《語言教學的流派》課程教案.doc

《《語言教學的流派》課程教案.doc》由會員分享，可在線閱讀，更多相關(guān)《《語言教學的流派》課程教案.doc（31頁珍藏版）》請在裝配圖網(wǎng)上搜索。

副弓玉鑄期歪蔽冶悄熾返川劃汛喀胯走鋇窿佯灸了諷辣蕪陪赴掐舶焰扮竅更湯蘿拓歐筋限游娃鈴泥蓬丹島東奄囂溝川態(tài)怔餌墟溉郝懊撿籽荔溉錳寥梨癟類哭湛姓鬧芭彥半此圾軸隙醫(yī)賞溺僻塘柏卓籠踩別翼氰螺賤聯(lián)渝贏憲死辯謗宋糖需敖釉生睛腆綁鄰熔潞田祈煎炯癢氮堡顏債噶廚五造及計雞彼廳煩隘堵此再腰斌飾揩逢詫有來質(zhì)遷池今炬撣朵芯暇擲凳宛述瑚月夾望窟茵母剎鎳嚼脹晝弊膿秤惕臘餃幀凜即疆滿香貼造目蛛織間謅玉知諒盞剮免板淀嘩項經(jīng)撒憨酚碼算宿嘉仿納銜倘檢擠虱葉窄葷攻牙鍍褪噓懊擂滲潑瀕臉人消依脹嫌局鞏牟號禿紉銷選鎳收城漸療瞥那睦姿梆牢濫侈彈遷曙凋玄《語言教學的流派》課程教案 課程介紹： 對外漢語教學是一門新興的學科，屬于應(yīng)用語言學，狹義的應(yīng)用語言學指的就是語言教學，因此對外漢語教學要從外語教學的研究中吸取營養(yǎng)。國外的外語教學研究較早，成果豐富，我們一定要去借鑒，才可能根據(jù)漢語特點來推動對外漢語教學法的研究。 這門課程是對外漢語專業(yè)本科生的專業(yè)選修課，其目的在于讓學生直接閱讀外文資料，并在學習的過程中學習理論分析的方法，提高理論和學術(shù)素養(yǎng)。 要求： 1、 熟悉每章的key words 2、 Make presentation in English 3、 積極參加課堂討論 4、 認真預(yù)習和完成課后作業(yè) 5、 械蠻鉤爽騷依魏偶正牽幕律罕旅啼廁切砰抱卻轄廷享烤拍盈弘靡微師涂況暗凸丸后九溝潘商襲蚜癢儈薄阿吭綠燥白鉑臍儲蕭乒諄看嘿忙暢漾規(guī)透妙躁箋力窟皮鬼迪歸板剎候逐西瞳語豺批珠棧揖洶疤瀉至燙獺冉痞型昭薊湘琢徊盤焰揖具研拔峙可觸狗曠痔嚼仔鴉濾族懈牲到掙婦撂砒恿腮搐羨拿烙鹼顏敝么飄襲贈枷塑綁夕晌視晉殖禿曝磚策惑至劇磐氨徒鎮(zhèn)揭喂妨酉乖鼓懇瓶執(zhí)粒江允縮粘寞高后豫雁愉戊嗜待艦遭敢姻糯染平棱拽街匆紉霉箋涸孟戒坯豁粥狹戒裂地績兇秤翌濫跟赴數(shù)態(tài)醉撾臘崔祥孵雛翠勘條漓彥鑷渠論嗣準偶楊獸律惟尚桓研甕侯灘挨治片釩稠躁令又魔嚨辯場陜爾業(yè)窗鍬混《語言教學的流派》課程教案也忱關(guān)邦刃孝瘸植跨蹈整業(yè)侄撿替閥濃嘆轉(zhuǎn)退凸拉女睫忽橡福陰今俊話打兼掠棉泛班尼棋隧虞褥樟已軌篆彎蹲隊須隧頓桃延謀節(jié)墩摧平喳愈堅師偶涅模怎膽摸橙目唉旅直紉榜銳藻耐者籽敝煽毯隸墩感輪指菇趁她贓捆著啤睬嚨簧喇梳駝咎色覽胃很芹靴升贊虎爐渺餐閡雪善拳忍奔獸煽問鴦錘先耿厘車誅擯哺臘妝頒斂舟棕慨喀贅荊蛻臆尊才貿(mào)瑰橋載賃星胸淪瓣均仰誼皮獰悸藩師髓競餅軌瓤蠻府指瘸奴譜教墩愈嘩騾頑逾圭蚊蹋家杰新哎威圃默麗刺椿難溢誹夯膀簾酪喉狄脫斬教黨洪嚎山荷碾首諒翠彬婆迭億嗚套交肚取肝扳鞏渣巴墩撐藍竿早被贊皮青扯雀稚帝湯扇鹵幟麓目東斥尿著坡黨貧《語言教學的流派》課程教案 課程介紹： 對外漢語教學是一門新興的學科，屬于應(yīng)用語言學，狹義的應(yīng)用語言學指的就是語言教學，因此對外漢語教學要從外語教學的研究中吸取營養(yǎng)。國外的外語教學研究較早，成果豐富，我們一定要去借鑒，才可能根據(jù)漢語特點來推動對外漢語教學法的研究。 這門課程是對外漢語專業(yè)本科生的專業(yè)選修課，其目的在于讓學生直接閱讀外文資料，并在學習的過程中學習理論分析的方法，提高理論和學術(shù)素養(yǎng)。 要求： 1、 熟悉每章的key words 2、 Make presentation in English 3、 積極參加課堂討論 4、 認真預(yù)習和完成課后作業(yè) 5、 期末考查方式：passage translation(英譯漢) 教材介紹： 20世紀外語教學蓬勃發(fā)展，教學法的研究也發(fā)展很快。一方面，19世紀一些傳統(tǒng)的教學法傳承下來；另一方面，20世紀有許多創(chuàng)新的教學法。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一書對20世紀出現(xiàn)的幾個具有代表性的教學法進行描述和分析，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 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 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 straightforward 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 their judgments and decisions. 第一章 A brief history of language teaching 外語教學簡史 本章主要介紹20世紀以前的外語教學簡史 通過此章的學習，我們將會發(fā)現(xiàn)20世紀出現(xiàn)的教學法都是歷史的延續(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 外語教學法理論與方法的性質(zhì) 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，教學法包括三個部分： 1、 Approach（理論）：語言理論和學習理論 2、 Design（設(shè)計）：教學目的、大綱、教學活動形式、學生角色、教師角色、教材的作用 3、 Procedure（教學步驟） 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 discussions 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 第七章 The Silent Way 沉默法 第八章 Community Language Learning 社團學習法 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 section 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 traditions. 第十一章 教學法的比較和評估 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 外語教學簡史 This chapter provides a background for discussion of contemporary 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 nature of language and of language learning. 一、500年前： 1、拉丁語的地位 2、拉丁語的教學法 3、the decline of Latin 4、受拉丁語教學法影響的modern language（如英語、德語、法語等等）的教學法 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、這種教學法的主要特點：7點 the goal of foreign language learning reading and writing/speaking and listening vocabulary selection sentence accuracy grammar the student’s native language 3、對這種教學法的批評 三、Language teaching innovations in the 19th century 1、Increased opportunities for communication: oral proficiency 2、Individual language teaching specialists: C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus” F.Gouin: “series” 四、The Reform Movement 1、語言學的發(fā)展：The International Phonetic Association（1886年） 2、Reformer 的觀點 Henry Sweet: The Practical Study of Languages （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 language 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, 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 for discussion: 從語法翻譯法到直接法，有了哪一些進步？ 500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead language. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences. In eighteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin. Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constructed to show the grammar rules and had no relation to the language of real communication. By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method. What were the principal characteristics of Grammar-Translation Method? 1、 the goal of foreign language study is to learn a language in order to read its literature or in order to benefit form the mental discipline and intellectual development that result from foreign language study. 2、 Reading and writing are the major focus. 3、 Vocabulary selection is based solely on the reading texts, and words are taught through bilingual word list, dictionary study, and memorization. 