《語言教學(xué)的流派》筆記(學(xué)習(xí)資料)

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1、第三章 The oral approach and situational language teaching The oral approach (situational language 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

2、、Background 1. Two of the leaders were Harold palmer and A.S.Hornby. 2. Vocabulary control 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 tau

3、ght orally. 2. The target language is the language of the classroom. 3. New language points 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 compl

4、exity. 6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. 三、Approach 1、 Theory of language a type of British “structuralism”. One distinctive feature: structures must be linked to situations in which they could be used Language was viewe

5、d as purposeful activity related to goals and situations in the real world. 2、Theory of learning a type of behaviorist 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 sa

6、me processed are thought to occur both in child language learning and in second language learning. 四、Design 1、Objectives: (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 structur

7、es and sentence patterns is fundamental. (4). Writing derives from speech. 2、The syllabus (1) A structural syllabus—a list of the basic structures and sentence patterns (2) Situation: the manner of presenting and practicing sentence patterns 3、Types of learning and teaching activities (1) SLT

8、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 concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques: guided repetition, substitution

9、activities, pair practice 4、Learner roles (1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning 5、Teacher roles Threefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method. 6、

10、The role of instructional materials (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 textbook. 五、Procedure Aim: to move from controlled to freer practice of structures and from o

11、ral use of sentence patterns to their automatic use in speech, reading and writing. The teaching of a structure: four parts Pronunciation Revision ( to prepare for new work if necessary) Presentation of new structure or vocabulary Oral practice (drilling) Reading of material on the new str

12、ucture, or written exercises The sequence of activities: Listening practice Choral imitation Individual imitation 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 lan

13、guage teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues 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, e

14、specially in the United States, and has been widely used in many other parts of the world. 一、Background The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method. 二、Approach 1、Theory of language Struc

15、tural linguistics (1950s): a reaction to traditional grammar The primary medium of language is oral: speech is language. 2、Theory of learning Behavioral psychology: stimulus-response chains Learning principles: 1. Foreign language learning is basically a process of mechanical habit formation.

16、 2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they 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 essent

17、ially inductive rather than deductive. 4.The meaning of word can be learned in a linguistic and cultural context and not in isolation. 三、Design 1、Objectives Short-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing

18、. Long-range objectives ：To develop in the students the same types of abilities that native speakers have 2、The syllabus A linguistic syllabus: phonology, morphology, and syntax of the language A lexical syllabus of basic vocabulary Language skills: listening, speaking, reading, writing 3、Type

19、s of learning and teaching activities Dialogues Drills --Various kinds of drills : repetition, inflection, replacement… 4、Learner roles Organisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little control 5、Teachers roles Central a

20、nd active Models the target language Controls the direction and pace of learning Monitors and corrects the learners’ performance 6、The role of instructional materials Textbook Tape recorders and audiovisual equipment 四、Procedure 1、The process of teaching involves extensive oral instruction

21、 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 五、The decline of Audiolingualism 1、Criticism on two fronts: the theoret

22、ical 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 similarities between situational language teaching and audiolingualism. 1. The ord

23、er 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 earlier Direct Method and does not have the strong ties to linguistic and

24、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 different traditions. 第五章 Communicative Language Teaching 又稱：功

25、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 Communicative approach often teach the language needed to express and understand

26、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 the CLT are to be found in the changes in the British language teachi

27、ng 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 communicative potential of language. Scholars argued for focus in language teac

28、hing on communicative proficiency rather than on mere mastery of structures. 二、Approach 1、Theory of language The functional view of language is the primary one behind the communicative method. language as communication The characteristics of the communicative view of language 1. Language is

29、a system for the expression of meaning. 2. The primary function of language is for interaction and communication. 3. The structure of language reflects its funciational and communicative uses. 4. The primary units of language are not merely its grammatical and structural features, but categories

30、of functional and communicative meaning as exemplified in discourse. 2、Theory of learning Elements of an underlying learning theory: communication principle, task principle, meaningfulness principle 三、Design 1、Objectives Piepho’s discussion (general objectives) 1.an integrative and conten

31、t level(language as a means of expression) 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

32、 individual learning needs(remedial learning based on error analysis) 5.a general educational level of extra-linguistic goals(language learning within the school curriculum) No defined particular objectives 2、The syllabus Notional syllabus which specified the semantic-grammatical categories and

33、the categories of communicative function that learners need to express. 3、Types of learning and teaching activities Classroom activities are unlimited. Littlewood (functional communication activities and social interaction activities) 1. Functional communication activities: ones aimed at develop

34、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 4、Learner roles ①a negotiator ②a communicator ③a contributor ④an independent learner 5、Teacher roles ①a

35、 facilitator of the communication ②an independent participant within the learning-teaching group ③Need analyst (formally and informally) ④Counselor ⑤Group process manager 6、The role of instructional materials Text-based materials Task-based materials Realia 實物教具 四、Procedure Description of

