笔记第一章 A brief history of language teaching第二章 The nature of approaches and methods前两章很简单，详见前面中文导读第三章 The oral approach and situational language teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation ar

2、e used and new teaching points are presented and practiced through meaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control 3. Grammar control 二、The Oral Approach and Situational Language Teaching The main characteristics of the

3、approach were as follows:1. Language teaching begins with the spoken language. Material is taught orally.2. The target language is the language of the classroom.3. New language points are introduced and practiced situationally.4. Vocabulary selection procedures are followed to ensure that an essenti

4、al general service vocabulary is covered.5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. 三、Approach1、 Theory of language a type of British “structuralism”. One distinctive feature: structures mus

5、t be linked to situations in which they could be used Language was viewed as purposeful activity related to goals and situations in the real world.2、Theory of learninga type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation (2).An i

6、nductive approach is used to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design1、Objectives: (1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded

7、 as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.2、The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、Types of l

8、earning and teaching activities(1) SLT employs a situational approach to presenting new sentence patterns and a drill-based manner to practicing the new sentence patterns (2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques

9、: guided repetition, substitution activities, pair practice 4、Learner roles(1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning 5、Teacher rolesThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the succ

10、ess of the method.6、The role of instructional materials(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook. 五、ProcedureAim: to move from controlled to freer practice of structures

11、and from oral use of sentence patterns to their automatic use in speech, reading and writing. The teaching of a structure: four parts PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structu

12、re, or written exercisesThe sequence of activities:Listening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章 The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emp

13、hasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills. (c) discourages use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the United State

14、s, and has been widely used in many other parts of the world.一、BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.情境法与听说法的异同There are many similarities between situational language teaching

15、 and audiolingualism.1. The order in which language skills are introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, situational language teaching was a development of the earlier Direct Method and does not have the stron

16、g ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.二、Approach1、Theory of language Structural linguistics (1950