內(nèi)容講義成果講稿week6lecture

1、Oral-Situational ApproachAudiolingual MethodThe total physical response1. Oral-Situational Approach Developed in Britain and popular between the 1930s and 1960s Principles underlying OSA 1. Language teaching beings with the spoken language. Material is taught orally before it is presented in written

2、 form. 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 are graded following the principle

3、 that simple forms should be taught before complex ones. 6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Main difference between DM and OSA Oral-Situational Approach has a systematic planed vocabulary and grammar rules, DM hasnt. A General Servic

4、e List of English Words (West 1953)Learning theory Behaviorism Receiving the knowledge or materials Fixing it in the memory by repetition, and using it in actual practice until it becomes a personal skill. Oral-Situational Approach doesnt mention about reinforcement, as ALM does. Grammar is learned

5、inductively. The meaning of words or structures is not to be given through explanation in either the native language or the target language but is to be induced from the way the form is used in a situation. It is made clear visually by concrete objects, pictures, realia, actions and gestures. Accura

6、cy in both pronunciation and grammar is regarded as crucial. Errors are to be avoided at costs. Reading and writing are achieved through speech work. Practice techniques: chorus repetition, guided repetition, substitution activities, dictation, drills, and controlled oral-based reading and writing t

7、asks.Purpose a practical command of the four basic skills of languageTypical procedure 1. pronunciation 2. revision (to prepare for new work if necessary) 3. presentation of new structure or vocabulary 4. oral practice (drilling) 5. reading of material on the new structure, or written exercisesTeach

8、ing This/that isAdvantages with OSA Bring the reality situation in the classroom Scheduled progressDisadvantages with OSA Turn students into parrots Boring and mindless Reduce the motivation2. The Audiolingual MethodFounded during World War II for military purposes in USA Popular in the 1960s but di

9、ed out in the 70sObjectives Short-range objectives Training in listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing Medium-range objectives Control of the structure of sound, form and or

10、der in the new language acquaintance with vocabulary items that bring content into these structures; meaning of verbal symbols Long-range objectives Language as the native speakers use Language and Learning theory Structuralism/Behaviorism PrinciplesTeaching procedures （1）hear a dialogue （2）repeat t

11、he dialogue （3）key words or structures changed （4）practice substitutions in the pattern drillsFeatures （1） Imitation （2） repetition （3） Positively reinforced （4） Over learn *Emphasize in the “Form”, not the “Meaning”Drills and pattern practice 1. Repetition 2. Inflection I bought the ticket.I bought

12、 the tickets. He bought the candy. She bought the candy. I called the young man. I called the young men. 3. Replacement He bought this house cheap. He bought it cheap. Helen left early. She left early. They gave their boss a watch.They gave him a watch. 4. Restatement Tell him to wait for you.Wait f

13、or me. Ask her how old she is. How old are you? Ask John when he began.John, when did you begin? 5. Completion Ill go my way and you go.- Ill go my way and you go yours. We all haveown troubles. - We all have our own troubles. 6. Transposition Im hungry. (so). So am I. Ill never do it again. (neithe

14、r). Neither will I 7. Expansion I know him. (hardly). I hardly know him. I know him. (well). I know him well. 8. Contraction Put your hand on the table.Put your hand there. They believe that the earth is flat. They believe it. 9. Transformation He knows my address. He doesnt know my address. Does he

15、 know my address? He used to know my address. If he had known my address. 10. Integration They must be honest. This is important. It is important that they be honest. I know that man. He is looking for you. I know the man who is looking for you. 11. Rejoinder The student makes an appropriate rejoind

16、er to a given utterance. He is told in advance to respond in one of the following ways: Be polite. Thank you. Youre welcome. May I take one?Certainly. Answer the question What is your name?my name is Smith. Where did it happen?In the middle of the street. Agree. Hes following us. I think you are rig

17、ht. This is good coffee.Its very good. Agree emphatically. Express surprise. Express regret. Disagree. Disagree emphatically. Question what is said. Fail to understand. 12. Restoration Students/waiting/busThe students are waiting for the bus. Boys/build/house/treeThe boys built a house in a tree.Pro

18、cedureA typical lessonCriticism Disadvantages It fails to address the context and function of language. It banishes all forms of language processing that help students sort out new language information in their own minds. Turn Students into parrots Boring and mindless Reduce the motivation advantages Allows Students to communicate quickly Students became good at pattern3. Total Physical Response/TPR founded by James Asher, a professor of psychology in 1966 at San Jos State