(完整版)《語言教學(xué)的流派第二版》自己整理的筆記

第一章Abriefhistoryoflanguageteaching第二章Thenatureofapproachesandmethods前兩章很簡單，詳見前面中文導(dǎo)讀

第三章TheoralapproachandsituationallanguageteachingTheoralapproach(situationallanguageteaching)isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.Background1.TwooftheleaderswereHaroldpalmer1.TwooftheleaderswereHaroldpalmerand.VocabularycontrolGrammarcontrol二、TheOralApproachandSituationalLanguageTeachingThemaincharacteristicsoftheapproachwereasfollows:LanguageteachingbeginswiththeSpokenlanguag(Materialistaughtorally.Thetargetlanguageisthelanguageoftheclassroom.Newlanguagepointsareintroducedandpracticedsituationally.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.itemsofgrammararegradedbytheircomplexity?

sufficientlexicalandReadingandwritingareintroduceLeasufficientlexicalandgrammaticalbasisisestablished?三、Approach1、Theoryoflanguage①atypeofBritish“structuralism”.OOnedistinctivefeature：structuresmustbelinkedtosituationsinwhichtheycouldbeused③Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld?2、Theoryoflearningatypeofbehavioristhabit-learningtheorythreeprocessesinlearningalanguage)?Languagelearningashabitformation?Aninductiveapproachisusedtotheteachingofgrammar?Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning?四、Design1、Objectives:?Practicalcommandofthefourbasicskillsoflanguage.Accuracyinbothpronunciationandgrammarisregardedascrucial?Automaticcontrolofbasicstructuresandsentencepatternsisfundamental?.Writingderivesfromspeech.2、ThesyllabusAstructuralsyllabus—alistofthebasicstructuresandsentencepatternsSituation：themannerofpresentingandpracticingsentencepatterns3、Typesoflearningandteachingactivities(1)sltemploys(1)sltemploysasituationalapproachopresentingnewsentencepatternsanda吐1丄丄-basedmannertopracticingthenewsentencepatterns⑵Situation：theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures(3)Practicetechniques:guidedrepetition,substitutionactivities,pairpractice4、LearnerrolesListen,repeatandrespondstoquestionsandcommandsHavenocontroloverthecontentoflearning5、TeacherrolesThreefold：amodel、askillfulmanipulator、onthelookoutforerrorsTheteacherisessentialtothesuccessofthemethod.6、TheroleofinstructionalmaterialsTextbook:containsorganizedlessonsVisualaids:consistsofwallcharts,flashcards,pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、ProcedureAim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.Theteachingofastructure:fourpartsPronunciationRevision(topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure,orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitutiondrillingQuestion-answerdrillingCorrection第四章TheAudiolingualMethodItisamethodofforeignorsecondlanguageteachingwhich(a)emphasizestheteachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesanddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.—、BackgroundThecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.情境法與聽說法的異同Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.TheorderinwhichlanguageskillsareintroducedFocusonaccuracythroughdrillandpracticeinthebasicstructuresSectencepatternsofthetargetlanguageHowever,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.二、Approach1、Theoryoflanguages):areactiontotraditionalgrammar

Theprimarymediumoflanguageisoral:speechislanguage.2、TheoryoflearningBehavioralpsychology:stimulus-responsechainsLearningprinciples:Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinsporkenformbeforetheyareseeninwrittenform.Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.三、Design1、ObjectivesShort-rangeobjectivesListeningcomprehension、accuratepronunciation,readingcomprehensionandproductionofcorrectsentencesinwriting.studentsthesametypesandsyntaxofthelanguagewritingLong-rangeobjectives：Todevelopintheofabilitiesthatnativespeakershavestudentsthesametypesandsyntaxofthelanguagewriting2、ThesyllabusAlinguisticsyllabus:phonology,morphology,AlexicalsyllabusofbasicvocabularyLanguageskills:listening,speaking,reading,3、TypesoflearningandteachingactivitiesDialoguesDrills—Variouskindsofdrills:repetition,inflection,replacement…4、LearnerrolesOrganismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponsesareactiverol(,havelittlecontrol5、TeachersrolesCentralandactiveModelsthetargetlanguageControlsthedirectionandpaceoflearningMonitorsandcorrectsthelearners'performance6、TheroleofinstructionalmaterialsTextbookTaperecordersandaudiovisualequipment、Procedure1、Theprocessofteachinginvolvesextensiveoralinstruction2、Theprocedurestheteachershouldadopt(Brook)3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved:a.Recognition;b?Imitationandrepetitionc.Patternsdrill:d?Follow-upactivities五、ThedeclineofAudiolingualism1、Criticismontwofronts:thetheoreticalfoundations(bothinlanguageandlanguagelearning)andthepracticalresultsfellshortofexpectation.2、thetheoreticalattack:NoamChomsky'stheoryoftransformationalgrammar第五章TotalPhysicalResponseTotalPhysicalResponseisalanguagelearningmethodbasedonthecoordinationofspeechandaction.ThismethodoflearningwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California.—、Background1、the“tracetheory”ofmemoryinpsychology2、developmentalpsychology：childfirstlanguageacquisition3、humanisticpsychology:theroleofaffectivefactors4、ComprehensionApproach5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel二、Approach1、Theoryoflanguagestructuralistorgrammar-basedviewsoflanguagedetailedcognitivemap(abstractionsandnonabstractions<Bio-program>thecentralroleofcomprehensioninlanguagelearninglanguagecanbeinternalizedaswholesorchunks2、TheoryoflearningReminiscentoftheviewsofbehavioralpsychology:astimulus-responseviewLearninghypotheses(tofacilitateorinhibitforeignlanguagelearning)AccordingtoAsher,thelanguagelearningtheoriesaresimilartothoseofotherbehavioralpsychologists.Theprincipalsthathelpelaboratehisideaare:Secondlanguagelearningisparalleltofirstlanguagelearningandshouldreflectthesamenaturalisticprocesses.Listeningshoulddevelopbeforespeaking.Oncelisteningcomprehensionhasbeendeveloped,speechdevelopsnaturallyandeffortlesslyoutofit.Adultsshoulduseright-brainmotoractivities,whilethelefthemispherewatchesandlearns.三、Design1>Objective^Thegeneralobjectives:toteachoralproficiencyatabeginninglevelSpecificinstructionalobjectivesarenotelaborated.2、ThesyllabusBeinferredfromananalysisoftheexercisetypesemployedinTPRclassesAsentence—basedsyllabusAfixednumberofitemsbeintroducedatatimeAttentiontoboththeglobalmeaningoflanguageandthefinerdetailsofitsorganization3、TypesoflearningandteachingactivitipsImperativedrillsarethemajorclassroomactivity.Roleplays：centeroneverydaysituationSlidepresentationsReadingandwritingactivities4、Learnerrole$Aprimaryrole:listenerandperformerHavelittleinfluenceoverthecontentMonitorandevaluatetheirownprogress5、Teacherrole$ActiveanddirectroleWellpreparedandwellorganizedTeachersfollowtheexampleofparentsgivingfeedbackCautions:illusionofsimplicity;havingtoonarrowatoleranceforerrors6、Theroleofinstructionalmateria'sNobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.Studentkitsthatfocusonspecificsituations(supportingmaterials)Asher'saccountofacourse:ReviewNewcommandsRolereversalReadingandwritingConclusion:TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythosewhoemphasizetheroleofcomprehensioninsecondlanguageacquisition.Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching.Trait1.Itusespsychomotorsystemstoteach.s2.Itsupportkinestheticlearningstyle,whichisgoodforthosewhoneedtobeactiveinclass.Commandformsusedtoconveyinformation.Itworkswellwithmixed-abilityclasses.Itisverymemorable,anditreallyhelpsstudentstorememberphrasesorwords.Itisalotoffun,studentsenjoyitanditcanbearealstirrerintheclass.Itisveryeffectivewithteenagersandyounglearners.第六章TheSilentWayItisamethodofforeign-languageteachingdevelopedbyGattegnowhichmakesuseofgesture,mime,visualaids,wallcharts,andinparticularCuisiniererods(woodensticksofdifferentlengthsandcolors)thattheteacherusestohelpthestudentstotalk.Themethodtakesitsnamefromtherelativesilenceoftheteacherusingthesetechniques.BackgroundThepremiseoftheSilentWayThelearninghypothesesLearningisfacilitatedifthelearnerdiscoversorcreates.(discoverylearning)Learningisfacilitatedbyaccompanyingphysicalobjects.Learningisfacilitatedbyproblemsolving.二、Approach1>TheoryoflanguageGattegnoviewslanguageasasubstituteforexperience.Bythe"spirit"ofthelanguageGattegnoisreferringtothewayeachlanguageisComposedofphonologicalandsuprasegmentalAstructuralapproachVocabularyasacentraldimension2、TheoryoflearningSurrenderArtificialapproachTheselfofthelearnerLearningtolearn三、Design1>ObjectivesThegeneralobjectives:togivebeginninglevelstudentsoralandauralfacilityAnimmediateobjectives:toprovidethelearnerwithabasicpracticalknowledgeofthegrammarofthelanguageTeachlearnershowtolearnalanguage2、__sabasicallystructuralsyllabusvocabulary3>Typesoflearningandteachingactivitiessimplelinguistictasksresponsestocommands,questionsandvisualcues4、Learnerrole$Learnersareexpectedtodevelopindependence,autonomyandresponsibility.Learnersexertastronginfluenceovereachother'slearning.Playingvaryingroles5、Teacherrole$TeachersilenceisthemostdemandingaspectoftheSilentWay.Toteach,totest,togetoutofthewayCreateanenvironmentTeacherlikesthecompletedramatist.6>TheroleofinstructionalmaterialsThepronunciationchartsThecoloredcuisenairerodsThevocabularyorwordchartsOthermaterials、ProcedureAstandardformatPracticeofthesounds(usingthepronunciationcharts)Practiceofsentencepatterns,structure,andvocabulary(usingtherodsandcharts)AsamplelessonFidelchartConclusion:TheactualpracticesoftheSilentWayaremuchlessrevolutionarythanmightbeexpected.Theinnovationsderivefromthemannerinwhichclassroomactivitiesareorganized,theindirectroletheteacherisrequiredtoassumeindirectingandmonitoringlearnerperformance,theresponsibilityplaceduponlearners,andthematerialsused.語言學(xué)習(xí)法第七章CommunityLanguageLearning社語言學(xué)習(xí)法ItisamethodofsecondandforeignlanguageteachingdevelopedbyCharlesCurran.CLLisanapplicationofcounselinglearning(咨詢學(xué)習(xí)法)tosecondandforeignlanguageteachingandlearning.Itusestechniquesdevelopedingroupcounselingtohelppeoplewithpsychologicalandemotionalproblems.Themethodmakesuseofgrouplearninginsmallorlargegroups.Thesegroupsarethe“Community”.Themethodplacesemphasisonthelearners'personalfeelingsandtheirreactionstolanguagelearning.Learnerssaythingswhichtheywanttotalkabout,intheirnativelanguage.Theteacher(knownas“Counselor”)translatesthelearners'sentensceintotheforeignlanguage,andthelearnerthenrepeatsthistoothermembersofthegroup.—、Background1、Rogeriancounseling——CharlesA.Curren2、Humanistictechniques：thewholeperson3、Languagealternation二、Approach1、TheoryoflanguagpTraditionalstructuralistpositionLanguageassocialprocessTheinteractionalviewoflanguage:interactionbetweenequals,interactionbetweenunequalsinteractionbetweenlearnersandknowers,interactionbetweenlearners.2、TheoryoflearningContractedwithtraditionalviews(aputativelearningview,thebehavioralview)Thewhole-personlearning(fivestages)ConsensualvalidationS(secure)A(attentionandaggression)R(retentionandreflection)D(discrimination)thepersonalcommitments三、Design1、__Objective^Explicitlinguisticorcommunicativeobjectivesarenotdefined.Teachertransfersknowledgeandproficiencytothelearner.Goal:attainingnear-nativelikemasteryofthetargetlanguageSpecificobjectivesarenotaddressed.2、Thesyllabu$NoconventionallanguagesyllabusTopic-basedcourseTeacher'sresponsibility：teachertransfersknowledgeandproficiencytothelearnerGoal:attentingnear-nativelikemasteryofthetargetlanguage.3、TypesoflearningandteachingactivitipsCombinesinnovativelearningtasksandactivitieswithconventionalones.Transittion,GroupWork,Recording,Transcription,Analysis,

