语言教学的流派课程教案Word格式.docx

1、passage translation（英译汉） 教材介绍： 20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。Approaches and Methods in Language Teaching Approach and method Language te

2、aching - second language teaching or foreign language teaching This book is a book on the history of language teaching, but its more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avo

3、ided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforwa

4、rd introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their jud

5、gments and decisions.第一章 A brief history of language teaching 外语教学简史 本章主要介绍20世纪以前的外语教学简史通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。 在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）和 The Direct Method（直接法）第二章 The nature of approaches and methods in language teaching 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

6、框架（framework）。在这个框架中，教学法包括三个部分： Approach（理论）：语言理论和学习理论 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 Procedure（教学步骤） This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particula

7、r language teaching methods and philosophies.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 The Oral Approach and Situational Language Teaching 口语法和情景法第四章 The Audiolingual method 听说法第五章 Communicative Language Teaching 交际法第六章 Total Physical Response 全身反应法第七章 The Silent Way 沉默法第八章 Community Language Lea

8、rning 社团学习法第九章 The Natural Approach 自然法第十章 Suggestopedia 暗示法Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter. Where a method or approach has no a

9、cknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.第十一章 教学法的比较和评估 这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。 This

10、chapter examines methods from a broader framework and present a curriculum-development perspective on methodology. A brief history of language teaching 外语教学简史This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods.

11、 Changes in language teaching methods throughout history have reflected a. Recognition of changes in the kind of proficiency learners need （oral proficiency or reading comprehension） b. Changes in theories of the nature of language and of language learning.一、500年前：1、拉丁语的地位2、拉丁语的教学法3、the decline of L

12、atin 4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法这种方法就是The Grammar-Translation Method二、The Grammar-Translation Method 1、对这种方法的评价 2、这种教学法的主要特点：7点 the goal of foreign language learning reading and writing/speaking and listening vocabulary selection sentence accuracy grammar the students native languag

13、e 3、对这种教学法的批评三、Language teaching innovations in the 19th century1、Increased opportunities for communication: oral proficiency 2、Individual language teaching specialists:C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus”F.Gouin: “series”四、

14、The Reform Movement 1、语言学的发展：The International Phonetic Association（1886年）2、Reformer 的观点Henry Sweet: The Practical Study of Languages （1899年）Wilhelm Vietor: Language Teaching Must Start Afresh共同的观点：6点the spoken languagephoneticshear the language firstwords and sentencesthe rules of grammartranslatio

15、n 3、natural methods 的兴起，其中一种就是众所周知的Direct Method五、The Direct Method 倡导者：Gouin ；Sauveurfoundation: natural language learning principles Berlitz Method :principles and proceduresguidelines3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？ the goals of language teaching the basi

16、c nature of language the selection of language content principles of organization, sequencing and presentation the role of the native language process best teaching techniques and activities and circumstances Particular methods differ in the way they address these issues. We need to present a model

17、for the description, analysis, and comparison of methods. Question for discussion:从语法翻译法到直接法，有了哪一些进步？500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead l

18、anguage. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences. In eig

19、hteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin. Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were

20、constructed to show the grammar rules and had no relation to the language of real communication. By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method. What were

21、the principal characteristics of Grammar-Translation Method? the goal of foreign language study is to learn a language in order to read its literature or in order to benefit form the mental discipline and intellectual development that result from foreign language study. Reading and writing are the m

22、ajor focus. Vocabulary selection is based solely on the reading texts, and words are taught through bilingual word list, dictionary study, and memorization. The sentence is the basic unit of teaching and language practice. This focus on the sentence is a distinctive feature of the method. Accuracy i

23、s emphasized.6、 Grammar is taught deductively-by presentation and study of grammar rules, which are then practiced through translation exercises.7、 The students native language is the medium of instruction.Explain new items and make comparisons between the two languages.The goalHow to teach words?Ho

24、w to teach grammar?What is emphasized?The role of the sentenceThe role of native language In the mid- and late nineteenth century, the Grammar-Translation Method was questioned and rejected in European countries. In the mid nineteenth century, increased opportunities for communication among European

25、s created a demand for oral proficiency in foreign languages, but the public education system, that is secondary schools, was seen to be failing in its responsibilities. In Germany, England, France, new approaches to language teaching were developed by individual language teaching specialists. Each

26、of them use a specific method for reforming the teaching of modern languages. Marcel, Prendergast, Gouin Educators recognized the need for speaking proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; there are an interest in how

27、children learn languages, which prompted attempts to develop teaching principles from observation and reflections about child language learning. But the ideas and methods of these innovators such as Marcel, Prendergast, Gouin were developed outside the context of established circles of education, so

28、 their ideas failed to receive widespread support or attention. By the end of the nineteenth century, teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement in language teaching. From the 1880s, the discipline of

29、linguistics was revitalized. Phoneticsthe scientific analysis and description of the sound systems of languageswas established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founded, the Internat

30、ional Phonetic Alphabet was designed. The IPA was to used to record accurately the sounds of any language in written forms. One of the earliest goals of the association was to improve the teaching of modern language. It advocated: study the spoken language phonetic trainingto establish good pronunciation habits the use of conversation texts and dialogues grammar is taught inductively teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongueLingui