the 7 ELT Methodologies文档格式.docx

1、 The Audiolingual Method; Situational Language Teaching; Communicative Language Teaching; Total Physical Response; Talk-Based Language Teaching; Project-Based Learning. Note: The following points should be included in the summarization: the objectives （4%）, the roles of teacher, learner and the inst

2、ructional materials （6%）, and the advantages and disadvantages of the methodologies （10%）.1. Grammar Translation Method Objectives（1） To read and translate its literature（the ultimate purpose ）;（2） Understand the target language;（3） To help develop the students mind;（4） To gain a better understandin

3、g of the first languageLearner roles（1）The students first language is maintained as the reference system in the acquisition of the target language. （2）Students are required to memorize grammar rules in order to understand and manipulate morphology and syntax of the target language.（3）Students who ca

4、n translate from one language into another are considered successful language learners.Teacher roles（1）Grammar-Translation Method makes few demands on teachers.（2）The focus in classroom is teaching and practices of grammar of the target language.（3）Analysis, explanation and translation serve the pur

5、pose of mastering grammar rules. （4）Teachers use native language as the main medium of instruction. There is little use of the target language. （5）Sentence is the basic unit of language teaching and learning.（6）In the procedures of this method, teachers emphasize accuracy rather than fluency.The rol

6、e of instructional materialsTextbook is the main material in GTM. Teacher teaches grammar and words according the textbook.Advantages（1） In the Grammar-Translation Method, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated

7、sentences.（2） Understanding and manipulating the morphology and syntax develop students ability of analyzing and solving problems.（3） Analyzing and writing abilities are well trained because of the literary texts.（4） It makes few demands on teachers although it often creates frustration to students.

8、 Disadvantages（1） Overemphasis on translation, dependence on first language.（2） Too much emphasis on reading and writing, neglect of listening and speaking.（3） Not meeting the communicative and practical needs of the students.（4） Memorizing grammar rules and bilingual word lists cant motivate studen

9、ts to actively communicate in the target language2. The Audiolingual Method Brooks （1964） distinguishes between short-range and long-range objectives of an audiolingual program.（1） Short-range objectives: include training in listening comprehension, accurate pronunciation, recognition of speech symb

10、ols （e.g. vocabulary） as graphic signs on the printed page, and ability to reproduce these symbols in writing.These immediate objectives imply three others: first, control of the structures of sound, forminthe new language; second, acquaintance with vocabulary items ; And third, meaning, in terms of

11、 the significance these verbal symbols have for those who speak the language natively （Brooks1964: 113）.（2）Long-range objectives must be language as the native speaker uses it. There must be some knowledge of a second language as it is possessed by a true bilingualist .In accordance with behaviorist

12、 learning theory:（1）Learners can be directed by skilled training techniques to produce correct responses.（2） Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of learning.（3） Learners are not encouraged to start interaction, because

13、 this may lead to mistakes.（4）In the early stages, learners do not always understand the meaning of what they are repeating, but this is not seen as a drawback, for by listening to the teacher, imitating accurately, and responding to and performing controlled tasks they are learning a new form of ve

14、rbal behavior.In Audiolingualism, the teachers role is central and active, so it is a teacher-dominated method.（1） The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners performance. The audio-lingual method didnt focus on teaching

15、 vocabulary. Rather, the teacher drilled students in the use of grammar.（2） The teacher must keep the learners attentive by changing drills and choosing relevant situations to practice structures.（3）Failure to learn the language only from the improper application of the method, for example, from the

16、 teacher not providing sufficient practice or from the learner not memorizing the essential patterns and structures; but the method itself is never to blame. The teacher must do the following:1. Introduce, and sustain the learning of the four skills in this order: listening, speaking, reading and wr

17、iting.2. Model the various types of language behavior that the student is to learn.3. Teach spoken language in dialogue form.4. Direct choral response by all or parts of the class.5. Teach the use of structure through pattern practice.6. Guide the student in choosing and learning vocabulary.7. Show

18、how words relate to meaning in the target language8. Get the individual student to talk.9. Reward trials by the student in such a way that learning is reinforcedInstructional materials in the Audiolingual Method assist the teacher to develop language mastery in the learner.（1） A student textbook is

19、often not used in the elementary phases of a course where students are primarily listening, repeating, and responding. At this stage in learning, exposure to the printed word may distract students attention from the aural input.（2） The teacher has a teachers book that contains the structured sequenc

20、e of lessons to be followed and the dialogues, drills, and other practice activities. When textbooks and printed materials are introduced to the student, they provide the texts of dialogues and cues needed for drills and exercises.（3） Tape recorders and audiovisual equipment often have important rol

21、es. If the teacher is not a native speaker, the tape recorder provides accurate models for dialogues and drills.（4） A taped lesson may first present a dialogue for listening practice, allow for the student to repeat the dialogue sentence by sentence, and provide follow-up drills on grammar or pronun

22、ciation.Advantages （1） The first method to have a theory（2） Making language teaching possible to large groups of learners（3） Emphasizing sentence production, control over grammatical structures and development of oral ability（4） Developing simple techniques and making use of language lab（5） Developi

23、ng the separation of the language skillsDisadvantages （1） Weak basis of its theory（2） Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills（3） Learners having little control over their learning（4）teachers domination of the class（5） teacher-oriented m

24、aterials3. Situational Language TeachingObjectives （1） A practical command of the four basic skills of language, through structures.（2） Accuracy in both pronunciation and grammar.（3） Ability to respond quickly and accurately in speech situations.（4） Automatic control of basic structures and sentence

25、 patterns.Learner roles （1） In initial stages: listen, repeat, respond, no control, succumb to the teacher（2） Later: more active participation, initiating responses, asking questions Teacher roles （1） In the presentation stage: serves as a model, set up situations, model the new structures（2） Then:

26、become a skillful “conductor”, skillfully manipulate, and use questions, commands, other cues to elicit learners answers, set the pace（3） During the practice phase: lookout grammatical and structural errors, organize reviewSituational Language Teaching is dependent upon both a textbook and visual ai

27、ds. The textbook contains tightly organized lessons planned around different grammatical structures. Visual aids may be produced by the teacher or may be commercially produced; they consist of wall charts, flashcard, picture, stick figures, and so on. The visual element together with a carefully gra

28、mmatical syllabus is a crucial aspect of Situation Language Teaching, hence the importance of the textbook. Although Situational Language Teaching was developed during the 1930s, it still attracts the interest of the teachers. Its strong emphasis on oral practice, grammar and sentence patterns confo

29、rm to the intuitions of many practically oriented classroom teachers.The views of language and language learning underlying Situational Language Teaching were called into question. Chomsky （1957） showed that the structural approaches to language do not account for the fundamental characteristic of l

30、anguage namely the creativity and uniqueness of individual sentences. Children do not acquire their mother tongue through repetition and habit formation. There must be, however, an innate predisposition that leads them to a certain kind of linguistic competence.4. Communicative Language TeachingA co

31、mmunicative approach assumes that language teaching will reflect the particular needs of the target learners. These needs may be in the domains of four skills, each of which approached from a communicative perspective. Piepho （1981） summarizes the following levels of objectives, applicable to any teaching situation:（1） An integrative and content level （language as a means of expression）;（2） A linguistic and instrumental level （lan