《語言教學(xué)的流派》課程教案(總24頁)

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1、《語言教學(xué)的流派》課程教案 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。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一書對20世紀(jì)出現(xiàn)的幾個具有代表性的教學(xué)法進行描述和分析，有助于我們了解歷史，承前啟后。 Approaches and Methods in Language Teaching 1、 Approach and method 2、 Language

2、teaching --- second language teaching or foreign language teaching This book is a book on the history of language teaching, but it’s more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors

3、have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a stra

4、ightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at

5、 their judgments and decisions. 第一章 A brief history of language teaching 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：The Grammar-Translation Method （語法翻譯法）和 The Direct Method（直接法） 第二章 The nature of approaches and methods in language teaching 外語教學(xué)法理論與方法的性質(zhì)

6、本章為以后的分析立下了一個基本的理論分析框架(framework)。在這個框架中，教學(xué)法包括三個部分： 1、 Approach（理論）：語言理論和學(xué)習(xí)理論 2、 Design（設(shè)計）：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） This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent d

7、iscussions and analyses of particular language teaching methods and philosophies. 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)法進行描述和分析。 第三章 The Oral Approach and Situational Language Teaching 口語法和情景法 第四章 The Audiolingual method 聽說法 第五章 Communicative Language Teaching 交際法 第六章 Total Physical Response 全身反應(yīng)法

8、 第七章 The Silent Way 沉默法 第八章 Community Language Learning 社團學(xué)習(xí)法 第九章 The Natural Approach 自然法 第十章 Suggestopedia 暗示法 Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first s

9、ection of the chapter. Where a method or approach has no acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational t

10、raditions. 第十一章 教學(xué)法的比較和評估 這章是從更高的一個角度對前幾章所分析的教學(xué)法進行比較和評估。 This chapter examines methods from a broader framework and present a curriculum-development perspective on methodology. 第一章 A brief history of language teaching 外語教學(xué)簡史 This chapter provides a background for discussion of contemp

11、orary methods and suggests the issues we will refer to in analyzing these methods. Changes in language teaching methods throughout history have reflected a.Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b.Changes in theories of the

12、 nature of language and of language learning. 一、500年前： 1、拉丁語的地位 2、拉丁語的教學(xué)法 3、the decline of Latin 4、受拉丁語教學(xué)法影響的modern language（如英語、德語、法語等等）的教學(xué)法 這種方法就是The Grammar-Translation Method 二、The Grammar-Translation Method 1、對這種方法的評價 2、這種教學(xué)法的主要特點：7點 the goal of foreign language learning

13、 reading and writing/speaking and listening vocabulary selection sentence accuracy grammar the student’s native language 3、對這種教學(xué)法的批評 三、Language teaching innovations in the 19th century 1、Increased opportunities for communication: oral proficiency 2、Individual language te

14、aching specialists: C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus” F.Gouin: “series” 四、The Reform Movement 1、語言學(xué)的發(fā)展：The International Phonetic Association（1886年） 2、Reformer 的觀點 Henry Sweet: The Practical Study of Languages （

15、1899年） Wilhelm Vietor: Language Teaching Must Start Afresh 共同的觀點：6點 the spoken language phonetics hear the language first words and sentences the rules of grammar translation 3、natural methods 的興起，其中一種就是眾所周知的Direct Method 五、The Direct Method 1、 倡導(dǎo)者：Gouin ；Sauveur foundation: natural l

16、anguage learning principles 2、 Berlitz Method : principles and procedures guidelines 3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？ the goals of language teaching the basic nature of language the selection of language content principles of organization,

17、sequencing and presentation the role of the native language process best teaching techniques and activities and circumstances Particular methods differ in the way they address these issues. We need to present a model for the description, analysis, and comparison of methods. Question f

18、or discussion: 從語法翻譯法到直接法，有了哪一些進步？ . 第二章 外語教學(xué)法理論和方法的性質(zhì) In this chapter, we will clarify the relationship between approach and method and present a model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses

19、 of particular language teaching methods and philosophies. 一、Approach and method 1、 the model of Edward Anthony （1963） approach: a set of correlative assumptions dealing with the nature of language teaching and learning method: an overall plan for the orderly presentation of language material

20、technique: which actually takes place in a classroom Anthony’s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals. 2、 the model of Mackey （1965） Mackey’s model of language teaching analysis conc

21、entrates on the dimensions(規(guī)模， 大小) of selection, gradation, presentation, and repetition underlying a method. (textbooks) 3、 Anthony’s model 的不足： a) Nothing is said about the roles of teachers and learners. b) It fails to account for how an approach may be realized in a method, or for how method

22、and technique are related. 4、 Our model ( revised and extended Anthony’s model ) approach---design---procedure A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure. 二、Approach: the nature of language and language

23、learning 1、 Theory of language: three different theoretical views of language and the nature of language proficiency Structural view : language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this

24、system, which are generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items. Function view : language is a vehicle for the expression of functional meaning Interactional view : language is a vehicle for the realization of interpersonal relati