36、 typical classroom procedures used in a lesson based on CLT principles is not feasible. Conclusion: Communicative 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

37、more humanistic approach to teaching, one in which the interactive processes of communication received priority. 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 lea

38、rning method based on the coordination of speech and action. This method of learning was developed by 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 acquisi

39、tion 3、humanistic psychology: the role of affective factors 4、Comprehension Approach 5、a tradition: the use of physical actions to teach a foreign language at an introductory level 二、Approach 1、Theory of language structuralist or grammar-based views of language detailed cognitive map (abstr

40、actions and nonabstractions) the central role of comprehension in language learning language can be internalized as wholes or chunks 2、Theory of learning Reminiscent of the views of behavioral psychology: a stimulus-response view Learning hypotheses ( to facilitate or inhibit foreign language

41、learning ) 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. Listen

42、ing should 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 1、Objectives The general objectives: to teach

43、 oral proficiency at a beginning level Specific instructional objectives are not elaborated. 2、The syllabus: Be inferred from an analysis of the exercise types employed in TPR classes A sentence-based syllabus A fixed number of items be introduced at a time Attention to both the global meaning

44、 of language and the finer details of its organization 3、Types of learning and teaching activities Imperative drills are the major classroom activity. Role plays：center on everyday situation Slide presentations Reading and writing activities 4、Learner roles A primary role : listener and perf

45、ormer Have little influence over the content Monitor and evaluate their own progress 5、Teacher roles Active and direct role Well prepared and well organized Teachers follow the example of parents giving feedback Cautions: illusion of simplicity; having too narrow a tolerance for errors 6、Th

46、e role of instructional materials No basic text, materials and realia play an increasing role in later learning stages. 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 Con

47、clusion: Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition. It represents a useful techniques and is compatible with other approaches to teaching. 4.Traits 1. It uses psychomotor systems to

48、teach. 2. It support kinesthetic learning style, which is good for those who need to be active in the class. 3. Command forms used to convey information. 4. It works well with mixed-ability classes. 5. It is very memorable, and it really helps students to remember phrases or words. 6. It is a l

49、ot of fun, students enjoy it and it can be a real stirrer in the class. 7. It is very effective with teenagers and young learners. 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 particul

50、ar Cuisiniere 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 faci

51、litated if the learner discovers or creates. (discovery learning) Learning is facilitated by accompanying physical objects. Learning is facilitated by problem solving. 二、Approach 1、Theory of language Gattegno views language as a substitute for experience. By the "spirit" of the language Gatte

52、gno is referring to the way each language is Composed of phonological and suprasegmental A structural approach Vocabulary as a central dimension 2、Theory of learning Surrender Artificial approach The self of the learner Learning to learn 三、Design 1、Objectives The general objectives:

53、 to give beginning level students oral and aural facility An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language Teach learners how to learn a language 2、 The syllabus a basically structural syllabus vocabulary 3、Types of learning and

54、 teaching activities simple linguistic tasks responses to commands, questions and visual cues 4、Learner roles Learners are expected to develop independence, autonomy and responsibility. Learners exert a strong influence over each other’s learning. Playing varying roles 5、Teacher roles Teache

55、r silence is the most demanding aspect of the Silent Way. To teach, to test, to get out of the way Create an environment Teacher likes the complete dramatist. 6、The role of instructional materials The pronunciation charts The colored cuisenaire rods The vocabulary or word charts Other mate

56、rials 四、Procedure A standard format 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 ex

57、pected. The innovations derive from the 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

58、a method of second and foreign language 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

59、 makes use of group learning in small 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 “Couns

60、elor”) 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 alternation 二、Approach 1、Theory of language Traditional structurali

61、st position Language as social process The interactional view of language: interaction between equals, interaction between unequals 2、Theory of learning Contracted with traditional views (a putative learning view, the behavioral view) The whole-person learning (five stages) Consensual vali

62、dation S(secure)A(attention and aggression)R(retention and reflection)D(discrimination) the personal commitments 三、Design 1、 Objectives Explicit linguistic or communicative objectives are not defined. Teacher transfers knowledge and proficiency to the learner. Goal: attaining near-native lik

63、e mastery of the target language Specific objectives are not addressed. 2、The syllabus No conventional language syllabus Topic-based course Teacher’s responsibility 3、Types of learning and teaching activities Combines innovative learning tasks and activities with conventional ones. Transl

64、ation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversation 4、 Learner roles members of a community become counselors to other learners Five stages 5、Teacher roles Counselor Specific teacher roles are keyed to the five development stages.

65、providing a safe environment Note two “asides” in the discussion of learning security. 6、 The role of instructional materials A textbook is not considered a necessary component. Materials may be developed by the teacher as the course develops. the use of teaching machines 四、Procedure 1、 cla

66、ssical CLL and personal interpretations of it 2、 the description of some typical activities in CLL classed 3、 a protocol of what a first day’s CLL class covered Conclusion: Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of