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1、,ChenTingting,,TheDevelopmentofLanguageTeachingApproaches,,ThreeMainPedagogies,Grammar-translationmethodCommunicativeLanguageTeachingTask-BasedLanguageTeaching,Grammar-translationMethod,Amethodofforeignorsecondlanguageteachingthatusestranslationandgrammarstudyasthemainteachingandlearningactivities.I
2、twascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.,GeneralProcess,Theteacherteachessomenewwordsfirst.Theyreadthewholepassagesentencebysentence,andtheteachertranslatesthemintoChinese.Meanwhiletheteacherexplainssomekeygrammaticalpointsinthepassageandasksth
3、estudentstodosomeexercisesaboutthem.,DiscusstheMeaningsoftheFollowingSentences,Whydontyouclosethedoor?Sheisalwayscomplainingwheneveryoutalktoher.Heismakingprogressslowly.,Onelanguegeformmayexpressanumberofcommunicativefunctionsandonecommunicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.Sp
4、eakersshouldnotonlytoknowfunctionalmeaningofthelanguagebutalsothesocialcontextwherethemassageisgiven.,Disadvantages,Focusingonformsratherthanfunctions.Emphasizingreadingandwritingskillsandvirtuallyignoredlisteningandspeakingskills.Isolatinglanguagefromitscontext.,CommunicativeLanguageTeaching,Inthee
5、arly1970sinEurope,therapidincreaseintradeandbusinessamongEuropeancountriesrequiredmorefacetofacecommunicationwithhigherlevelofspeakingandlisteningskills.Suchskillscouldnothavebeendevelopedthroughthetraditionalwayofteachingwheretheemphasiswasonthelearningofgrammarrulesandtranslation.,TheGoal,Thegoalo
6、fCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.,Advantages,CLTemphasizesthatpeopleuselanguagetofulfillfunctionpurposes.Studentshavethechancetolistentoandproducewhatismeaningful
7、,authenticandcreative.Itisgoodforimprovingcommunicationability.,Disadvantages,Itisverydifficulttodesignasyllabuswithonetoonecorrespondencebetweenafunctionandaform.Itrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher,andnoteveryteacherisqualifiedforthismethod.Itisnotsuitableforallagel
8、eveloflearnerorallcompetenceleveloflearners.,Task-BasedLanguageTeaching,AfurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteac
9、hing.,ADefinitionofaTask,Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.,FourComponentsofaTask,ApurposeAcontextAprocessAproduct,FeaturesofTBLT,Anemphasisonlearningtocommunicatethroughinter
10、actioninthetargetlanguage.Theintroductionofauthentictextsintothelearningsituation.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguageitself,butalsoonthelearningprocess.,FeaturesofTBLT,Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.Anattem
11、pttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.,TBLTplacesahighdemandontheteachersandclassroomconditions,suchastheteachers’Englishproficiency,thebigclasssize,thelimitedclasstime,thelackoflanguagesituation,thetest-orientedlanguagelearning,theassessmentsystem,etc.,NarrowLimitation,Conclusion,Amethodiseffectiveonlywhenitisappropriatetotheteachingcontext.Thebestthingtodoistodevelopone’sownteachingmethodsbasedonthecontextwhereoneteachesandintegratesthemeritsofdifferentmethodologiestoservethepurposeofone’steachingobjectivesandtheneedsofone’sstudents.,Thankyou!,
外語教學的三種基本方法.ppt
