2022年《語(yǔ)言教學(xué)的流派第二版》自己整理的筆記

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1、第 一 章Ab r i e fh i s t o r yo fl a n g u a g et e a c h i n g 第二章 The nature of approaches and methods 前兩章很簡(jiǎn)單，詳見前面中文導(dǎo)讀第三章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 grad

2、ation 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 . 2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language Teaching The main characteristics of the a

3、pproach 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 are introduced and practiced situationally. 4. Vocabulary selection procedures are followedto ensure that an essen

4、tial general service vocabulary is covered. 5. Items of grammar are graded by their complexity.名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 1 頁(yè)，共 44 頁(yè) - - - - - - - - - 6. Reading and writing are introduced once a sufficient lexical and grammatical basis i

5、s established. 三、Approach 1、 Theory of language 1a 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.2、Theory of learning a typ

6、e 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 same processed are thought to occur both in child language learning and in second language learning. 四、Design

7、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 structures and sentence patterns is fundamental. (4). Writing derives from speech. 2、The syllabus (1) A structural syllabu

8、s 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 employs a situational approach to presenting new sentence patterns and a drill-based manner to practicing the new senten

9、ce patterns 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 2 頁(yè)，共 44 頁(yè) - - - - - - - - - (2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques: guided repetition, substitution activit

10、ies, 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 errorsThe teacher is essential to the success of the method. 6、The role of instru

11、ctional 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 oral use of sentence patt

12、erns 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 structure, or written exercises The s

13、equence of activities: Listening practice Choral imitation Individual imitation Isolation Building up to a new model Elicitation Substitution drilling Question-answer drilling 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 3 頁(yè)，共 44 頁(yè) - - - - - - - - - Correc

14、tion 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 dialogues and drills. (c) discourages use of the mother tongue in the classroom (d) often makes use of contrastive an

15、alysis. 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 combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led

16、to the Audiolingual Method. 情境法與聽說法的異同There are many similarities 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 Howeve

17、r, situational language teaching was a development of the earlier 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

18、, through these views were in fact development from quite different traditions. 二、Approach 1、Theory of language Structural linguistics (1950s): a reaction to traditional grammar 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 4 頁(yè)，共 44 頁(yè) - - - - - - - - - The

19、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. 2. Language skills are learned more effectively if the items to be learn

20、ed 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 essentially inductive rather than deductive. 4.The meaning of word can be learne

21、d 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. Long-range objectives ：To develop in the students the same types of abilitie

22、s 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、Types of learning and teaching activities Dialogues Drills -Various kinds of drills : re

23、petition, inflection, replacement4、Learner roles 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 5 頁(yè)，共 44 頁(yè) - - - - - - - - - Organisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little control 5、Tea

24、chers roles Central and active Models the target language Controls the direction and pace of learning Monitors and corrects the learners performance6、The role of instructional materials Textbook Tape recorders and audiovisual equipment 四、Procedure 1、The process of teaching involves extensive oral in

25、struction 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 repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical fo

26、undations（both in language and language learning） and the practical results fell short of expectation. 2、the theoretical attack: Noam Chomskys theory of transformational grammar第五章 Total Physical Response Total Physical Response is a language learning method based on the coordination of speech and a

27、ction. This method of learning was developed by James Asher, a professor of psychology at San Jose State University, 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 6 頁(yè)，共 44 頁(yè) - - - - - - - - - California. 一、Background 1、the “trace theory” of memory in psycho

28、logy2、developmental psychology：child first language acquisition 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-bas

29、ed views of language detailed cognitive map (abstractions 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 (

30、 to facilitate or inhibit foreign language 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

31、same naturalistic processes. 2. Listening 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 名

32、師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 7 頁(yè)，共 44 頁(yè) - - - - - - - - - The general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated. 2、The syllabus: Be inferred from an analysis of the exerci

33、se 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 of language and the finer details of its organization 3、Types of learning and teaching activities Imperative drills are the major classroom activity. Role p

34、lays ：center on everyday situation Slide presentations Reading and writing activities 4、Learner roles A primary role : listener and performer Have little influence over the content Monitor and evaluate their own progress 5、Teacher roles Active and direct role Well prepared and well organized Teacher

35、s follow the example of parents giving feedback Cautions: illusion of simplicity; having too narrow a tolerance for errors 6、The 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 (suppo

36、rting materials) 四、Procedure Ashers account of a course:Review New commands Role reversal Reading and writing Conclusion: 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 8 頁(yè)，共 44 頁(yè) - - - - - - - - - Total Physical Response has enjoyed some popularity because

37、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 teach. 2. It support kinesthetic learning style, which is good for those w

38、ho need to be active in 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 lot of fun, students enjoy it and it can be a real stirrer in the class. 7. It is ve

