《語言教學(xué)的流派》課程教（學(xué)）案

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1、 《語言教學(xué)的流派》課程教案 Approaches and Methods in Language Teaching 1、? Approach and method 2、? Language teaching --- second language teaching or foreign language teaching This book is a book on the history of language teaching, but it’s more than that. According to the a

2、uthors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided 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

3、 to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward 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 t

4、o enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions. 第一章?????? A brief history of language teaching 外語教學(xué)簡史 在這章中，我們將了解兩種傳統(tǒng)的教學(xué)法：The Grammar-Translation Method 〔語法翻譯法〕和 The Direct Method〔直接法〕

5、 第二章?????? The nature of approaches and methods in language teaching 外語教學(xué)法理論與方法的性質(zhì) 本章為以后的分析立下了一個根本的理論分析框架(framework)。在這個框架中，教學(xué)法包括三個局部： 1、? Approach〔理論〕：語言理論和學(xué)習(xí)理論 2、? Design〔設(shè)計〕：教學(xué)目的、大綱、教學(xué)活動形式、學(xué)生角色、教師角色、教材的作用 3、? Procedure〔教學(xué)步驟〕 This chapter will present a model for the description, analysis, a

6、nd comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies. 第三章至第十章是根據(jù)第二章中所立的根本理論分析框架對八派語言教學(xué)法進(jìn)展描述和分析。 第三章?????? The Oral Approach and Situational Language Teaching 口語法和情景法 第四章?????? The Au

7、diolingual method 聽說法 第五章?????? Communicative Language Teaching 交際法 第六章?????? Total Physical Response 全身反響法 第七章?????? The Silent Way 沉默法 第八章?????? Community Language Learning 社團學(xué)習(xí)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 a

8、cknowledged 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 acknowledged ties to established second or foreign language teaching practice, historical perspective is

9、not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions. 第一章?? A brief history of language teaching 外語教學(xué)簡史 This chapter provides a background for discussion of contemporary methods and suggests the issues w

10、e will refer to in analyzing these methods. 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

11、 the nature of language and of language learning. 一、500年前： 1、拉丁語的地位 2、拉丁語的教學(xué)法 3、the decline of Latin 4、受拉丁語教學(xué)法影響的modern language〔如英語、德語、法語等等〕的教學(xué)法 這種方法就是The Grammar-Translation Method 二、The Grammar-Translation Method 1、對這種方法的評價 2、這種教學(xué)法的主要特點：7點 the goal of foreign language learning

12、 reading and writing/speaking and listening vocabulary selection sentence accuracy grammar the student’s native language 3、對這種教學(xué)法的批評 三、Language teaching innovations in the 19th century 1、Increased opportunities for communication: oral proficiency 2、Individual language t

13、eaching specialists: C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus〞 F.Gouin: “series〞 四、The Reform Movement 1、語言學(xué)的開展：The International Phonetic Association〔1886年〕 2、Reformer 的觀點 Henry Sweet: The Practical Study of Languages〔

14、1899年〕 Wilhelm Vietor: Language Teaching Must Start Afresh 共同的觀點：6點 the spoken language phonetics hear the language first words and sentences the rules of grammar translation 3、natural methods 的興起，其中一種就是眾所周知的Direct Method 五、The Direct Method 1、? 倡導(dǎo)者：Gouin ；Sauveur foundation: natural

15、language learning principles 2、? Berlitz Method : principles and procedures guidelines 3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？ the goals of language teaching the basic nature of language the selection of language content principles of organization,

16、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 for the description, analysis, and comparison of methods. Question fo

17、r discussion: 從語法翻譯法到直接法，有了哪一些進(jìn)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 language. Children enter grammar school to learn Latin in order t

18、o 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 eighteenth century, “modern〞 languages such as English, French a

19、nd 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 constructed to show the grammar rules and had no relation to

20、 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 the principal characteristics of Grammar-Translation Meth

21、od? 1、? 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. 2、? Reading and writing are the major focus. 3、? Vocabulary selection is based

