语言教学的流派第二版自己整理的笔记.docx
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语言教学的流派第二版自己整理的笔记.docx
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第一章Abriefhistoryoflanguageteaching
第二章Thenatureofapproachesandmethods
前两章很简单,详见前面中文导读
第三章Theoralapproachandsituationallanguageteaching
Theoralapproach(situationallanguageteaching)isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.
一、Background
1.TwooftheleaderswereHaroldpalmerandA.S.Hornby.
2.Vocabularycontrol
3.Grammarcontrol
二、TheOralApproachandSituationalLanguageTeaching
Themaincharacteristicsoftheapproachwereasfollows:
1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.
2.Thetargetlanguageisthelanguageoftheclassroom.
3.Newlanguagepointsareintroducedandpracticedsituationally.
4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.
5.Itemsofgrammararegradedbytheircomplexity.
6.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.
三、Approach
1、Theoryoflanguage
atypeofBritish“structuralism”.
Onedistinctivefeature:
structuresmustbelinkedtosituationsinwhichtheycouldbeused
Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.
2、Theoryoflearning
atypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)
(1).Languagelearningashabitformation
(2).Aninductiveapproachisusedtotheteachingofgrammar
(3).Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.
四、Design
1、Objectives:
(1).Practicalcommandofthefourbasicskillsoflanguage
(2).Accuracyinbothpronunciationandgrammarisregardedascrucial.
(3).Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.
(4).Writingderivesfromspeech.
2、Thesyllabus
(1)Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns
(2)Situation:
themannerofpresentingandpracticingsentencepatterns
3、Typesoflearningandteachingactivities
(1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns
(2)Situation:
theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures
(3)Practicetechniques:
guidedrepetition,substitutionactivities,pairpractice
4、Learnerroles
(1)Listen,repeatandrespondstoquestionsandcommands
(2)Havenocontroloverthecontentoflearning
5、Teacherroles
Threefold:
amodel、askillfulmanipulator、onthelookoutforerrors
Theteacherisessentialtothesuccessofthemethod.
6、Theroleofinstructionalmaterials
(1)Textbook:
containsorganizedlessons
(2)Visualaids:
consistsofwallcharts,flashcards,pictures,stickfigures
Theteacherisexpectedtobethemasterofhistextbook.
五、Procedure
Aim:
tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentence
patternstotheirautomaticuseinspeech,readingandwriting.
Theteachingofastructure:
fourparts
Pronunciation
Revision(topreparefornewworkifnecessary)
Presentationofnewstructureorvocabulary
Oralpractice(drilling)
Readingofmaterialonthenewstructure,orwrittenexercises
Thesequenceofactivities:
Listeningpractice
Choralimitation
Individualimitation
Isolation
Buildinguptoanewmodel
Elicitation
Substitutiondrilling
Question-answerdrilling
Correction
第四章TheAudiolingualMethod
Itisamethodofforeignorsecondlanguageteachingwhich(a)emphasizestheteachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesanddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.
一、Background
Thecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.
情境法与听说法的异同
Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.
1.Theorderinwhichlanguageskillsareintroduced
2.Focusonaccuracythroughdrillandpracticeinthebasicstructures
3.Sectencepatternsofthetargetlanguage
However,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.
二、Approach
1、Theoryoflanguage
Structurallinguistics(1950s):
areactio
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