Reflectionandobservation,Listening.Freeconversation4、__Learnerrole$membersofacommunitybecomecounselorstootherlearnersFivestages5、Teacherrole$CounselorSpecificteacherrolesarekeyedtothefivedevelopmentstages,providingasafeenvironmentNotetwo“asides”inthediscussionoflearningsecurity.6、sAtextbookisnotconsideredanecessarycomponent.Materialsmaybedevelopedbytheteacherasthecoursedevelops,theuseofteachingmachines、Procedure1、?classicalCLLandpersonalinterpretationsofit2、?thedescriptionofsometypicalactivitiesinCLLclassed3、?aprotocolofwhatafirstday'sCLLclasscoveredConclusion:CommunityLanguageLearningisthemostresponsiveofthemethodswehavereviewedintermsofitssensitivitytolearnercommunicationintent.Itplacesunusualdemandsonlanguageteachers.CriticsofCommunityLanguageLearningquestionmanyaspectsofCLL.SupportersofCLLemphasizethepositivebenefitsofamethodthatcenteredonthelearnerandstressesthehumanisticsideoflanguagelearning.自己想法：學(xué)校英語角活動Questionfordiscussion:社團學(xué)習(xí)法把語言學(xué)習(xí)過程比作是咨詢過程，你們覺得這個比喻合適嗎？為什么？第八章SuggostopediaSuggestopedia/LozanovMethod暗（示法/羅扎諾夫法）Itisamethodofforeign-languageteachingdevelopedbytheBulgarianLozanov.Itmakesuseofdialogues,situationsandtranslationtopresentandpractiselanguage,andinparticular,makesuseofmusic,visualimages,andrelaxationexercisestomakelearningmorecomfortableandeffective.—、Background1、Suggestology2、themostconspicuouscharacteristicsofSuggestopedia3、Sovietpsychology4、mentalstates5、thecentralityofmusicandmusicalrhythmtolearning二、Approach1、Theoryoflanguagelexisiscentralwholemeaningfultextalanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary2、Theoryoflearningadesuggestive-suggestivesensesixprincipaltheoreticalcomponents:authority,infantilization,double-planedness,intonation,rhythm,concertpseudo-passivenessthetypeofmusictherateofpresentationofmaterialtobelearnedwithintherhythmicpattern三、Design1>Objectivesdeliveradvancedconversationalproficiencyquicklyincreasedaccesstounderstandingandcreativesolutionsofproblems2、scoursedescriptiontimeduration30dayseachunitthewholecourse3>Typesoflearningandteachingactivitiesimitation,questionandanswer,roleplayeachunitlisteningactivities4LearnerroleSThementalstateofthelearneriscriticaltosuccess,mind—alteringinfantilization5、Teacherrolestheprimaryroleoftheteacherexpectedteacherbehaviorsneedsthreetosixmonthstraininginacting,singing,andpsychotherapeutictechniques6TheroleofinstructionalmaterialsExpectedteacherbehaviorsDirectsupportmaterials:textandtapeIndirectsupportmaterials:classroomfixturesandmusicBancroft'sdescription:afour—hourlanguageclasshasthreedistinctparts.Thefirstpart:anoralreviewsectionThesecondpart:newmaterialispresentedanddiscussedThethirdpart:theseanceorconcertsessionConclusion:Suggestopediahasprobablyreceivedboththemostenthusiasticandthemostcriticalresponseofanyoftheso-callednewmethods.Itisnotproductivetofurtherbelaborthescience/nonscience,date/double-talkissuesandinsteadtrytoidentifyandvalidatethosetechniquesfromSuggestopediathatappeareffectiveandthatharmonizewithothersuccessfultechniquesinthelanguageteachinginventory.Questionfordiscussion;暗示法強調(diào)音樂的作用，那么音樂在外語學(xué)習(xí)過程中究竟起了怎樣的作用？談?wù)勀銈兊目捶?。第九章TheWholeLanguage全語言法ThepurposeoftheWholeLanguagetheoryistopresentlanguagelearningasawholeprocessinpractice.Languageistaughtasawholethatisnotdividedintophonetics,vocabularyandgrammar.However,languagearetaughtbythewaysofthelistening,speaking,readingandwritingforlearnersinthecollegesoruniversities.