Language teaching methods.docx
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Language teaching methods.docx
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Languageteachingmethods
Languageteachingmethods
Languageeducationmaytakeplaceasageneralschoolsubjectorinaspecializedlanguageschool.Therearemanymethodsofteachinglanguages.Somehavefallenintorelativeobscurityandothersarewidelyused;stillothershaveasmallfollowing,butofferusefulinsights.
Whilesometimesconfused,theterms"approach","method"and"technique"arehierarchicalconcepts.Anapproachisasetofcorrelativeassumptionsaboutthenatureoflanguageandlanguagelearning,butdoesnotinvolveprocedureorprovideanydetailsabouthowsuchassumptionsshouldtranslateintotheclassroomsetting.Suchcanberelatedtosecondlanguageacquisitiontheory.
Therearethreeprincipalviewsatthislevel
1.Thestructuralviewtreatslanguageasasystemofstructurallyrelatedelementstocodemeaning(e.g.grammar).
2.Thefunctionalviewseeslanguageasavehicletoexpressoraccomplishacertainfunction,suchasrequestingsomething.
3.Theinteractiveviewseeslanguageasavehicleforthecreationandmaintenanceofsocialrelations,focusingonpatternsofmoves,acts,negotiationandinteractionfoundinconversationalexchanges.Thisviewhasbeenfairlydominantsincethe1980s.[1]
Amethodisaplanforpresentingthelanguagematerialtobelearnedandshouldbebaseduponaselectedapproach.Inorderforanapproachtobetranslatedintoamethod,aninstructionalsystemmustbedesignedconsideringtheobjectivesoftheteaching/learning,howthecontentistobeselectedandorganized,thetypesoftaskstobeperformed,therolesofstudentsandtherolesofteachers.Atechniqueisaveryspecific,concretestratagemortrickdesignedtoaccomplishanimmediateobjective.Sucharederivedfromthecontrollingmethod,andless-directly,withtheapproach.[1]
Grammar-translationmethod
Mainarticle:
Grammartranslation
Thegrammartranslationmethodinstructsstudentsingrammar,andprovidesvocabularywithdirecttranslationstomemorize.ItwasthepredominantmethodinEuropeinthe19thcentury.Mostinstructorsnowacknowledgethatthismethodisineffectivebyitself.[citationneeded]Itisnowmostcommonlyusedinthetraditionalinstructionoftheclassicallanguages,howeveritremainsthemostcommonlypracticedmethodofEnglishteachinginJapan.[citationneeded]
Atschool,theteachingofgrammarconsistsofaprocessoftrainingintherulesofalanguagewhichmustmakeitpossibletoallthestudentstocorrectlyexpresstheiropinion,tounderstandtheremarkswhichareaddressedtothemandtoanalyzethetextswhichtheyread.Theobjectiveisthatbythetimetheyleavecollege,thepupilcontrolsthetoolsofthelanguagewhicharethevocabulary,grammarandtheorthography,tobeabletoread,understandandwritetextsinvariouscontexts.Theteachingofgrammarexaminestexts,anddevelopsawarenessthatlanguageconstitutesasystemwhichcanbeanalyzed.Thisknowledgeisacquiredgradually,bytraversingthefactsoflanguageandthesyntacticmechanisms,goingfromsimplesttothemostcomplex.Theexercisesaccordingtotheprogramofthecoursemustuntiringlybepracticedtoallowtheassimilationoftherulesstatedinthecourse.[citationneeded]Thatsupposesthattheteachercorrectstheexercises.Thepupilcanfollowhisprogressinpracticingthelanguagebycomparinghisresults.Thuscanheadaptthegrammaticalrulesandcontrollittlebylittletheinternallogicofthesyntacticsystem.Thegrammaticalanalysisofsentencesconstitutestheobjectiveoftheteachingofgrammarattheschool.Itspracticemakesitpossibletorecognizeatextasacoherentwholeandconditionsthetrainingofaforeignlanguage.Grammaticalterminologyservesthisobjective.Grammarmakesitpossibleforeachonetounderstandhowthemothertonguefunctions,inordertogivehimthecapacitytocommunicateitsthought.