25、ons and for the performance of social transactions between individuals. patterns of exchange and interaction or the inclinations of learners 2、 Theory of language learning A learning theory underlying an approach or method responds to two questions: a.What are the psycholinguistic and cognitive

26、 processes involved in language learning? Process-oriented theories : habit formation; induction; inferencing; hypothesis testing; generalization b.What are the conditions that need to be met in order for these learning processes to be activated? Condition-oriented theories : the nature of

27、the human; physical context in which language learning takes place 舉例說明： Natural Approach (process and condition) Counseling-learning (conditions) Total Physical Response (process and condition) Silent Way (conditions) 三、Design 1、 Objective 目標(biāo) Different theories of language

28、 and language learning influence the focus of a method. Linguistically oriented or product-oriented objectives: oral skills general communication skills basic grammar and vocabulary Process-oriented objectives 強調(diào)過程的目標(biāo) 判斷教學(xué)法的objectives是process-oriented or product-oriented需要考慮兩個因素： a、 how much

29、 emphasis is placed on vocabulary acquisition and grammatical proficiency 詞匯習(xí)得和語法水平 b、 how grammatical or pronunciation errors are treated in the method 2、 Content choice and organization: the syllabus subject matter(what to talk about) and linguistic matter(how to talk about) content issues: th

30、e principles of selection and gradation a prior syllabuses and a posteriori syllabuses 3、 Types of learning and teaching activities the use of different kinds of activities different uses for particular activity types activity types 4、 Learner roles the types of activities learners carry o

31、ut the degree of control learners have over the content of learning the patterns of learner groupings adopted the degree to which learners influence the learning of others the view of the learner as processor, performer, initiator, problem solver 5、 Teacher roles Teacher roles are related to t

32、he following issues: the types of functions teachers are expected to fulfill the degree of control the teacher has over how learning takes place the degree to which the teacher is responsible for determining the content of what is taught the interactional patterns that develop between teachers

33、and learners learner-teacher relationships: asymmetrical kinds 不對稱類型 symmetrical kinds 對稱類型 6、 The role of instructional materials 教學(xué)材料的作用 the primary goal of materials the form of materials the relation of materials to other sources of input the abilities of teachers 四、procedure three

34、 dimensions: 三個維度 the use of teaching activities(drills, dialogues, information-gap activities) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language the ways in which particular teaching activities are used for practicing language

35、 the procedures and techniques or content of their utterances or sentences Classroom techniques, practices, and behaviors observed when the method is used resources in terms of time, space, and equipment used by the teacher interactional patterns observed in lessons tactics 戰(zhàn)術(shù) and strategies

36、used by teachers and learners when the method is being used 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，因為這是后面進行教學(xué)法流派分析的基礎(chǔ)。 第三章 The oral approach and situational language teaching The terms Oral Approach or Situational Language refer an approach to language teaching developed by Bri

37、tish applied linguists from 1930s to the 1960s. 一、Background 1、Harold Palmer and A. S. Hornby：a systematic study of the principles and procedures that could be applied to the selection and organization of the content of a language. 2、Vocabulary control the role of vocabulary a core of 2000 or

38、 so words occurred frequently in written texts 1、 Grammar control Palmer: grammar as the underlying sentence patterns of the spoken language Hornby: sentence patterns into the first dictionary for students of English as a foreign language ----- The Advanced Learner’s Dictionary of Current Englis

39、h 二、The Oral Approach and Situational Language Teaching the Oral Approach (not to be confused with the Direct Method, which lacked a systematic basis in applied linguistic theory and practice) Situational Language Teaching (1960s) main characteristics P38,39 三、Approach 1、 Theory of lang

40、uage a type of British structuralism: speech / structure one of the distinctive features: structures must be linked to situations in which they could be used the functional trend in British linguistics since the 1930s ( J. R. Firth and M. A. K. Holliday: language was viewed as purposeful activi

41、ty related to goals and situations in the real world.) 2、 Theory of learning a type of behaviorist habit-learning theory (As Palmer has pointed out, there are three processes in learning a language: 1. receiving the knowledge or materials 2. fixing it in the memory by repetition, 3. using it

42、in actual practice until it becomes a personal skill ) Language learning as habit formation SLT adopts an inductive approach to the teaching of grammar (induced from the way the form is used in a situation) same processed are thought to occur both in child language learning and in second languag

43、e learning 四、Design 1、 Objectives: to teach a practical command of the four basic skills of language Accuracy in both pronunciation and grammar is regarded as crucial. Automatic control of basic structures and sentence patterns is fundamental. Writing derives from speech. 2、 The syllabus a s

44、tructural syllabus—a list of the basic structures and sentence patterns a word list situation : the manner of presenting and practicing sentence patterns 3、 Types of learning and teaching activities a situational approach —— presenting new sentence patterns situation: the use of concrete object

45、s, pictures and realia, actions and gestures (Pittman) a drill-based manner —— practicing the new sentence patterns practice techniques: guided repetition, substitution activities, pair practice 4、 Learner roles listen, repeat and responds to questions and commands have no control over the

