《語言教學(xué)的流派》自己整理的筆記

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1、肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃

2、肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄

3、肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄

4、膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂

5、膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃

6、節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄

7、艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂

8、芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂

9、莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅

10、莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁

11、羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈

12、肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂

13、肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀

14、腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀

15、膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈

16、膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿

17、芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀

18、艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈

19、莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅羂莄蒅襖羈肄羋螀羀膆蒃蚆羀艿芆薂聿羈蒂蒈肈肁芅螆肇膃蒀螂肆蒞莃蚈肅肅薈薄肄膇莁袃肄艿薇蝿肅莂荿蚅膂肁薅薁螈膄莈蕆螈莆薃袆螇肆蒆螂螆膈蟻蚈螅芀蒄薄螄莃芇袂螃肂蒃螈袂膅芅蚄袂芇蒁薀袁羆芄薆袀腿蕿裊衿芁莂螁袈莃薇蚇袇肅莀薃袆膅薆葿羆羋荿螇羅羇薄蚃羄肀莇蠆羃節(jié)螞薅 第三章 The oral approach and situational language teaching The oral approach (situational la

20、nguage 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 activities. 一、Background 1. Two of the leaders were Harold palmer and A.S.Hornby. 2. Vocabulary contr

21、ol 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 taught orally. 2. The target language is the language of the classroom. 3. New language points

22、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. Reading and writing are introduced once a sufficient lexical and grammatical basis

23、is established. 三、Approach 1 a type of British “structuralism”. ○ ○2 One distinctive feature: structures must be linked to situations in which they could be used 3 Language was viewed as purposeful activity related to goals and situations in the real world. ○ a type of behav

24、iorist 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 both in child language learning and in second language learning. 四、D

25、esign (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). Writing derives from speech. (1) A structural syllabus—a li

26、st of the basic structures and sentence patterns (2) Situation: the manner of presenting and practicing sentence patterns (1) SLT employs a situational approach to presenting new sentence patterns and a drill-based manner to practicing the new sentence patterns (2) Situation: the use of

27、 concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques: guided repetition, substitution activities, pair practice (1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning Th

28、reefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method. (1)Textbook: contains organized lessons (2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The teacher is expected to be the master of his

29、textbook. 五、Procedure Aim: to move from controlled to freer practice of structures and from oral use of sentence Revision ( to prepare for new work if necessary) Presentation of new structure or vocabulary Oral practice (drilling) Choral imitation Individual imitation

30、Isolation Building up to a new model Elicitation Substitution drilling Question-answer drilling Correction 第四章 The Audiolingual Method It is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialo

31、gues and 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、Background The com

32、bination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method. 二、Approach Structural linguistics (1950s): a reaction to traditional grammar The primary medium of language is oral: speech is language.

33、 Behavioral psychology: stimulus-response chains Learning 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 the

34、y are seen 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、

35、 Design Short-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 have A linguistic syllabus:

36、phonology, morphology, and syntax of the language A lexical syllabus of basic vocabulary Language skills: listening, speaking, reading, writing Dialogues Drills --Various kinds of drills : repetition, inflection, replacement… Organisms that can be directed by skilled trai

37、ning techniques to produce correct responses a reactive role, have little control Central and active Models the target language Controls the direction and pace of learning Monitors and corrects the learners’ performance Textbook Tape recorders and audiovisual equipmen

38、t 四、Procedure 1、The process of teaching involves extensive oral instruction 2、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 activities

39、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 Chomsky’s theory of transformational grammar 情境法與聽說法的異同 There are many similariti

40、es between situational language teaching and audiolingualism. 1. The order in which language skills are introduced 2. Focus on accuracy through drill and practice in the basic structures 3. Sectence patterns of the target language However, situational language teaching was a development of the e

41、arlier 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 development from quite d

42、ifferent traditions. 第五章 Communicative Language Teaching 又稱：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 Communicat

43、ive approach often teach 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、Background The origins of