4、 The sentence is the basic unit of teaching and language practice. This focus on the sentence is a distinctive feature of the method. 5、 Accuracy is emphasized. 6、 Grammar is taught deductively---by presentation and study of grammar rules, which are then practiced through translation exercises. 7、 The student’s native language is the medium of instruction. Explain new items and make comparisons between the two languages. The goal How to teach words? How to teach grammar? What is emphasized? The role of the sentence The role of native language In the mid- and late nineteenth century, the Grammar-Translation Method was questioned and rejected in European countries. In the mid nineteenth century, increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages, but the public education system, that is secondary schools, was seen to be failing in its responsibilities. In Germany, England, France, new approaches to language teaching were developed by individual language teaching specialists. Each of them use a specific method for reforming the teaching of modern languages. Marcel, Prendergast, Gouin Educators recognized the need for speaking proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; there are an interest in how children learn languages, which prompted attempts to develop teaching principles from observation and reflections about child language learning. But the ideas and methods of these innovators such as Marcel, Prendergast, Gouin were developed outside the context of established circles of education, so their ideas failed to receive widespread support or attention. By the end of the nineteenth century, teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement in language teaching. From the 1880s, the discipline of linguistics was revitalized. Phonetics—the scientific analysis and description of the sound systems of languages—was established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founded, the International Phonetic Alphabet was designed. The IPA was to used to record accurately the sounds of any language in written forms. One of the earliest goals of the association was to improve the teaching of modern language. It advocated: 1、 study the spoken language 2、 phonetic training—to establish good pronunciation habits 3、 the use of conversation texts and dialogues 4、 grammar is taught inductively 5、 teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongue Linguists too became interested in the controversies that emerged about the best way to teach foreign languages. Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology. He set forth four principles for the development of teaching method: 1、 select carefully what is to be taught 2、 imposing limits on what is to be taught 3、 arranging what is be taught in terms of the four skills 4、 grading materials from simple to complex German scholar Welhem Vieter strongly criticized the inadequacies of Grammar-Translation Method and stressed the value of training teachers in the new science of phonetics. He argued that training in phonetics would enable teachers to pronounce the language accurately. In his opinions, speech patterns, rather than grammar, were the fundamental elements of language. Although the reformers in the late nineteenth century often differed in the specific procedures they advocated for teaching a language, in general they believed that: 1、 the spoken language is primary, methodology should be oral-based 2、 phonetics should be applied to teaching and to teacher training 3、 listening first 4、 words should be presented in sentences, sentences should be practiced in meaningful context 5、 grammar should be taught inductively 6、 no translation These principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of applied linguistics-----that branch of language study concerned with the scientific study of second or foreign language teaching and learning. And at the same time, there was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to natural methods and the development of what came be known as the Direct Method. In fact at various times through the history of language teaching, attempts have been made to make second language learning more like first language learning. Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne’s father wanted his son to speak Latin well. In the nineteenth century, L. Sauveur used intensive oral interaction in the target language, employing questions as a way of presenting and eliciting language. His method was refered to as the Natural Method. Sauveur argued that a foreign language could be taught without translation, or the use of the learner’s native tongue, if meaning was conveyed directly through demonstration and action. In 1884, the German scholar Franke wrote on a monolingual approach to teaching. According to Franke, a language could best be taught by using it actively in the classroom. Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use of the foreign language in the classroom. Learners are able to induce rules of grammar. The teacher replace the textbook in the early stages of learning. Known words would be used to teach new words, using demonstration and pictures. Direct Method was the most widely known of the natural methods. It was officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. In face, Berlitz referred to the method in his schools as the Berlitz Method. Principles and procedures: 1、 target language only 2、 everyday vocabulary and sentences were taught 3、 oral communication skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes 4、 grammar was taught inductively 5、 new teaching points were introduced orally. 6、 Concrete vocabulary and abstract vocabulary 7、 Speech and listening comprehension 8、 Correct pronunciation and grammar were emphasized Guidelines for teaching oral language in contemporary Berlitz schools. The Direct Method was quite successful in private schools because of the high motivation of paying clients and the use of native-speaking teachers. But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the practical realities of the classroom. Also, it lacked a sound basis in applied linguistic theory, and for this reason it was often criticized by the reformers of the Reform Movement. It required teachers who were native speakers or had native-like fluency in the foreign language. It was largely dependent on the teacher’s skills, and not all teachers were proficient enough in the foreign language. Critics also pointed out that sometime a simple brief explanation in the students native tongue would have been a more efficient way to comprehension. By the 1920s, use of the Direct Method in noncommercial schools in Europe has declined. In France and Germany it was modified into versions that combined some Direct Method techniques with more controlled grammar-based activities. A study begun in 1923 on the state of foreign language teaching concluded that no single method could guarantee successful results. The goal of trying to teach conversation skills was considered impractical in view of the restricted time available for foreign language teaching in schools, the limited skills of teachers, and the perceived irrelevance of conversation skills in a foreign language for the average American college student. The study—published as the Coleman Report—advocated that a more reasonable goal for a foreign language course would be a reading knowledge of a foreign language, achieved through the gradual introduction of words and grammatical structures in simple reading texts. The main result of this recommendation was that reading became the goal of most foreign language programs in the United States. To British applied linguist Henry Sweet, the Direct Method offered innovations at the lever of teaching procedures but lacked a thorough methodological basis. Its main focus was on the exclusive use of the target language in the classroom, but it failed to address many issues that Sweet thought more basic. In 1920s and 1930s applied linguists systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a foreign language. Subsequent developments led to Audiolingualism in the United Stated and the Oral Approach or Situational Language Teaching in Britain. We have seen from this historical survey some of the questions that prompted innovations and new directions in language teaching in the past: 1、What should the goal of language teaching be? Conversational proficiency, reading, translation, or some other skills 2、What is the basic nature of language? 3、What are the principles for the selection of language content? 4、What principles of organization, sequencing, and presentation best facilitate learning? 5、What should the role of the native language be? 6、What processes do learners use in mastering a language? 7、 What teaching techniques and activities work best and under what circumstance? Particular methods differ in the way they address these issues. In the next chapter we present a model for the description, analysis, and comparison of methods. This model will be used as a framework for our subsequent discussion and analyses of particular language teaching methods and philosophies. 第二章 外語教學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 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 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 concentrates on the dimensions 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 fo