教學(xué)流派Week11

1、Part 1 Major Trends in Twentieth-century Language TeachingBy Weng SuxianSFS, Guangzhou UniversityContentsnChapter 1 A brief history of language teaching n(GTM & DM)nChapter 2 The nature of approaches and methods in language teachingn(Approach & Method)nChapter 3 The oral approach and situational lan

2、guage teaching (approach, design and procedure of SLT)nChapter 4 The Audiolingual Method( approach, design and procedure of ALM)Chapter 1A brief history of language teaching (GTM & DM)(1) Background of Grammar-translation method n15th century : Latin was a dominant language of education, commerce, r

3、eligion, and government in the western world.n16th century: French, Italian and English gained importance.n17th-19th century: study of classical Latin( grammar & rhetoric) became the model for language study. (2) Definition of Grammar-translation Method 語(yǔ)法翻譯法nIt is a method of foreign or second lang

4、uage teaching which uses translation and grammar study as the main teaching and learning activities.(3) GTMs declinenMid 19th century: questioning and rejection of the GTM (demand for oral proficiency in foreign language).nReformers: nC. Marcel( Frenchmen): importance of meaningnT. Prendergast (Engl

5、ishman): childrens use of contextual and situational cues nGouin (Frenchmen): use of situations and themes as ways of organizing oral language, the use of gestures and actions to convey the meanings of utterancesThe reform movementSpoken language is primary;Application of phonetics;Learners should h

6、ear before seeing the language;Grammar should be taught inductively;Translation should be avoided.(1) Background of DMnAttempts have been made to make second language learning more like first language learning (the Natural Method).nSauveur: use of intensive oral interaction in the target language, e

7、mploying questions as a way of presenting and eliciting language.nFranke (German): monolingual approach, known words could be used to teach new vocabulary. Berlitz: target language, only everyday vocabulary and sentences, exchanges between teacher and students in small classes, grammar (inductive),

8、teaching new points orally, concrete vocabulary by demonstration, objects and pictures, emphasize correct pronunciation and grammar.(2) Definition of DMnA method of FLT or SLT in which only the target language is used in class and meanings are communicated “directly” by associating speech forms with

9、 actions, objects, mime, gestures, and situations.(3)Decline of the Direct MethodToo much dependence on teachers skill (sometimes a simple, brief explanation in the students native language would have been a more efficient route to comprehension)20th century: decline of DMFrance/Germany: combination

10、 of Direct Method and grammar-based activitiesAmerica: emphasis on reading, Audio-lingual Method( World War II)聽(tīng)說(shuō)法Britain: Oral Approach or Situational Language Teaching(口頭法和情景教學(xué)法) Chapter 2The nature of approaches and methods in language teachingMethod &approach MethodApproachdesignProcedure教學(xué)方法教學(xué)方

11、法教學(xué)理論1. ApproachTheory of language : structural view, functional view, interactional viewTheory of language learning:behaviorism, innatism,interactionism 2. DesignnObjectivesnThe syllabusnTypes of learning and teaching activitiesnLearner rolesnTeacher rolesnThe role of instructional materials3. Proc

12、edureChatper 3The oral approach and situational language teaching 口語(yǔ)法和情景教學(xué)法nDeveloped and used in Britain during 1930s-1960s.nLong-lasting impact on the design of EFL/ESL textbooks and coursesnStreamline English(1979)nAccess to English(1975)nNew concept English(1967)Main Characteristics(1) Language

13、teaching begins with the spoken language.(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 that an essential general service vocabulary is covered.(5)Items of grammar sho

14、uld be taught from simple to complex ones.(6)Reading and writing are introduced after a sufficient lexical and grammatical basis. 1. ApproachTheory of languageStructuralismSpeech was the basis of language, and structure was at the heart of speaking ability.Structures must be linked to situations in

15、which they could be used.Theory of learningBehaviorist habit-learning theory2. Design of SLTObjectives : Four basic skills of language (through structure)Accuracy is crucialSpeech work( Before our pupils read new structures and new vocabulary, we shall teach orally both the new structures and new vo

16、cabulary).The syllabus: Structural syllabus & word listSen pattern VocLThis is. book, pencil That is. ruler , deskL2 These are. chair, picture Those are. door, windowL3 Is this? Yes, it is. watch, boxIs that? No, it isnt. pen, blackboardTypes of learning and teaching activitiesnSituation:n concrete

17、objectsn picturesn realian actions nGesturesPractice: Guided repetition and substitution activitiesLearner roles, teacher roles and the role of instructional materialsLearner roles: nListen and repeatTeacher roles：示范（model）；指揮 (conductor of an orchestra)；操控 (manipulator)The role of instructional mat

18、erials nTextbook & visual aidsn(wall charts掛圖, flashcards抽認(rèn)卡, pictures圖片, stick figures簡(jiǎn)筆畫(huà), and so on.) 3. Procedure of SLT（）Listening practice ；（）Choral imitation ；（）Individual imitation；（）Isolation ；（）Building up to a new model；（）Elicitation；（）Substitution drilling；（）Question-answer drilling問(wèn)答練習(xí)；（

19、）Correction 糾正 Chapter 4Background of ALMnASTP (Army specialized training program) in WW IIn美國(guó)軍隊(duì)特別培訓(xùn)教程nInformant method 問(wèn)詢(xún)法/the army method軍隊(duì)式教學(xué)法 (for conversational proficiency)nAmerica: international powernMid 1950s: Audiolingualism n(The emergence of the AL resulted from the increased attention g

20、iven to foreign language teaching in the US toward the end of the 1950s)1. ApproachTheory of languageStructural linguistics: phonological and grammatical systems (the primary medium of language is oral).Theory of learningBehavioral psychology：stimulus, response, reinforcementStimulus organism respon

21、sereinforcementNo reinforcementPrinciples of ALMn(1)Foreign language learning is basically a process of mechanical habit formation(習(xí)慣形成).n(2) Language skills are learned more effectively if the items to be learned are presented in spoken form(先說(shuō)后寫(xiě)).n(3) Analogy provides a better foundation for langu

22、age learning than analysis(類(lèi)比和操練為主；總結(jié)歸納而非分析演繹).n(4) The meanings of the words can be learned only in a linguistic and cultural context and not in isolation(意思不能孤立學(xué)習(xí)).2. Design of ALMObjectives (oral skills) : Short-range objectives: listening, pronunciation, recognition and reproduction of speech sy

23、mbols in writingLong-range objectives: must be language as the native speaker uses it.The syllabus:Key items of phonology, morphology, and syntax of the language are arranged according to their order of presentation( derived in part from a contrastive analysis). Types of learning and teaching activi

24、tiesDialogues (contextualizing) and drills (grammatical patterns)對(duì)話(huà)和句型操練對(duì)話(huà)和句型操練nRepetition 重復(fù) Inflection屈折nReplacement 替換 Restatement轉(zhuǎn)述nCompletion完成句子 Transposition移位nExpansion擴(kuò)展 Contraction壓縮nTransformation轉(zhuǎn)換 Integration合并nRejoinder 回答 Restoration連詞成句Learner roles, teacher roles and the role of instructional materialsLearner roles( reactive):Responding to stimuliTeacher roles (active):DirectMonit