《語言教學(xué)的流派》課程教案

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1、《語言教學(xué)的流派》課程教案 課程介紹: 對外漢語教學(xué)是一門新興的學(xué)科，屬于應(yīng)用語言學(xué)，狹義的應(yīng)用語言學(xué)指的就是語言教學(xué)，因此對外漢語教學(xué)要從外語教學(xué)的研究中吸取營養(yǎng)。國外的外語教學(xué)研究較早,成果豐富，我們一定要去借鑒，才可能根據(jù)漢語特點(diǎn)來推動對外漢語教學(xué)法的研究。 這門課程是對外漢語專業(yè)本科生的專業(yè)選修課，其目的在于讓學(xué)生直接閱讀外文資料，并在學(xué)習(xí)的過程中學(xué)習(xí)理論分析的方法，提高理論和學(xué)術(shù)素養(yǎng)。 要求： 1、熟悉每章的keywords 2、MakepresentationinEnglish 3、積極參加課堂討論 4、認(rèn)真預(yù)習(xí)和完成課后作業(yè) 5、期末考查方式：passagetr

2、anslation!譯漢） 教材介紹： 20世紀(jì)外語教學(xué)蓬勃發(fā)展，教學(xué)法的研究也發(fā)展很快。一方面，19世紀(jì)一些傳統(tǒng)的教學(xué)法傳承下來；另一方面，20世紀(jì)有許多創(chuàng)新的教學(xué)法。JackC.Richard和TheodoreS.Rodgers所著的ApproachesandMethodsinLanguageTeachin—書對20世紀(jì)出現(xiàn)的幾個(gè)具有代表性的教學(xué)法進(jìn)行描述和分析，有助于我們了解歷史，承前啟后。 ApproachesandMethodsinLanguageTeaching 1、 Approachandmethod 2、 Languageteaching---secondlangua

3、geteachingorforeignlanguageteaching Thisbookisabookonthehistoryoflanguageteaching,butit'smgrethanthat.A totheauthors,theaimofthisbookistopresentanobjectiveandcomprehensivepictureofaparticularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfan

4、dallowsreaderstomaketheirownappraisals. Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductiontocommonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemeth

5、ods.Thegoalistoenableteacherstobecomebetterinformedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions. 第一章Abriefhistoryoflanguageteaching外語教學(xué)簡史 本章主要介紹20世紀(jì)以前的外語教學(xué)簡史 通過此章的學(xué)習(xí)，我們將會發(fā)現(xiàn)20世紀(jì)出現(xiàn)的教學(xué)法都是歷史的延續(xù)和發(fā) 展。 在這章中，我們將了解兩種傳統(tǒng)的教學(xué)法：TheGrammar-TranslationMeth

6、od （語法翻譯法）和TheDirectMethod（直接法）第二章Thenatureofapproachesandmethodsinlanguageteaching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(gè)基本的理論分析框架（framework）。在這個(gè)框 架中，教學(xué)法包括三個(gè)部分： 1、Approach（理論）：語言理論和學(xué)習(xí)理論 2、Design（設(shè)計(jì)）：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） Thischapterwillpresentamodelforthedescription,analysis,an

7、dcomparisonofmethods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies. 第三章至第十章是根據(jù)第二章中所立的基本理論分析框架對八派語言教學(xué)法進(jìn) 行描述和分析。 第三章TheOralApproachandSituationalLanguageTeaching口語法和情景法 第四章TheAudiolingualmethod聽說法 第五章CommunicativeLanguageTe

8、aching交際法 第六章TotalPhysicalResponse全身反應(yīng)法 第七章TheSilentWay沉默法 第八章CommunityLanguageLearning社團(tuán)學(xué)習(xí)法 第九章TheNaturalApproach自然法 第十章Suggestopedia暗示法 Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirstsec

9、tionofthechapter. Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethodisconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions. 第十一章教學(xué)法的比較和評估 這章是從更高的一個(gè)角度對前幾章所分析的教學(xué)

10、法進(jìn)行比較和評估。 Thischapterexaminesmethodsfromabroaderframeworkandpresentacurriculum-developmentperspectiveonmethodology. 第一章Abriefhistoryoflanguageteaching外語教學(xué)簡史 Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods. Changesinlanguage

