语言教学的流派自己整理的笔记.docx

1、语言教学的流派自己整理的笔记第三章 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 are used and new teaching points are presented and practiced through meaningful situation-based ac

2、tivities.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 approach were as follows:1. Language teaching begins with the spoken language. Material is taugh

3、t 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 essential general service vocabulary is covered.5. Items of grammar are graded by their complexity.6. R

4、eading 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 must be linked to situations in which they could be used Language was viewed as purposeful activity

5、 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 inductive approach is used to the teaching of grammar(3).The same processed are thought to occur

6、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 as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4).

7、 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 learning and teaching activities(1) SLT employs a situational approach to presenting new sentence

8、 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: guided repetition, substitution activities, pair practice 4、Learner roles(1) Listen, repeat an

9、d 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 success of the method.6、The role of instructional materials(1)Textbook: contains organized lessons(2

10、)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 and from oral use of sentence patterns to their automatic use in speech, reading and writing. Th

11、e 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 structure, or written exercisesThe sequence of activities:Listening practiceChoral imitationIndividual

12、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) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and

13、 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 States, and has been widely used in many other parts of the world.一、BackgroundThe combination of stru

14、ctural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.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 lear

15、ning Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language 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 se

16、en in written form.3. Analogy provides a better foundation for language learning than analysis. 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、Object

17、ivesShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers have2、The syllabusA linguistic syllabus: phonology, morph

18、ology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writing3、Types of learning and teaching activitiesDialogues Drills -Various kinds of drills : repetition, inflection, replacement4、Learner roles Organisms that can be directed by ski

19、lled training techniques to produce correct responsesa reactive role, have little control 5、Teachers rolesCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners performance6、The role of instructional materialsTextbookTape recorders a

20、nd 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 the following procedures will be observed: a. Recognition; b. Imitation and repetition c. Patterns drill: d. Follow-up

21、 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 expectation.2、the theoretical attack: Noam Chomskys theory of transformational grammar情境法与听说法的异同There are many similariti

22、es 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 development of the earlier D

23、irect 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 development from quite different

24、 traditions.第五章 Communicative Language Teaching又称：功能意念法（ The Functional-Notional Approach ）The CLT is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. Teaching materials used with the Communicative approach often teac

25、h the language needed to express and understand different kinds of functions. The approach follows a National syllabus and emphasizes the processes of communication to get information, and using language for social interaction with other people. 一、BackgroundThe origins of the CLT are to be found in

26、the changes in the British language teaching tradition dating from the late 1960s. In the late sixties, the current SLT was questioned. British applied linguistics began to emphasize the fundamental dimension of language teaching at that time- the functional and communicative potential of language.

27、Scholars argued for focus in language teaching on communicative proficiency rather than on mere mastery of structures. 二、Approach 1、Theory of languageThe functional view of language is the primary one behind the communicative method. language as communicationThe characteristics of the communicative

28、view of language 1. Language is a system for the expression of meaning.2. The primary function of language is for interaction and communication.3. The structure of language reflects its funciational and communicative uses.4. The primary units of language are not merely its grammatical and structural

29、 features, but categories of functional and communicative meaning as exemplified in discourse. 2、Theory of learning Elements of an underlying learning theory: communication principle, task principle, meaningfulness principle三、Design 1、ObjectivesPiephos discussion (general objectives)1.an integrative

30、 and content level(language as a means of expression)2.an linguistic and instrumental level(language as a semiotic system and an object of learning)3.an affective level of interpersonal relationships and conduct(language as a means of expressing values and judgments about oneself and others.)4.a lev

31、el of individual learning needs(remedial learning based on error analysis)5.a general educational level of extra-linguistic goals(language learning within the school curriculum)No defined particular objectives2、The syllabusNotional syllabus which specified the semantic-grammatical categories and the

32、 categories of communicative function that learners need to express.3、Types of learning and teaching activitiesClassroom activities are unlimited.Littlewood (functional communication activities and social interaction activities)1. Functional communication activities: ones aimed at developing certain language skills and functions, but which involve communication, and2. Social