46、 content of learning 5、 Teacher roles Threefold: a model—the presentation stage a skillful manipulator on the lookout for errors—the practice phase teacher’s responsibilities The teacher is essential to the success of the method. 6、 The role of instructional materials Textbook: contai

47、ns organized lessons 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 patterns to their automatic use in sp

48、eech, reading and writing. the teaching of a structure: four parts the sequence of activities: listening practice choral imitation individual imitation isolation building up to a new model elicitation substitution drilling question-answer drilling correction Conclus

49、ion: In the mid-sixties, the view of language, language learning, and language teaching underlying Situational Language Teaching was called into question. But because the principles of Situational Language Teaching, with its strong emphasis on oral practice, grammar, and sentence patterns, conform

50、 to the intuitions of many practically oriented classroom teachers, it continues to be widely used in the 1980s. Question for discussion: 在我們學(xué)習(xí)英語的過程中，我們的英語教師是否用到了情景法，如果用到了，你從學(xué)生的角度來談?wù)勥@樣的教學(xué)法是否有效？ The terms oral approach or situational language teaching refer to an approach to language teaching d

51、eveloped by British applied linguists from the 1930s to the 1960s. The impact of the oral approach has been long lasting, and it has shaped the design of many widely used EFL/ESL textbooks and courses, including many still being used today (for examples: many of L.G.Alexander’s widely used textbook

52、s). This method is widely used at the time of writing. 第四章 The Audiolingual Method 聽說法 一、Background The combination of structural linguistic theory, constructive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method 1、 1929年The Coleman Report后美國出現(xiàn)的外語教學(xué)法 a

53、modified Direct Method a reading-based approach a reading-oral approach 這些教學(xué)法的不足之處 2、Army Specialized Training Program（1942） 3、Informant method （Bloomfield） mastery of American Indian languages 1、 Army Method derived from the intensity of contact with the target language the value of an in

54、tensive, oral-based approach to the learning of a foreign language 5、English Language Institute (1939 the University of Michigan) Charles Fries : principles of structural linguistics pattern practice 6、general form (1950) A lesson began with work on pronunciation, morphology, and grammar

55、, followed by drills and exercises. 1、 Contrastive analysis systematic comparisons of English with other languages 2、 Aural-oral approach (1950s) aural training first, then pronunciation training, followed by speaking, reading, and writing Practice makes perfect. 3、 The Addiolingual Method

56、 Structural linguistic theory Contrastive analysis Aural-oral procedures Behaviorist psychology 二、Approach 1、 Theory of language structural linguistics (1950s) : a reaction to traditional grammar the characteristics of the term structural the primary medium of language is oral: speech is l

57、anguage 2、 Theory of learning behavioral psychology : stimulus, response, reinforcement hypotheses about language learning and language teaching learning principles P57 三、Design 1、 Objectives Short-range objectives Long-range objectives Speaking skills 2、 The syllabus a linguistic sylla

58、bus : 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 : repetition, inflection, replacement… 4、 Learner role

59、s Organisms a reactive role, have little control 5、 Teachers roles central and 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 equi

60、pment 四、Procedure 1、the process of teaching involves extensive oral instruction 2、the procedures the teacher should adopt ( Brook) 3、procedures in a typical audiolingual lesson 五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundations and the practical results

61、 2、the theoretical attack: Noam Chomsky’s theory of transformational grammar 1、 Cognitive code learning acknowledged the role of abstract mental processes in learning the cognitive-code theroy Conclusion: Audiolingualism stresses the mechanistic aspects of language learning and language use

62、. Situational Language Teaching and Audiolingualism (similarities and difference) Question for discussion: 聽說法受到了大家的質(zhì)疑，那么這種教學(xué)法還有沒有我們值得借鑒的東西？ 第五章 Communicative Language Teaching 一、Background 1、 The decline of Situational Language Teaching in Britain British applied linguists began to call

63、into question the theoretical assumption underlying Situational Language Teaching. 2、British applied linguists: the functional and communicative potential of language 3、Changing educational realities in Europe 4、Notional syllabuses （Wilkins 1976） 5、Communicative language teaching strong versi

64、on weak version 6、the major distinctive features of the Audiolingual Method and the Communicative Language Teaching 7、Bronislaw Malinowski and John Firth 8、Learner-centered and experience-based view of second language teaching 二、Approach 1、 Theory of language language as communication H

65、ymes’s view Halliday’s view Henry Widdowson’s view Canale and Swain’s view The characteristics of the communicative view of language 2、 Theory of learning Elements of an underlying learning theory: communication principle, task principle, meaningfulness principle Krashen’s view Johnson

66、 and Littlewood’s view 三、Design 1、 Objectives Piepho’s discussion (general objectives) No defined particular objectives 2、 The syllabus Notional syllabus Widdowson’s argument Yalden’s classification of communicative syllabus types Discussion concerning syllabus 3、 Types of learning and teaching activiti