11、teachingmethodsthroughouthistoryhavereflected a.Recognitionofchangesinthekindofproficiencylearnersneed（oralproficiencyorreadingcomprehension） b. Changesintheoriesofthenatureoflanguageandoflanguagelearning. 1、 500年前： 1、拉丁語的地位 2、拉丁語的教學(xué)法 3、 thedeclineofLatin 4、受拉丁語教學(xué)法影響的modernlanguage（如英語、彳惠語、法

12、語等等）的教學(xué)法 這種方法就是TheGrammar-TranslationMethod 2、 TheGrammar-TranslationMethod 1、對這種方法的評價(jià) 2、這種教學(xué)法的主要特點(diǎn)：7點(diǎn) thegoalofforeignlanguagelearningreadingandwriting/speakingandlisteningvocabularyselectionsentence accuracygrammarthestudent’vsenlaatniguage 3、對這種教學(xué)法的批評 3、 Languageteachinginnovationsinthe1t

13、9hcentury 1、 Increasedopportunitiesforcommunication:oralproficiency 2、 Individuallanguageteachingspecialists: C.Marcel:emphasizedtheimportantmeaninginlearning T.Prendergast:proposedthefirst“structuralsyllabus”F.Gouin:“series” 4、 TheReformMovement 1、語言學(xué)的發(fā)展：TheInternationalPhoneticAssociation（18

14、86年） 2、 Reformer的觀點(diǎn) HenrySweet:ThePracticalStudyofLanguages（1899年） WilhelmVietor:LanguageTeachingMustStartAfresh共同的觀點(diǎn)：6點(diǎn) thespokenlanguagephonetics hearthelanguagefirstwordsandsentencestherulesofgrammartranslation 3、naturalmethods的興起，其中一種就是眾所周知的DirectMethod 5、 TheDirectMethod 1、 倡導(dǎo)者：Gouin；Sa

15、uveur foundation:naturallanguagelearningprinciples 2、 BerlitzMethod: principlesandprocedures guidelines 3、 drawbacks 6、 TheColemanRepor：t1929intheUnitedStates 7、 method到底是什么？ thegoalsoflanguageteaching thebasicnatureoflanguage theselectionoflanguagecontent principlesoforganization,sequenc

16、ingandpresentation theroleofthenativelanguage process bestteachingtechniquesandactivitiesandcircumstances Particularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods. Questionfordiscussion: 從語法翻譯法到直接法，有了哪一些進(jìn)步？ 500yearsago,Latinw

17、asthedominantlanguageofeducation,commerce,religion,andgovernmentintheWesternworld.ButLatinwasnotalanguageofspokenandwrittencommunication.Itwasadeadlanguage.ChildrenentergrammarschooltolearnLatininordertoreadclassicalworksoffamousLatinwriterssuchasVirgil,Ovid,andCiceroandtodevelopintellectualabilitie

18、s.Latinwastaughtthroughrotelearningofgrammarrules,translationandpracticeinwritingsamplesentences. Ineighteenthcentury,“modern”languagessuchasEnglish,FrenchandItalianbegantoenterEuropeanschools,andtheyweretaughtusingthesamewaythatwereusedforteachingLatin.Textbooksconsistedofabstractgrammarrules,list

19、sofvocabulary,andsentencesfortranslation.Thesesentenceswereconstructedtoshowthegrammarrulesandhadnorelationtothelanguageofrealcommunication. Bythenineteenthcentury,thisapproachbasedonthestudyofLatinhadbecomethestandardwayofstudyingforeignlanguagesinschools,whichbecameknownastheGrammar-TranslationMe

20、thod. WhatweretheprincipalcharacteristicsofGrammar-TranslationMethod? 1、 thegoalofforeignlanguagestudyistolearnalanguageinordertoreaditsliteratureorinordertobenefitformthementaldisciplineandintellectualdevelopmentthatresultfromforeignlanguagestudy. 2、 Readingandwritingarethemajorfocus. 3、 Vocabu

