《語言教學(xué)的流派第二版》自己整理的筆記(總58頁)

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1、第一章 A brief history of language teaching 第二章 The nature of approaches and methods 前兩章很簡單，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 gradation are used

2、and new teaching points are presented and practiced through meaningful situation-based activities. 一、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

3、 the approach 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 followed to ensure th

4、at an essential general service vocabulary is covered. 5. Items of grammar are graded by their complexity. 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 distincti

5、ve feature: structures must be linked to situations in which they could be used Language was viewed 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 l

6、earning 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 1、Objectives: (1). Practical command of the four basic skills of language (2). Accurac

7、y 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 syllabus—a list of the basic structures and sentence patterns (2) Situation: the manner

8、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 sentence patterns (2) Situation: the use of concrete objects, pictures and realia,

9、 which together with actions and gestures (3) Practice techniques: guided repetition, substitution 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 skill

10、ful manipulator、on the lookout for errors The teacher is essential to the success of the method. 6、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

11、 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 speech, reading and writing. The teaching of a structure: four parts Pronunciation Revision ( to prepare for new work if necessary) Pres

12、entation of new structure or vocabulary Oral practice (drilling) Reading of material on the new structure, or written exercises The sequence of activities: Listening practice Choral imitation Individual imitation Isolation Building up to a new model Elicitation Substitution drilling Quest

13、ion-answer drilling Correction 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) ofte

14、n makes use of contrastive analysis. 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,

15、 and behaviorist psychology led 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

16、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 behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the natu

17、re of language and of language learning, 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 The primary medium of language is oral: speech is language. 2、Theory of lea

18、rning 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 learned in the target language are presented in sporken form before th

19、ey 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 learned in a linguistic and cultural context and not in isolation. 三

20、、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 abilities that native speakers have 2、The syllabus A linguistic s

21、yllabus: 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

22、s Organisms that can be directed by skilled training techniques to produce correct responses 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

23、 role of instructional materials Textbook Tape recorders and audiovisual equipment 四、Procedure 1、The process of teaching involves extensive oral instruction 2、The procedures the teacher should adopt ( Brook) 3、In a typical audiolingual lesson the following procedures will be observed: a. Rec

24、ognition; b. Imitation and repetition c. Patterns drill: d. Follow-up activities 五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of expectation. 2、the theoretical attack: No

25、am Chomsky’s 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 action. This method of learning was developed by James Asher, a professor of psychology at San Jose State University, C

26、alifornia. 一、Background 1、the “trace theory” of memory in psychology 2、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 introd

27、uctory level 二、Approach 1、Theory of language structuralist or grammar-based 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 R

28、eminiscent of the views of behavioral psychology: a stimulus-response view Learning hypotheses ( 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

29、idea are: 1. Second language learning is parallel to first language learning and should reflect the 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 shou

30、ld use right-brain motor activities, while the left hemisphere watches and learns. 三、Design 1、Objectives 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 exercise ty

31、pes 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

32、 plays：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 organi

33、zed Teachers 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 s

34、ituations (supporting materials) 四、Procedure Asher’s account of a course: Review New commands Role reversal Reading and writing Conclusion: Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquis

35、ition. 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 who need to be active in the class. 3. Command forms used to convey information. 4.

36、 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 very effective with teenagers and young learners. 第六章The Silent Way It is

37、 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 help the students to talk. The method takes its name from the relative s

38、ilence 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 accompanying physical objects. Learning is facilitated by problem sol

39、ving. 二、Approach 1、Theory of language Gattegno views language as a substitute for experience. By the "spirit" of the language 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

40、 learning Surrender Artificial approach The self of the learner Learning to learn 三、Design 1、Objectives The general objectives: 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 la

41、nguage Teach learners how to learn a language 2、 The syllabus a basically structural syllabus vocabulary 3、Types of learning and teaching activities simple linguistic tasks responses to commands, questions and visual cues 4、Learner roles Learners are expected to develop independence, aut

42、onomy and responsibility. Learners exert a strong influence over each other’s learning. Playing varying roles 5、Teacher roles Teacher 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.

43、6、The role of instructional materials The pronunciation charts The colored cuisenaire rods 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 th

44、e rods and charts) A sample lesson Fidel chart Conclusion: The 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 dire

45、cting and monitoring learner performance, the responsibility placed upon learners, and the materials used. 第七章Community Language Learning社團(tuán)語言學(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)t

46、o second and foreign language teaching and learning. It uses techniques developed in 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 learner

47、s’ 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 “Counselor”) translates the learners’ sentences into the foreign language, and the learner then repeats this to other members of the gro

48、up. 一、Background 1、Rogerian counseling——Charles 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 between equals, intera

49、ction 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 and aggr

50、ession)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 Spec

51、ific objectives are not addressed. 2、The syllabus No conventional language syllabus Topic-based course Teacher’s responsibility： teacher transfers knowledge and proficiency to the learner Goal: attenting near-native like mastery of the target language. 3、Types of learning and teaching activ

52、ities Combines innovative learning tasks and activities with conventional ones. Translation, 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、Te

53、acher 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 instructional materials A textbook is not considered a necessary component. Materials may be developed b

54、y 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 protocol of what a first day’s CLL class covered Conclusion: Community Language Learning

55、 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 a method that

56、 centered on the learner and stresses the humanistic side of language learning. 自己想法：學(xué)校英語角活動(dòng) Question for discussion: 社團(tuán)學(xué)習(xí)法把語言學(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 Lozan

57、ov. It makes use of dialogues, situations and translation to present and practise language, and in particular, makes 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 Sugg

58、estopedia 3、Soviet psychology 4、mental states 5、the centrality of music and musical rhythm to learning 二、Approach 1、Theory 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 desuggest

59、ive-suggestive sense six principal theoretical components: 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 advance

60、d conversational proficiency quickly increased access to understanding and creative solutions of problems 2、 The syllabus course description time duration——30 days each unit the whole course 3、Types of learning and teaching activities imitation, question and answer, role play each unit li

61、stening activities 4Learner roles The mental 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 ro

62、le of instructional materials Expected teacher behaviors 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 The second

63、 part: new material is presented and discussed The third part: the sance or concert session Conclusion: Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscienc

64、e, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory. Question for discussion; 暗示法強(qiáng)調(diào)音樂的作用，那么音樂在外語學(xué)習(xí)過程中究竟起了怎樣的作用？談?wù)勀銈兊目捶ā? 第九章 The Whole

65、Language 全語言法 The purpose of the Whole Language theory is to present language learning as a whole process in practice. Language is taught as a whole that is not divided into phonetics, vocabulary and grammar. However, language are taught by the ways of the listening, speaking, reading and writing f

66、or learners in the colleges or universities. 源于母語Holistic 一、Background The term was initially created in 1980s by Goodman and a group of U.S. educators concerned with the teaching of reading and writing in the native language. As a holistic way to teach reading, whole language argues: 學(xué)生作為某種文化的一個(gè)成員與知識的創(chuàng)造者，應(yīng)該受到尊重。Respect for each student as a member of a culture and as a creator of knowledge. 教師作為一名專業(yè)人士應(yīng)該受到尊重。Respect for each teacher as a professional. We see it as an approach bas