22、solely on the reading texts, and words are taught through bilingual word list, dictionary study, and memorization. 4、? The sentence is the basic unit of teaching and language practice. This focus on the sentence is a distinctive feature of the method. 5、? Accuracy is emphasized. 6、? Grammar is ta

23、ught deductively---by presentation and study of grammar rules, which are then practiced through translation exercises. 7、? The student’s native language is the medium of instruction. Explain new items and make comparisons between the two languages. The goal How to teach words? How to teach gr

24、ammar? What is emphasized? The role of the sentence The 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 Europeans

25、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

27、 how 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 educati

28、on, so 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 disc

29、ipline of linguistics was revitalized. Phonetics—the scientific analysis and description of the sound systems of languages—was established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founde

30、d, the International 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: 1、? study the spoken language 2、? phonetic traini

31、ng—to establish good pronunciation habits 3、? the use of conversation texts and dialogues 4、? grammar is taught inductively 5、? teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongue Linguists too became int

32、erested in the controversies that emerged about the best way to teach foreign languages. Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology. He set forth four principles for the development of teaching method: 1、? select car

33、efully what is to be taught 2、? imposing limits on what is to be taught 3、? arranging what is be taught in terms of the four skills 4、? grading materials from simple to complex German scholar Welhem Vieter strongly criticized the inadequacies of Grammar-Translation Method and stressed the value

34、of training teachers in the new science of phonetics. He argued that training in phonetics would enable teachers to pronounce the language accurately. In his opinions, speech patterns, rather than grammar, were the fundamental elements of language. Although the reformers in the late nineteenth ce

35、ntury often differed in the specific procedures they advocated for teaching a language, in general they believed that: 1、? the spoken language is primary, methodology should be oral-based 2、? phonetics should be applied to teaching and to teacher training 3、? listening first 4、? words should be

36、presented in sentences, sentences should be practiced in meaningful context 5、? grammar should be taught inductively 6、? no translation These principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of appli

37、ed linguistics-----that branch of language study concerned with the scientific study of second or foreign language teaching and learning. And at the same time, there was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen

38、in first language acquisition. This led to natural methods and the development of what came be known as the Direct Method. In fact at various times through the history of language teaching, attempts have been made to make second language learning more like first language learning. Montaigne descr

39、ibed how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne’s father wanted his son to speak Latin well. In the nineteenth century, L. Sauveur used intensive oral interaction in the target language, employing questions as a way of

40、presenting and eliciting language. His method was refered to as the Natural Method. Sauveur argued that a foreign language could be taught without translation, or the use of the learner’s native tongue, if meaning was conveyed directly through demonstration and action. In 1884, the German scholar

41、Franke wrote on a monolingual approach to teaching. According to Franke, a language could best be taught by using it actively in the classroom. Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use

42、 of the foreign language in the classroom. Learners are able to induce rules of grammar. The teacher replace the textbook in the early stages of learning. Known words would be used to teach new words, using demonstration and pictures. Direct Method was the most widely known of the natural methods

43、. It was officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. In face, Berlitz referred to the method in his schools as the Berlitz Method. Prin

44、ciples and procedures: 1、? target language only 2、? everyday vocabulary and sentences were taught 3、? oral communication skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes 4、? grammar was

45、 taught inductively 5、? new teaching points were introduced orally. 6、? Concrete vocabulary and abstract vocabulary 7、? Speech and listening comprehension 8、? Correct pronunciation and grammar were emphasized Guidelines for teaching oral language in contemporary Berlitz schools. The Direct Me

46、thod was quite successful in private schools because of the high motivation of paying clients and the use of native-speaking teachers. But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the pr

47、actical realities of the classroom. Also, it lacked a sound basis in applied linguistic theory, and for this reason it was often criticized by the reformers of the Reform Movement. It required teachers who were native speakers or had native-like fluency in the foreign language. It was largely depe