39、ry effective with teenagers and young learners.第六章 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 Cuisiniere rods (wooden sticks of different lengths and colors) that the teacher uses to h

40、elp 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 facilitated if the learner discovers or creates. (discovery learning) Learning is facilitated by accompa

41、nying physical objects. Learning is facilitated by problem solving. 二、Approach 1、Theory of language Gattegno views language as a substitute for experience. 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 9 頁(yè)，共 44 頁(yè) - - - - - - - - - By the spirit of the langu

42、age Gattegno 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: to give

43、 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 teaching activit

44、ies 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 others learning.Playing varying roles 5、Teacher roles Teacher silence is the most deman

45、ding 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 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - -

46、- - - - - 第 10 頁(yè)，共 44 頁(yè) - - - - - - - - - The vocabulary or word charts Other materials 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 Fidel chart Conclusion:Th

47、e actual practices of the Silent Way are much less revolutionary than might be expected. 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

48、upon learners, and the materials used. 第七章 Community Language Learning社團(tuán)語(yǔ)言學(xué)習(xí)法 It is 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 i

49、n group counseling to help people with psychological and emotional problems. The method 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

50、which they want to talk about, in their native language. The teacher (known as “Counselor ”) translates the learners sentence s into the foreign 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 11 頁(yè)，共 44 頁(yè) - - - - - - - - - language, and the learner then repea

51、ts this to other members of the group. 一、Background 1、Rogerian counselingCharles A. Curren 2、Humanistic techniques：the whole person 3、Language alternation 二、Approach 1、Theory of language Traditional structuralist position Language as social process The interactional view of language: interaction bet

52、ween equals, interaction between unequals interaction between learners and knowers, interaction between learners. 2、Theory of learning Contracted with traditional views (a putative learning view, the behavioral view) The whole-person learning (five stages) Consensual validation S(secure)A(attention

53、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 like mastery of the target language Spe

54、cific objectives are not addressed. 2、The syllabus No conventional language syllabus 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 12 頁(yè)，共 44 頁(yè) - - - - - - - - - Topic-based course Teachers responsibility： teacher transfers knowledge and proficiency to the l

55、earner Goal: attenting near-native like mastery of the target language. 3、Types of learning and teaching activities Combines innovative learning tasks and activities with conventional ones. Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conve

56、rsation 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. providing a safe environment Note two “asides ” in the discussion of learning security.6、 The role of instruction

57、al 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、? classical CLL and personal interpretations of it 2、? the description of some typical activities in CLL classed 3、? a protoco

58、l of what a first days 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 as

59、pects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning. 自己想法：學(xué)校英語(yǔ)角活動(dòng)Question for discussion: 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 13 頁(yè)，共 44 頁(yè) -

60、- - - - - - - - 社團(tuán)學(xué)習(xí)法把語(yǔ)言學(xué)習(xí)過程比作是咨詢過程，你們覺得這個(gè)比喻合適嗎？為什么？第八章Suggostopedia Suggestopedia/Lozanov Method ( 暗示法/ 羅扎諾夫法) It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations and translation to present and practise language, and in particular, m

61、akes use of music, visual images, and relaxation exercises to make learning more comfortable and effective. 一、Background 1、Suggestology 2、the most conspicuous characteristics of Suggestopedia 3、Soviet psychology 4、mental states 5、the centrality of music and musical rhythm to learning 二、Approach 1、Th

62、eory of language lexis is central whole meaningful text a language to be its vocabulary and the grammar rules for organizing vocabulary 2、Theory of learning a desuggestive-suggestive sense six principal theoretical components: 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - -

63、- - - - - - - 第 14 頁(yè)，共 44 頁(yè) - - - - - - - - - authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passiveness the type of music the rate of presentation of material to be learned within the rhythmic pattern 三、Design 1、Objectives deliver advanced conversational proficien

64、cy quickly increased access to understanding and creative solutions of problems 2、The syllabus course description time duration30 days each unit the whole course 3、Types of learning and teaching activities imitation, question and answer, role play each unit listening activities 4Learner roles The me

65、ntal state of the learner is critical to success, mind-altering infantilization 5、Teacher roles the primary role of the teacher expected teacher behaviors needs three to six months training in acting, singing, and psychotherapeutic techniques 6 The role of instructional materials Expected teacher be

66、haviors Direct support materials: text and tape Indirect support materials: classroom fixtures and music 四、Procedure Bancroft s description: a four-hour language class has three distinct parts. The first part: an oral review section 名師歸納總結(jié) 精品學(xué)習(xí)資料 - - - - - - - - - - - - - - -精心整理歸納 精選學(xué)習(xí)資料 - - - - - - - - - - - - - - - 第 15 頁(yè)，共 44 頁(yè) - - - - - - - - - The second part: new material is presented and discussed The third part: the sance or concert session Conclusion: Suggestopedia has probably receive