源于母語Holistic—、BackgroundThetermwasinitiallycreatedin1980sbyGoodmanandagroupofU.S.educatorsconcernedwiththeteachingofreadingandwritinginthenativelanguage.Asaholisticwaytoteachreading,wholelanguageargues:學(xué)生作為某種文化的—個成員與知識的創(chuàng)造者，應(yīng)該受到尊重。Respectforeachstudentasamemberofacultureandasacreatorofknowledge.教師作為一名專業(yè)人士應(yīng)該受到尊重。Respectforeachteacherasaprofessional.Weseeitasanapproachbasedonkeyprinciplesaboutlanguage(languageasawhole)andlearnig(writing,reading,listening,andspeakingshouldbeinteratedinlearning).二、ApproachLanguageTheory:sociallyinternationalperspectiveThisperapectiveismostobviouslyasocialonethatviewslanguageasavehicleforhumancommunicationandinwhichthereisaninteractionalrelationshipbetweenreadersandwriters.Heavyemphasisinwholelanguageisplacedon“authenticity,”onengagementwiththeauthorsofwrittentexts,andalsoonconversation.psycho-linguisticallyperspectiveTheWholeLanguagealsoviewslanguagepsycholinguisticallyasavehicleforinternal“interaction,”foregocentricspeech,forthinking.Afounctionalmodeloflanguageisalwaysseenassomethingthatisusedformeaningfulpurposesandtocarryoutauthenticfunctions.LearningTheoryHumanisticschoolConstructivistschool三、DesignObjectives:Languageshouldbetaughtasawhole,integrationofreading,writingandotherskillsSyllabus:NospecificsyllabusLearningactivities:student—centeredlearningTeacherroles:facilitator,activeparticipant,supporterStudentsroles:collaborator,evaluator,self—director,selectorTheroleofinstruetionmaterials:real-worldmaterials四、Procedure4classroomfeatures:theuseofliterature;theuseofprocesswriting;encouragementofcooperativelearningamongstudents;concernforstudents'attitudeApproach/MethodTeachingFeaturesWholelanguagelearningasawhole;meaning,authenticandrealtexts,student—center;focusonfluencyratherthanaccuracySuggestopedialexisiscenter;aimtodeliveradvancedconversationalproficiencyquickly;students'confidence,relaxingenvironment,abandontheirfear.CommunityLanguageLearningStudent—center;reduceanxiety;lackofsyllabus;realcommunity;focusonfluencyratherthanaccuracyTheSilentWayteacherissilent;studentscreate/discover;vocabulary(pronunciation)andgrammarTotalPhysicalResponseteachinglanguagethroughphysicalactivity;grammar-based;stimulus—response;relaxingenvironment;action—baseddrills;forbeginnersTheAudiolingualMethoddialogues&drills,stimulus—response,reinforcement,habitformationSituationalLanguageLeachingstrongemphasisonoralpractice,grammarandsentencepattern第十章多元智能法Multipleintelligencereferstoalearner-basedphilosophythatcharacterizeshumanintelligenceashavingmultipledimensionsthatmustbeacknowledgedanddevelopedineducation.—、BackgroundHowardGardner霍華德?加德納Gardner(1993)proposedaviewofnaturalhumantalentsthatislabeledthe“MultipleIntelligencesModel”.二、ApproachTheoryoflanguagelearningThereismoretoalanguagethanwhatisusuallysubsumedunderlinguistics.ilntelQgMenCesaearnparatandt丨equalandlebdfflgf^^thimQsharethepinnacleatthetopofthehierarchy.三、DesignObjectives:Makingthelanguagelearnerabetterdesignerofhis/herownlearningexperiences,whowillbecomeempowered,morefulfilled,moregoal-directed.Syllabus:aroundintelligence:awaken-amplify-teach-transferLearningactivities:MultipleintelligenceprojectsCurriculum-basedprojectThematic-basedprojectsResource-basedprojectsStudents-basedprojectsRoleofteachers:Curriculumdevelopers,lessondesignersandanalysts,activityfindersorinventors,mostcriticallyorchestratorsofaricharrayofmultisensoryactivities.isnotonlytoimprovethesecondlanguageabilitiesbutalsotheoveralldevelopmentofstudents'intelligence.Roleoflearners:Learnersareencouragedtoseetheirgoalsinbroaderterms.Procedure四、Compareandconclusion第十一章NeurolinguisticProgramming(NLP)神經(jīng)語言程序法NeurolinguisticProgramming(NLP)isatrainingphilosophyandsetoftrainingtechniquesfirstdevelopedbyGrindlerandRichardBandlerinthemid-1970sasanalternativeformoftherapy.