21、laryselectionisbasedsolelyonthereadingtexts,andwordsaretaughtthroughbilingualwordlist,dictionarystudy,andmemorization. 4、 Thesentenceisthebasicunitofteachingandlanguagepractice.Thisfocusonthesentenceisadistinctivefeatureofthemethod. 5、 Accuracyisemphasized. 6、 Grammaristaughtdeductively---byprese

22、ntationandstudyofgrammarrules,whicharethenpracticedthroughtranslationexercises. 7、 Thestudent’snativelanguageisthemediumofinstruction.Explainnewitemsandmakecomparisonsbetweenthetwolanguages. Thegoal Howtoteachwords? Howtoteachgrammar? Whatisemphasized? Theroleofthesentence Theroleofnativelang

23、uage Inthemid-andlatenineteenthcentury,theGrammar-TranslationMethodwasquestionedandrejectedinEuropeancountries.Inthemidnineteenthcentury,increasedopportunitiesforcommunicationamongEuropeanscreatedademandfororalproficiencyinforeignlanguages,butthepubliceducationsystem,thatissecondaryschools,wasseent

24、obefailinginitsresponsibilities. InGermany,England,France,newapproachestolanguageteachingweredevelopedbyindividuallanguageteachingspecialists.Eachofthemuseaspecificmethodforreformingtheteachingofmodernlanguages. Marcel,Prendergast,Gouin Educatorsrecognizedtheneedforspeakingproficiencyratherthanre

25、adingcomprehension,grammar,orliteraryappreciationasthegoalofforeignlanguageprograms;thereareaninterestinhowchildrenlearnlanguages,whichpromptedattemptstodevelopteachingprinciplesfromobservationandreflectionsaboutchildlanguagelearning.ButtheideasandmethodsoftheseinnovatorssuchasMarcel,Prendergast,Gou

26、inweredevelopedoutsidethecontextofestablishedcirclesofeducation,sotheirideasfailedtoreceivewidespreadsupportorattention. Bytheendofthenineteenthcentury,teachersandlinguistsbegantowriteabouttheneedfornewapproachestolanguageteaching.ThiseffortbecameknownastheReformMovementinlanguageteaching. Fromthe

27、1880s,thedisciplineoflinguisticswasrevitalized.Phonetics—thescientificanalysisanddescriptionofthesoundsystemsoflanguag—eswasestablished.Linguistsemphasizedthatspeech,ratherthanthewrittenwords,wastheprimaryformoflanguage.In1886,theInternationalPhoneticAssociationwasfounded,theInternationalPhoneticAlp

28、habetwasdesigned.TheIPAwastousedtorecordaccuratelythesoundsofanylanguageinwrittenforms.Oneoftheearliestgoalsoftheassociationwastoimprovetheteachingofmodernlanguage.Itadvocated: 1、 studythespokenlanguage 2、 phonetictraining—toestablishgoodpronunciationhabits 3、 theuseofconversationtextsanddialogue

29、s 4、 grammaristaughtinductively 5、 teachingnewmeaningthroughestablishingassociationwithinthetargetlanguageratherthanbyestablishingassociationwiththemothertongue Linguiststoobecameinterestedinthecontroversiesthatemergedaboutthebestwaytoteachforeignlanguages.HenrySweetthoughtthatteachingapproachess

30、houldbebasedonascientificanalysisoflanguageandastudyofpsychology.Hesetforthfourprinciplesforthedevelopmentofteachingmethod: 1、 selectcarefullywhatistobetaught 2、 imposinglimitsonwhatistobetaught 3、 arrangingwhatisbetaughtintermsofthefourskills 4、 gradingmaterialsfromsimpletocomplex Germanschola

31、rWelhemVieterstronglycriticizedtheinadequaciesofGrammar-TranslationMethodandstressedthevalueoftrainingteachersinthenewscienceofphonetics.Hearguedthattraininginphoneticswouldenableteacherstopronouncethelanguageaccurately.Inhisopinions,speechpatterns,ratherthangrammar,werethefundamentalelementsoflangu

32、age. Althoughthereformersinthelatenineteenthcenturyoftendifferedinthespecificprocedurestheyadvocatedforteachingalanguage,ingeneraltheybelievedthat: 1、 thespokenlanguageisprimary,methodologyshouldbeoral-based 2、 phoneticsshouldbeappliedtoteachingandtoteachertraining 3、 listeningfirst 4、 wordssho