Audio-lingualmethod
Theaudio-lingualmethodwasdevelopedintheUSAaroundWorldWarIIwhengovernmentsrealizedthattheyneededmorepeoplewhocouldconductconversationsfluentlyinavarietyoflanguages,workasinterpreters,code-roomassistants,andtranslators.However,sinceforeignlanguageinstructioninthatcountrywasheavilyfocusedonreadinginstruction,notextbooks,othermaterialsorcoursesexistedatthetime,sonewmethodsandmaterialshadtobedevised.Forexample,theU.S.ArmySpecializedTrainingProgramcreatedintensiveprogramsbasedonthetechniquesLeonardBloomfieldandotherlinguistsdevisedforNativeAmericanlanguages,wherestudentsinteractedintensivelywithnativespeakersandalinguistinguidedconversationsdesignedtodecodeitsbasicgrammarandlearnthevocabulary.This"informantmethod"hadgreatsuccesswithitssmallclasssizesandmotivatedlearners.[1]
TheU.S.ArmySpecializedTrainingProgramonlylastedafewyears,butitgainedalotofattentionfromthepopularpressandtheacademiccommunity.CharlesFriessetupthefirstEnglishLanguageInstituteattheUniversityofMichigan,totrainEnglishasasecondorforeignlanguageteachers.SimilarprogramswerecreatedlateratGeorgetownUniversity,UniversityofTexasamongothersbasedonthemethodsandtechniquesusedbythemilitary.ThedevelopingmethodhadmuchincommonwiththeBritishoralapproachalthoughthetwodevelopedindependently.Themaindifferencewasthedevelopingaudio-lingualmethodsallegiancetostructurallinguistics,focusingongrammarandcontrastiveanalysistofinddifferencesbetweenthestudent'snativelanguageandthetargetlanguageinordertopreparespecificmaterialstoaddresspotentialproblems.Thesematerialsstronglyemphasizeddrillasawaytoavoidoreliminatetheseproblems.[1]
Thisfirstversionofthemethodwasoriginallycalledtheoralmethod,theaural-oralmethodorthestructuralapproach.Theaudio-lingualmethodtrulybegantotakeshapeneartheendofthe1950s,thistimeduegovernmentpressureresultingfromthespacerace.Coursesandtechniqueswereredesignedtoaddinsightsfrombehavioristpsychologytothestructurallinguisticsandconstructiveanalysisalreadybeingused.Underthismethod,studentslistentoorviewrecordingsoflanguagemodelsactinginsituations.Studentspracticewithavarietyofdrills,andtheinstructoremphasizestheuseofthetargetlanguageatalltimes.Theideaisthatbyreinforcing'correct'behaviors,studentswillmakethemintohabits.[1]
ThetypicalstructureofachapteremployingtheAudio-Lingual-Method(ALM—andtherewasevenatextbookentitledALM[1963])wasusuallystandardizedasfollows:
1.Firstitemwasadialogintheforeignlanguage(FL)tobememorizedbythestudent.Theteacherwouldgooveritthedaybefore.2.TherewerethenquestionsintheFLaboutthedialogtobeansweredbythestudent(s)inthetargetlanguage.3.Oftenabriefintroductiontothegrammarofthechapterwasnext,includingtheverb(s)andconjugations.4.Themainstayofthechapterwas"patternpractice,"whichweredrillsexpecting"automatic"responsesfromthestudent(s)asanoun,verbconjugation,oragreeingadjectivewastobeinsertedintheblankinthetext(orduringtheteacher'spause).Theteachercouldhavethestudentusethebookornotuseit,relativetohowhomeworkwasassigned.Dependingontime,theclasscouldrespondasachorus,ortheteachercouldpickindividualstorespond.Itwasreallyasortof"mimicry-memorization."Anditwas"JulianDakinin'TheLanguageLaboratoryandLanguageLearning'(Longman1973)whocoinedthephrase'meaninglessdrills'todescribepatternpracticeofthekindinspiredbytheaboveideas."5.Therewasavocabularylist,sometimeswithtranslationstothemothertongue.6.Thechapterusuallyendedwithashortreadingexercise.
Duetoweaknessesinperformance,[2]andmoreimportantlybecauseofNoamChomsky'stheoreticalattackonlanguagelearningasasetofhabits,audio-lingualmethodsarerarelytheprimarymethodofinstructiontoday.However,elementsofthemethodstillsurviveinmanytextbooks.[1]
Proprioceptivelanguagelearningmethod
Theproprioceptivelanguagelearningmethod(commonlycalledtheFeedbacktrainingmethod)emphasizessimultaneousdevelopmentofcognitive,motor,neurological,andhearingasallpartofacomprehensivelanguagelearningprocess.Lessondevelopmentisasconcernedwiththetrainingofthemotorandneurologicalfunctionsofspeechasitiswithcognitive(memory)functions.Itfurtheremphasizesthattrainingofeachpartofthespeechprocessmustbesimultaneous.Theproprioceptivemethod,therefore,emphasizesspokenlanguagetraining,andisprimarilyusedbythosewantingtoperfecttheirspeakingabilityinatargetlanguage.
Theproprioceptivemethodbasesitsmethodologyonaspeechpathologymodel.Itstressesthatmerevocabularyandgrammarmemoryisnotthesolerequirementforspokenlanguagefluency,butthatthemindreceivesreal-timefeedbackfrombothhearingandneurologicalreceptorsofthemouthandrelatedorgansinordertoconstantlyregulatethestoreofvocabularyandgrammarmemoryinthemindduringspeech.
Foroptimumeffectiveness,itmaintainsthateachofthecomponentsofsecondlanguageacquisitionmustbeencounteredsimultaneously.Itthereforeadvocatesthatallmemoryfunctions,allmotorfunctionsandtheirneurologicalreceptors,andallfeedbackfromboththemouthandearsmustoccuratexactlythesamemomentintimeoftheinstruction.Thus,accordingtotheproprioceptivemethod,"allstudentparticipationmustbedoneatfullspeakingvolume".Further,inordertotrainmemory,afterinitialacquaintancewiththesentencesbeingrepeated,"allverballanguagedrillsmustbedoneasarespon
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