—、BackgroundFounder:GrindlerandRichardBandlerareinterestedin:Howpeopleinfluenceeachotherandhowthebehaviorsofveryeffectivepeoplecouldbeduplicated.Discoveringhowsuccessfulcommunicatorsachievedtheirsuccess.Definition:NLP..isacollectionoftechniques,partterns,andstrategiesforassistingeffectivecommunication,personalgrowthandchage,andlearning.Itisbasedonaseriesofunderlyingassumptionsabouthowthemindworksandhowpeopleactandinteract.EffectofNLP：TheNLPmodelprovidesatheoreticalframeworkandasetofworkingprinciplesfordirectingorguidingtherapeuticchage,buttheprincipleshavebeenappliedinavarietyofotherfields.NLPhadsomeappealwithinlanguageteachingtothoseinterestedinhumanisticapproaches,whichfocusondevelopingone'ssenseofself-actualizationandself-awareness,aswellastothosedrawntoNewAgeHumanism.二、Approach:TheoryoflanguageNero:指的是人們通過感官體驗世界，再經(jīng)過神經(jīng)系統(tǒng)Itreferstobeliefaboutthebrain&howitfunctionLinguistic:人們運用語言作為中介referstoatheoryofcommunication,onethattriestoexplainbothaverbalandnonverbalinformationprocessing.Programming:為了讓自己的潛能達到夢想的高度，通過訓(xùn)練學(xué)會新的，積極的態(tài)度、思考與行動observablepatternsofthoughtsandbehaviorTheoryoflearning:Learningeffectivebehaviorsisviewedasaproblemofskillearning:itisdependentonmovingfromstagesofcontrolledtoautomaticprocessingModelingsuccessfulperformanceleadstoexcellence.PrinciplesofNLPPrinciples:outcome結(jié)果knowwhatyouwantRapport——密切的聯(lián)系和一致性——站在學(xué)生角度Establishrapportwithyourselfandthenwithothers.Sensoryacuity敏銳感覺Useyoursenses.Lookat,listento,andfeelwhatisactuallyhappening.Flexibility靈活通過感官觀察Keepchangingwhatyoudountilyougetwhatyouwant.三、Design:Objective:seekstoralateeachoftheseprinciplestolanguageteaching.Syllubus:Typesoflearningandteachingactivitiesdependonhowtheteacherappliestheprinciplestolanguageteaching.Learnerrolesandstudentroles:?Forteachers:modelexcellentteachers.Lookatwhattheydo,howtheyact,whatsortofrelationshiptheyhavewiththeirstudentsandcolleagues.Askhowtheyfeelabouttheirbahaviorsandtheirbeliefs.Then,positionthem.Imaginewhatit'sliketobethem.Asyoulearntechniquesandstrategies,putthemintopractice.?Forlearners:settheprojectofmodelinggoodlearners.Shareandtryoutstrategiestheylearn.Ifyouwanttospeakalanguagelikeanativespeaker,modelnativespeakers.5.Theroleofinstructionalmaterials:Thereisnodescriptionofwhatinstructionalmaterialsareusedinlanguageteaching.Materialsmaybedependonwhatisthefocalprincipleappliedacertainclass.四、Procedures:五、Conclusion充其量只能算基于心理學(xué)的人本主義哲學(xué)的一些教學(xué)理念與建議第十二章Thelexicalapproach詞匯法Alexicalapproachinlanguageteachingsuggeststhatthebuildingblocksoflanguagelearningandcommunicationarenotgrammar,functions,notionsbutlexis,thatiswordsandwordcombinations—、BackgroundFirstandsecondlanguageacquisitionresearch.Severalapproachesviewvocabularyandlexicalunitsascentralinlearningandteaching.Advancesincomputer-basedstudiesoflanguage二、Approach理念：語言學(xué)習(xí)與交際的最基本構(gòu)件應(yīng)該是單詞或單詞組合，而不是語法、功能、意念或是其他單位Lewissuggeststhefollowingprinciples:Lexisisthebasisoflanguage.Lexisismisunderstoodinlanguageteachingbecauseoftheassumptionthatgrammaristhebasisoflanguage.Themasteryofthegrammaticalsystemisaprerequisiteforeffectivecommunication.Thekeyprincipleofalexicalapproachisthatlanguageconsistsofgrammaticalizedlexis,notlexicalizedgrammar書134：Lewis'sassumption:severaloccasionsbecome“intake”3.notice相似，相異languageproductionistheproductofpreviouslymetexamplesnolinearsyllabus三、DesignObjectives:Level1wouldaimtocoverthe700mostfrequentwordstogetherwiththeircommonpatternsanduses.(Willis1990:vi)LexicalsyllabusLearningactivites:Hereviewsavarietyofcriteriaforclassifyingcollocationsandchunksandsuggestsapproachestoinstructionalsequencingandtreatmentfordifferenttypesof