33、uldbepresentedinsentences,sentencesshouldbepracticedinmeaningfulcontext 5、 grammarshouldbetaughtinductively 6、 notranslation Theseprinciplesprovidedthetheoreticalfoundationsforaprincipledapproachtolanguageteaching.Theyalsoreflectthebeginningsofthedisciplineofappliedlinguisticsthatbranchoflanguage

34、studyconcernedwiththescientificstudyofsecondor foreignlanguageteachingandlearning. Andatthesametime,therewasaninterestindevelopingprinciplesforlanguageteachingoutofnaturalisticprinciplesoflanguagelearning,suchasareseeninfirstlanguageacquisition.Thisledtonaturalmethodsandthedevelopmentofwhatcamebek

35、nownastheDirectMethod. Infactatvarioustimesthroughthehistoryoflanguageteaching,attemptshavebeenmadetomakesecondlanguagelearningmorelikefirstlanguagelearning.MontaignedescribedhowhewasentrustedtoaguardianwhoaddressedhimexclusivelyinLatinforthefirstyearsofhislife,sinceMontaigne’sfatherwantedhissontos

36、peakLatinwell. Inthenineteenthcentury,L.Sauveurusedintensiveoralinteractioninthetargetlanguage,employingquestionsasawayofpresentingandelicitinglanguage.HismethodwasreferedtoastheNaturalMethod.Sauveurarguedthataforeignlanguagecouldbetaughtwithouttranslation,ortheuseofthelearner’snativetongue,ifmeani

37、ngwasconveyeddirectly throughdemonstrationandaction. In1884,theGermanscholarFrankewroteonamonolingualapproachtoteaching.AccordingtoFranke,alanguagecouldbestbetaughtbyusingitactivelyintheclassroom.Ratherthatusinganalyticalproceduresthatfocusonexplanationofgrammarrulesinclassroomteaching,teachermust

38、encouragedirectandspontaneoususeoftheforeignlanguageintheclassroom.Learnersareabletoinducerulesofgrammar.Theteacherreplacethetextbookintheearlystagesoflearning.Knownwordswouldbeusedtoteachnewwords,usingdemonstrationandpictures. DirectMethodwasthemostwidelyknownofthenaturalmethods.Itwasofficiallyapp

39、rovedinFranceandGermanyattheturnofthecenturyandbecamewidelyknownintheUnitedStatesthroughitsusebySauveurandMaximilianBerlitzinsuccessfulcommerciallanguageschools.Inface,BerlitzreferredtothemethodinhisschoolsastheBerlitzMethod. Principlesandprocedures: 1、 targetlanguageonly 2、 everydayvocabularyand

40、sentencesweretaught 3、 oralcommunicationskillswerebuildupinacarefullygradedprogressionorganizedaroundquestion-and-answerexchangesbetweenteachersandstudentsinsmall,intensiveclasses 4、 grammarwastaughtinductively 5、 newteachingpointswereintroducedorally. 6、 Concretevocabularyandabstractvocabulary

41、 7、 Speechandlisteningcomprehension 8、 Correctpronunciationandgrammarwereemphasized GuidelinesforteachingorallanguageincontemporaryBerlitzschools. TheDirectMethodwasquitesuccessfulinprivateschoolsbecauseofthehighmotivationofpayingclientsandtheuseofnative-speakingteachers.Butitoveremphasizedanddis

42、tortedthesimilaritiesbetweennaturalisticfirstlanguagelearningandclassroomforeignlanguagelearningandfailtoconsiderthepracticalrealitiesoftheclassroom.Also,itlackedasoundbasisinappliedlinguistictheory,andforthisreasonitwasoftencriticizedbythereformersoftheReformMovement.Itrequiredteacherswhowerenative

43、speakersorhadnative-likefluencyintheforeignlanguage.Itwaslargelydependentontheteacher’sskills,andnotall teacherswereproficientenoughintheforeignlanguage.Criticsalsopointedoutthatsometimeasimplebriefexplanationinthestudentsnativetonguewouldhavebeenamoreefficientwaytocomprehension. Bythe1920s,useoft