44、 the CLT are to be found in 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 communica

45、tive potential of language. Scholars argued for focus in language teaching on communicative proficiency rather than on mere mastery of structures. 二、Approach language as communication 三、Design 1.an integrative and content level(language as a means of expression)

46、 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 level of individual learning needs(remedial learn

47、ing based on error analysis) 5.a general educational level of extra-linguistic goals(language learning within the school curriculum) Littlewood (functional communication activities and social interaction activities) 1. Functional communication activities: ones aimed at develop

48、ing certain language skills and functions, but which involve communication, and 2. Social interaction activities, such as conversation and discussion sessions, dialogues and role plays ②a communicator ③a contributor ①a facilitator of the communication ②an independent p

49、articipant within the learning-teaching group ③Need analyst (formally and informally) ④ Counselor Group process manager Task-based materials Realia 實(shí)物教具 四、Procedure Description of typical classroom procedures used in a lesson based on CLT principles is not feasible. Conclusion: C

50、ommunicative Language Teaching is best considered an approach rather than a method. It appeared at a time when British language was ready for a paradigm shift. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received p

51、riority. Now that the initial wave of enthusiasm has passed, some of the claims of CLT are being looked at more critically. 第六章Total Physical Response Total Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed b

52、y James Asher, a professor of psychology at San Jose State University, California. 一、Background 1、the “trace theory” of memory in psychology 2、developmental psychology：child first language acquisition 3、humanistic psychology: the role of affective factors 4、Comprehension Approach 5、a traditio

53、n: the use of physical actions to teach a foreign language at an introductory level 二、Approach detailed cognitive map (abstractions and nonabstractions) the central role of comprehension in language learning Learning hypotheses ( to facilitate or inhibit foreign language lear

54、ning ) 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 reflect the same naturalistic processes. 2. Listening s

55、hould 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. 三、 Design A sentence-based syllabus A fi

56、xed number of items be introduced at a time Attention to both the global meaning of language and the finer details of its organization Role plays：center on everyday situation Slide presentations Have little influence over the content Well prepared and well or

57、ganized Teachers follow the example of parents giving feedback Student kits that focus on specific situations (supporting materials) 四、Procedure Asher’s account of a course: Review New commands Role reversal Reading and writing Conclusion: Total Physical Response has enjoyed s

58、ome popularity because of its support by those who emphasize the role of comprehension in second language acquisition. 第七章The Silent Way It is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cu

59、isiniere rods (wooden sticks of different lengths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques. 一、Background The premise of the Silent Way The learning hypotheses Learning is facilitat

60、ed if the learner discovers or creates. (discovery learning) Learning is facilitated by accompanying physical objects. Learning is facilitated by problem solving. 二、Approach By the "spirit" of the language Gattegno is referring to the way each language is Composed of phonologi

61、cal and suprasegmental A structural approach Artificial approach The self of the learner Learning to learn 三、Design An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language responses to commands,

62、 questions and visual cues Learners exert a strong influence over each other’s learning. To teach, to test, to get out of the way Create an environment The colored cuisenaire rods The vocabulary or word charts Other materials 四、Procedure A standard format

63、Practice of the sounds (using the pronunciation charts) Practice of sentence patterns, structure, and vocabulary (using the rods and charts) A sample lesson Conclusion: The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the

64、manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used. 第八章Community Language Learning It is a method of second and foreign languag

65、e teaching developed by Charles Curran. CLL is an application of counseling learning(咨詢學(xué)習(xí)法)to second and foreign language teaching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group learning in small

66、or large groups. These groups are the “Community”. The method places emphasis on the learners’ personal feelings and their reactions to language learning. Learners say things which they want to talk about, in their native language. The teacher (known as “Counselor”) translates the learners’ sentences into the foreign language, and the learner then repeats this to other members of the group. 一、Background 1、Rogerian counseling 2、Humanistic techniques：the whole person 3、Language alternati