《语言教学的流派第二版》自己整理的笔记Word格式.docx

1、1、 Theory of language a type of British “structuralism”. One distinctive feature: structures must 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

2、theory（three processes in learning a language）（1）. Language learning as habit formation （2）.An inductive 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

3、 of the four basic skills of language（2）. Accuracy in both pronunciation and grammar is regarded 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 sente

4、nce patterns（2） Situation: the manner of presenting and practicing sentence patterns3、Types of learning 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 the use of concrete objects, pict

5、ures and realia, which together with actions and gestures （3） Practice techniques: 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 s

6、killful manipulator、on the lookout for errorsThe teacher is essential to the success 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 t

7、extbook. 五、ProcedureAim: to move from controlled to freer practice of structures 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 stru

8、cture or vocabularyOral practice （drilling）Reading of material on the new structure, or written exercisesThe sequence of activities:Listening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章 The Audio

9、lingual MethodIt is a method of foreign or second language teaching which （a） emphasizes 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 audioli

10、ngual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely used in many other parts of the world.The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.情境法与听说

11、法的异同There are many similarities between situational language teaching 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

12、 development of the earlier Direct Method and does not have the strong 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 dev

13、elopment from quite different traditions.二、Approach1、Theory of language Structural linguistics （1950s）: a reaction to traditional grammarThe primary medium of language is oral: speech is language.2、Theory of learning Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign langu

14、age learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.3. Analogy provides a better foundation for language learning than an

15、alysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design1、ObjectivesShort-range objectives：Listening comprehension、accurate pronunciation, reading compr

16、ehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, spe

17、aking, reading, writingDialogues Drills -Various kinds of drills : repetition, inflection, replacement4、Learner roles Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little control 5、Teachers rolesCentral and activeModels the target lan

18、guageControls the direction and pace of learningMonitors and corrects the learners performanceTextbookTape recorders and audiovisual equipment 四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt （ Brook）3、In a typical audiolingual lesson

19、the following procedures will be observed:a. Recognition;b. Imitation and repetition c. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of expect

20、ation.2、the theoretical attack: Noam Chomskys theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jose

21、State University, California. 1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach 5、a tradition: the use of physical actions to teach a foreign language at an introductor

22、y levelstructuralist or grammar-based views of languagedetailed cognitive map （abstractions and nonabstractions）the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent of the views of behavioral psychology: a stimulus-response view Learning h

23、ypotheses （ to facilitate or inhibit foreign language learning ）According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning and should ref

24、lect the same naturalistic processes. 2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally and effortlessly out of it. 4. Adults should use right-brain motor activities, while the left hemisphere watches and learns. The general obj

25、ectives: to teach oral proficiency at a beginning levelSpecific instructional objectives are not elaborated.2、The syllabus:Be inferred from an analysis of the exercise types employed in TPR classesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global me

26、aning of language and the finer details of its organization Imperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activitiesA primary role : listener and performer Have little influence over the contentMonitor and evaluate th

27、eir own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations （supporting materials）四、Procedure Ashers account of a course:Revie