44、heDirectMethodinnoncommercialschoolsinEuropehasdeclined.InFranceandGermanyitwasmodifiedintoversionsthatcombinedsomeDirectMethodtechniqueswithmorecontrolledgrammar-basedactivities. Astudybegunin1923onthestateofforeignlanguageteachingconcludedthatnosinglemethodcouldguaranteesuccessfulresults.Thegoalo

45、ftryingtoteachconversationskillswasconsideredimpracticalinviewoftherestrictedtimeavailableforforeignlanguageteachinginschools,thelimitedskillsofteachers,andtheperceivedirrelevanceofconversationskillsinaforeignlanguagefortheaverageAmericancollegestudent.Thestudy—publishedastheColemanRepor—tadvocatedt

46、hatamorereasonablegoalforaforeignlanguagecoursewouldbeareadingknowledgeofaforeignlanguage,achievedthroughthegradualintroductionofwordsandgrammaticalstructuresinsimplereadingtexts.ThemainresultofthisrecommendationwasthatreadingbecamethegoalofmostforeignlanguageprogramsintheUnitedStates. ToBritishapp

47、liedlinguistHenrySweet,theDirectMethodofferedinnovationsattheleverofteachingproceduresbutlackedathoroughmethodologicalbasis.Itsmainfocuswasontheexclusiveuseofthetargetlanguageintheclassroom,butitfailedtoaddressmanyissuesthatSweetthoughtmorebasic.In1920sand1930sappliedlinguistssystematizedtheprincipl

48、esproposedearlierbytheReformMovementandsolaidthefoundationsforwhat developedintotheBritishapproachtoteachingEnglishasaforeignlanguage.SubsequentdevelopmentsledtoAudiolingualismintheUnitedStatedandtheOralApproachorSituationalLanguageTeachinginBritain. Wehaveseenfromthishistoricalsurveysomeoftheques

49、tionsthatpromptedinnovationsandnewdirectionsinlanguageteachinginthepast: 1、 Whatshouldthegoaloflanguageteachingbe? Conversationalproficiency,reading,translation,orsomeotherskills 2、 Whatisthebasicnatureoflanguage? 3、 Whataretheprinciplesfortheselectionoflanguagecontent? 4、 Whatprinciplesoforgan

50、ization,sequencing,andpresentationbestfacilitatelearning? 5、 Whatshouldtheroleofthenativelanguagebe? 6、 Whatprocessesdolearnersuseinmasteringalanguage? 7、 Whatteachingtechniquesandactivitiesworkbestandunderwhatcircumstance?Particularmethodsdifferinthewaytheyaddresstheseissues.Inthenextchapterwepr

51、esentamodelforthedescription,analysis,andcomparisonofmethods.Thismodelwillbeusedasaframeworkforoursubsequentdiscussionandanalysesofparticularlanguageteachingmethodsandphilosophies. 第二章外語教學(xué)法理論和方法的性質(zhì) Inthischapter,wewillclarifytherelationshipbetweenapproachandmethodandpresenta modelfordescription,a

52、nalysis,andcomparisonofmethods.Andthismodelwillbeusedasaframeworkforoursubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies. 一、Approachandmethod 1、 themodelofEdwardAnthony(1963) approach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteaching andlearning

53、 method:anoverallplanfortheorderlypresentationoflanguagematerialtechnique:whichactuallytakesplaceinaclassroom Anthony’smodelservesasausefulwayofdistinguishingbetweendifferentdegreesof abstractionandspecificityfoundindifferentlanguageteachingproposals. 2、 themodelofMackey(1965) Mackey’smodeloflan

54、guageteachinganalysisconcentratesonthedimensionsofselection,gradation,presentation,andrepetitionunderlyingamethod.(textbooks)3、Anthony'smode^不足： a) Nothingissaidabouttherolesofteachersandlearners. b) Itfailstoaccountforhowanapproachmayberealizedinamethod,orforhowmethodandtechniquearerelated. 4、Ou

