語言教學(xué)的流派

1、THE AUDIOLINGUAL METHOD -Yan XingyueBACKGROUND u1920-1930 READING METHOD UNLIKE BRITISH APPLIED LINGUISTS NO SCIENTIFIC STANDARDIZATIONu1939-1945 THE WORLD WAR u1943-1945 Army Specialized Training Program (ASTP) LEONARD BLOOMFIELD informant method Army Method uINCREANING INTERNATIONAL POWERuINCREASI

2、NG DEMANDS FOR A NEW APPROACHAn intensive oral-based approachAPPROACHuTHEORY OF LANGUAGEuSTRUCTURAL LINGUISTICS:The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s-a view that came to be known as structural linguistics.uSPEECH IS LANG

3、UAGE:Another important of tenet of structural linguistics was that the primary medium of language is oral: Speech is language. “primarily what is spoken and only secondarily what is written”.uTHEORY OF LEARNING uBEHAVIORAL PSYCHOLOGY (B.F. Skinner)uSTIMULUS RESPONSE REINFORCEMENT Correct use of a tr

4、ait would receive positive feedback while incorrect use of that trait would receive negative feedback.Stimulus Organism Response BehaviorReinforcement (behavior likely to occur again and become a habit)No reinforcement/negative reinforcement (behavior not likely to occur again)uLearning principles1.

5、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 spoken form before they are seen in written form.3.Analogy provides a better foundation for language learni

6、ng than analysis.4.The meanings that the words of a language have the native speaker can be learned only in a linguistic and cultural context and not in isolation.DESIGN speech-based instruction with the primary objective of oral proficiency OBJECTIVESuShort-range objective:training in listening com

7、prehension, accurate pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing.uLong-range objective:“must be language as the native speaker uses it. There must be some knowledge of a second language as it is possessed by a t

8、rue bilingualist”.uThe focus in the early stages is on oral skills, with gradual links to other skills as learning develops.uTHE SYLLABUSuThe starting point is a linguistic syllabus, which contains the key item of phonology, morphology, and syntax of the language arranged according to their order of

9、 presentation.(CONTRASTIVE ANALYSIS)uIn addition,a lexical syllabus of basic vocabulary items is usually specified in advance.uThe language skills are taught in the order of listening, speaking, reading, and writing.uTYPES OF LEARNING AND TEACHING ACTIVITIESuDialogues and drill form the basis of aud

10、iolingual classroom practices.uDialogues:For repetition and memorization (correct pronunciation,stress ,rhythm,intonation)uDrills:Specific grammatical pattens in the dialogue.1.Repetition2.Inflection3.Replacement4.Restatement5.Completion6.Transposition7.Expansion8.Contraction9.Transformation10.Integ

11、ration11.Rejoinder12.RestorationuLEARNER ROLESuA REACTIVE ROLE BY RESPONDING TO STIMULI.u Organisms that can be directed by skilled training techniques to produce correct responses.uHave little control over the content ,pace or style of learning.uTEACHER ROLESuThe teachers role is central and active

12、; uIt is a teacher-dominated method;uMODEL,CONTROL ,MONITOR,CORRECTuTHE ROLE OF INSTRUCTIONAL MATERIALSuA student textbook :NOT used in the elementary phases of a course ;uTape recorders and audiovisual equipment often have central roles in an audiolingual course;uA language laboratory may also be c

13、onsidered essential.uPROCEDURES1.Hear a model dialogue repeat memorize (Do not consult their book);2.The dialogue is adapted to the students interest or situation, through changing certain key words or phrases(BY students);3.Key structures grammatical explanation;4.Textbook follow reading writing or

14、 vocabulary activities;5.Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.uTHE DECLINEuAudiolingualism reached its period of most widespread use in the 1760.uCriticism on two fronts:1.The theoretical foundations of Audiolingualism w

15、ere attacked as being unsound in terms of both language theory and learning theory.(Noam Chomsky)2.Practitioners found that the practical results fell short of expectations.(Unable to transfer skills in classroom to real communication;boring and unsatisfying.)uCONCLUSIONuAudiolingualism stresses the mechanistic aspects of language learning and language use;uThere are many similarities between Situational Language Teaching and Audiolingualism. The similarities o