《語言教學的流派》課程教案

1、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，屬于應用語言學，狹義的應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，提高理論和學術素養(yǎng)。要求：1、熟悉每章的 key words2、Make presentation in English3、積極參加課堂討論4、認真預習和完成課后作業(yè)5、期末考查方式： PaSSage tran SlatiO

2、r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 TeaChin書對 20世紀出現的 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 TeaChing1、APPrOaCh and methOd2、 Language teaChing -SeC

3、Ond language teaChingOr fOreign language teaChingThiS bOOk iS a bOOk On the hiStOry Of language teaChing, but it'S mOgre than that. AtO 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 eva

4、luatiOn, 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 t

5、O 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 deCiSi

6、OnS.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 20世紀出現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 n ature Of approaches and methods in Ian guage teachin外語教學法理論 與方法的性質 本章為以后的分析立下了一個基本的理論分析框架 （framew

7、ork） 。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 wiII present a modeI for the description, anaIysis, and comparison of methods. This modeI wiII be used as a framework for the subsequent discussions and anaIyses of particuIa

8、r Ianguage teaching methods and phiIosophies.第三章至第十章是根據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 SitUati OnaILan guage TeaCh ing 口語法和情景法 第四章 The AudioIinguaI method 聽說法第五章 COmmUniCative LangUage TeaChing 交際法第六章Total PhySiCaI ReSP on Se全身反應法第七章 The Silent Way 沉默法第八章COmmUnity LangUage

9、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

10、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

11、ChaPter examineS methOdS frOm a brOader framewOrk and PreSent aCUrriCUlUm-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 methOd

12、S.ChangeS in langUage teaChing methOdS thrOUghOUt hiStOry have refleCteda. 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 L

13、atin4、受拉丁語教學法影響的 modern Ian guage（如英語、德語、法語等等）的教學 法這種方法就是 The Grammar-TransIation Method二、The Grammar-TransIation Method1、對這種方法的評價2、這種教學法的主要特點： 7 點the goaI of foreign Ianguage Iearning reading and writing/speaking and Iistening vocabuIary seIection sentence accuracygrammarthe students n'ative Ia

14、nguage3、對這種教學法的批評三、Language teaching innovations in the 1t9h century1、Increased opportunities for communication: oraI proficiency2、IndividuaI Ianguage teaching speciaIists:C. MarceI: emphasized the important meaning in IearningT. Prendergast: proposed the first“structuraI syIIabus ”F.Gouin: “series

15、”四、The Reform Movement1 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

16、tranSlation3、natural methodS 的興起，其中一種就是眾所周知的 DireCt Method五、The DireCt Method1、倡導者： Gouin ；Sauveurfoundation: natural language learning prinCipleS2、Berlitz Method :prinCipleS and proCedureSguidelineS3、drawbaCkS六、The COIeman Repor： 1929 in the United StateS七、method 到底是什么？the goaIS of Ianguage teachin

17、gthe baSic nature of Ianguagethe SeIection of Ianguage contentprincipIeS of organization, Sequencing and preSentationthe roIe of the native IanguageproceSSbeSt teaching techniqueS and activitieS and circumStanceSParticuIar methodS differ in the way they addreSS theSe iSSueS.We need to preSent a mode

18、I for the deScription, anaIySiS, 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 Ianguage of education, commerce, reIigion, and government in the WeStern worId. But Latin waS not a Ianguage of Spoken and written communication. It waS a dead

19、Ianguage. ChiIdren enter grammar SchooI to Iearn Latin in order to read cIaSSicaI workS of famouS Latin writerS Such aS VirgiI, Ovid, and Cicero and to deveIop inteIIectuaI abiIitieS. Latin waS taught through rote Iearning of grammar ruIeS, tranSIation and practice in writing SampIe SentenceS.In eig

20、hteenth century,“modern” IanguageS Such aS EngIiSh, French and ItaIian began toenter European SchooIS, and they were taught uSing the Same way that were uSed for teaching Latin. TextbookS conSiSted of abStract grammar ruIeS, IiStS of vocabuIary, and SentenceS for tranSIation. TheSe SentenceS were co