55、rmodel(revisedandextendedAnthony’smodel) approach---design---procedure Amethodistheoreticallyrelatedtoanapproach,isorganizationallydeterminedbyadesign,andispracticallyrealizedinprocedure. Approach:thenatureoflanguageandlanguagelearning 1、 Theoryoflanguage:threedifferenttheoreticalviewsoflanguage

56、andthenatureoflanguageproficiency Structuralview:languageisasystemofstructurallyrelatedelements Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem. Functionview:languageisavehiclefortheexpressionoffunctionalmeaningmeaningandfunction Interactionalview:languageisavehicleforthere

57、alizationofinterpersonalrelations andfortheperformanceofsocialtransactionsbetweenindividuals. patternsofexchangeandinteractionortheinclinationsoflearners 2、 Theoryoflanguagelearning Alearningtheoryunderlyinganapproachormethodrespondstotwoquestions: a. Whatarethepsycholinguisticandcognitiveproce

58、ssesinvolvedinlanguagelearning? Process-orientedtheories:habitformation;induction;inferencing; hypothesis testing;generalization b. Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated? Condition-orientedtheories:thenatureofthehuman;physicalcontextinwhichlanguagelear

59、ningtakesplace 舉例說明：NaturalApproach(processandcondition) Counseling-learning(conditions) TotalPhysicalResponse(processandcondition) SilentWay(conditions) Design 1、 Objective Differenttheoriesoflanguageandlanguagelearninginfluencethefocusofamethod. Linguisticallyorientedorproduct-orientedobje

60、ctives: oralskills generalcommunicationskills basicgrammarandvocabulary Process-orientedobjectives 判斷教學(xué)法的objectives是process-orientedorproduct-oriente需要考慮兩個(gè)因 素： a、 howmuchemphasisisplacedonvocabularyacquisitionandgrammatical proficiency b、 howgrammaticalorpronunciationerrorsaretreatedintheme

61、thod 2、 Contentchoiceandorganization:thesyllabus subjectmatter(whattotalkabout)andlinguisticmatter(howtotalkabout) contentissues:theprinciplesofselectionandgradation apriorsyllabusesandaposteriorisyllabuses 3、 Typesoflearningandteachingactivities theuseofdifferentkindsofactivities differentus

62、esforparticularactivitytypes activitytypes 4、 Learnerroles thetypesofactivitieslearnerscarryout thedegreeofcontrollearnershaveoverthecontentoflearning thepatternsoflearnergroupingsadopted thedegreetowhichlearnersinfluencethelearningofothers theviewofthelearnerasprocessor,performer,initiator,p

63、roblemsolver 5、 Teacherroles Teacherrolesarerelatedtothefollowingissues: thetypesoffunctionsteachersareexpectedtofulfill thedegreeofcontroltheteacherhasoverhowlearningtakesplace thedegreetowhichtheteacherisresponsiblefordeterminingthecontentofwhatis taught theinteractionalpatternsthatdevelopb

64、etweenteachersandlearnerslearner-teacherrelationships: asymmetricalkinds symmetricalkinds 6、 Theroleofinstructionalmaterials theprimarygoalofmaterials theformofmaterials therelationofmaterialstoothersourcesofinput theabilitiesofteachers procedure threedimensions: theuseofteachingactivities

65、(drills,dialogues,information-gapactivities)topresentnew languageandtoclarifyanddemonstrateformal,communicative,orotheraspectsofthetargetlanguage thewaysinwhichparticularteachingactivitiesareusedforpracticinglanguage theproceduresandtechniquesorcontentoftheirutterancesorsentencesClassroomtechniqu

66、es,practices,andbehaviorsobservedwhenthemethodisusedresourcesintermsoftime,space,andequipmentusedbytheteacherinteractionalpatternsobservedinlessons tacticsandstrategiesusedbyteachersandlearnerswhenthemethodisbeingused 在第二章講解結(jié)束后，對第二章提出的教學(xué)法分析的基本理論框架做一總結(jié)，并要求學(xué)生一定要把 握這一理論框架，因?yàn)檫@是后面進(jìn)行教學(xué)法流派分析的基礎(chǔ)。 第三章Theoralapproachandsituationallanguageteaching ThetermsOralApproachorSituationalLanguagereferanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfrom1930stothe1960s. 1、 Background 1 、HaroldPa