48、ndent on the teacher’s skills, and not all teachers were proficient enough in the foreign language. Critics also pointed out that sometime a simple brief explanation in the students native tongue would have been a more efficient way to comprehension. By the 1920s, use of the Direct Method in nonco

49、mmercial schools in Europe has declined. In France and Germany it was modified into versions that combined some Direct Method techniques with more controlled grammar-based activities. A study begun in 1923 on the state of foreign language teaching concluded that no single method could guarantee suc

50、cessful results. The goal of trying to teach conversation skills was considered impractical in view of the restricted time available for foreign language teaching in schools, the limited skills of teachers, and the perceived irrelevance of conversation skills in a foreign language for the average A

51、merican college student. The study—published as the Coleman Report—advocated that a more reasonable goal for a foreign language course would be a reading knowledge of a foreign language, achieved through the gradual introduction of words and grammatical structures in simple reading texts. The ma

52、in result of this recommendation was that reading became the goal of most foreign language programs in the United States. To British applied linguist Henry Sweet, the Direct Method offered innovations at the lever of teaching procedures but lacked a thorough methodological basis. Its main focus w

53、as on the exclusive use of the target language in the classroom, but it failed to address many issues that Sweet thought more basic. In 1920s and 1930s applied linguists systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the Britis

54、h approach to teaching English as a foreign language. Subsequent developments led to Audiolingualism in the United Stated and the Oral Approach or Situational Language Teaching in Britain. We have seen from this historical survey some of the questions that prompted innovations and new directio

55、ns in language teaching in the past: 1、What should the goal of language teaching be? Conversational proficiency, reading, translation, or some other skills 2、What is the basic nature of language? 3、What are the principles for the selection of language content? 4、What principles of organiza

56、tion, sequencing, and presentation best facilitate learning? 5、What should the role of the native language be? 6、What processes do learners use in mastering a language? 7、? What teaching techniques and activities work best and under what circumstance? Particular methods differ in the way they

57、address these issues. In the next chapter we present a model for the description, analysis, and comparison of methods. This model will be used as a framework for our subsequent discussion and analyses of particular language teaching methods and philosophies. 第二章?? 外語教學(xué)法理論和方法的性質(zhì) In this chapter,

58、 we will clarify the relationship between approach and method and present a model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies. 一、Approach and

59、 method 1、? the model of Edward Anthony 〔1963〕 approach : a set of correlative assumptions dealing with the nature of language teaching and learning method : an overall plan for the orderly presentation of language material technique : which actually takes place in a classroom Anthony’

60、s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals. 2、? the model of Mackey 〔1965〕 Mackey’s model of language teaching analysis concentrates on the dimensions of selection, gradation, presentat

61、ion, and repetition underlying a method. (textbooks) 3、? Anthony’s model 的缺乏： a)???????? Nothing is said about the roles of teachers and learners. b)??????? It fails to account for how an approach may be realized in a method, or for how method and technique are related. 4、? Our model ( revised

62、and extended Anthony’s model ) approach---design---procedure A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure. 二、Approach: the nature of language and language learning 1、? Theory of language: three different t

63、heoretical views of language and the nature of language proficiency Structural view : language is a system of structurally related elements The target of language learning is seen to be the mastery of elements of this system. Function view : language is a vehicle for the expression of func

64、tional meaning meaning and function Interactional view : language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. patterns of exchange and interaction or the inclinations of learners 2、? Theory of language le

65、arning A learning theory underlying an approach or method responds to two questions: a.??????What are the psycholinguistic and cognitive processes involved in language learning? Process-oriented theories : habit formation; induction; inferencing; hypothesis testing; generalization b.?????? W

66、hat are the conditions that need to be met in order for these learning processes to be activated? Condition-oriented theories : the nature of the human; physical context in which language learning takes place 舉例說明： Natural Approach (process and condition) Counseling-learning (conditions) Total Physical Response (process and condition) Silent Way (conditions) 三、Design 1、? Objective Different theories of language and language learning influence the focus of a method.