21、nStructed to Show the grammar ruIeS and had no reIation to the Ianguage of reaI communication.By the nineteenth century, thiS approach baSed on the Study of Latin had become the Standard way of Studying foreign IanguageS in SchooIS, which became known aS the Grammar-TranSIation Method.What were the

22、principaI characteriSticS of Grammar-TranSIation Method?1 、 the goaI of foreign Ianguage Study iS to Iearn a Ianguage in order to read itS Iiterature or in order to benefit form the mentaI diScipIine and inteIIectuaI deveIopment that reSuIt from foreign Ianguage Study.2、Reading and writing are the m

23、ajor focuS.3、VocabuIary SeIection iS baSed SoIeIy on the reading textS, and wordS are taught through biIinguaI word IiSt, dictionary Study, and memorization.4、The Sentence iS the baSic unit of teaching and Ianguage practice. ThiS focuS on the Sentence iS a diStinctive feature of the method.5、Accurac

24、y iS emphaSized.6、Grammar iS taught deductiveIy-by preSentation and Study of grammar ruIeS, which are then practiced through tranSIation exerciSeS.7、The Student 'S native Ianguage iS the medium of inStruction. ExpIain new itemS and make compariSonS between the two IanguageS.The goalHow to teach

25、words?How to teach grammar?What is emphasized?The role of the sentenceThe role of native languageIn 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 E

26、uropeans 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.

27、 Each of them use a specific method for reforming the teaching of modern languages.Marcel, Prendergast, GouinEducators 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

28、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

29、, 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 o

30、f linguistics was revitalized. Phonetics the scientific analysis and description of the sound systems of languageswas 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 Intern

31、ational 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 language2、phonetic trainingto establish good pron

32、unciation habits3、the use of conversation texts and dialogues4、grammar is taught inductively5、teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongueLinguists too became interested in the controversies that emerg

33、ed 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 taught2、imposing limits

34、on what is to be taught3、arranging what is be taught in terms of the four skills4、grading materials from simple to complexGerman 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 ar

35、gued 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

36、for teaching a language, in general they believed that:1、the spoken language is primary, methodology should be oral-based2、phonetics should be applied to teaching and to teacher training3、listening first4、words should be presented in sentences, sentences should be practiced in meaningful context5、gr

37、ammar should be taught inductively6、no translationThese principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of applied linguisticsthat branch of language study concerned with the scientific study of second

38、 orforeign 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 kn

39、own 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

40、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

41、that a foreign language could be taught without translation, or the use of the learner' s native tongue, if meaning was conveyed directlythrough demonstration and action.In 1884, the German scholar Franke wrote on a monolingual approach to teaching. According to Franke, a language could best be

42、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 teache

43、r 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 i

44、n theUnited 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 only2、everyday vocabulary and sentences were taught3、oral communica

45、tion skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes4、grammar was taught inductively5、new teaching points were introduced orally.6、Concrete vocabulary and abstract vocabulary7、Speech and l

46、istening comprehension8、Correct pronunciation and grammar were emphasizedGuidelines 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 ov

47、eremphasized 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 t

48、he 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 allteachers were proficient enough in the foreign language. Critics also pointed out that sometime a s

49、imple 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 mor

50、e 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 la

51、nguage 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 studypublished as the Coleman Report advocated that a more reasonable goal for a foreign language course would be a rea

52、ding 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 Henr

53、y 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 appli

54、ed 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.Subsequentdevelopments led to Audiolingualism in the United Stated and the Oral Approach or Situational

55、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 skills2、What is the

56、 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

57、 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

58、analyses of particular language teaching methods and philosophies.第二章 外語教學法理論和方法的性質In this chapter, we will clarify the relationship between approach and method and present amodel 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 method1、 the model of Edward Anthony ( 1963) approach : a set of correlative assumptions dealing with the nature of language t