情景教學法課件公開課一等獎課件省賽課獲獎課件

TheOralApproachandSituationalLanguageTeaching口語法與情境法第1頁IntroductionFewlanguageteacherstodayarefamiliarwiththetermsOralApproachorSituationalLanguageTeaching,whichrefertoanapproachtolanguageteachingdevelopedbyBritishappliedlingusitsformthe1930sand1960s.第2頁IntroductionEventhoughneithertermiscommonlyusedtoday,theimpactoftheOralApproachhasbeenlong-lasting,andithasshapedthedesignofmanywidelyusedEFL/ESLtextbooksandcourses,includingmanystillbeingusedtoday,eg.StreamlineEnglish(HarleyandViney1979),AccesstoEnglish(ColesandLord1975),NewconceptEnglish(Alexander1967).Itisimportant,therefore,tounderstandtheprinciplesandpracticesoftheOralApproachandSituationalLanguageTeaching.第3頁Definition

ItreferstoanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfromthe1930stothe1960s.Itisagrammar-basedmethodinwhichprinciplesofgrammarandlexicalgradationareusedandnewteachingpointspresentedandpracticedthroughmeaningful

situation-basedactivities.第4頁BackgroundTheoriginsofthisapproachbeganwiththeworkofBritishappliedlinguistsinthe1920sand1930s.Anumberofappliedlinguistsdevelopedthebasisforaprincipledapproachtomethodologyinlanguageteaching.Twooftheleadersin

thismovementwereHaroldPalmer

and

A.S.Hornby,twoofthemostprominentfiguresinBritishtwentieth-centurylanguageteaching.第5頁BackgroundTheyattemptedtodevelopamorescientificfoundationforanoralapproachtoteachingEnglishthanwasevidencedintheDirectMethod.Theresultwas

asystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguagecourse.第6頁Situationallangrageteaching’s

maincharacteristicsLanguageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedinwrittenform.Thetargetlanguageisthelanguageoftheclassroom.Newlanguagepointsareintroducedandpracticedsituationally.第7頁Situationallangrageteaching’s

maincharacteristicsVocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.Itemsofgrammararegradedfollowingtheprinciplethatsimpleformsshouldbetaughtbeforecomplexones.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.第8頁Situationallangrageteaching’s

maincharacteristicsThirdprinciple(Newlanguagepointsareintroducedandpracticedsituationally)becomeakeyfeature(1960s).SothetermsituationalwasusedincreasinglyinreferringtotheOralApproach.ThetermsStructuralSituationalApproachandSituationalLanguageTeachingcameintocommonusage.Toavoidconfusion,wewillusetheterm

SituationalLanguageTeaching(SLT)toincludetheStructural–Situationalandoralapproaches.第9頁TheoryoflanguageThetheoryoflanguageunderlyingSituationalLanguageTeaching:

atypeofBritish"structuralism".Speechwasregardedasthebasisoflanguage,andstructurewasviewedasbeingattheheartofspeakingability.Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.第10頁TheoryoflearningThetheoryoflearningunderlyingSituationalLanguage

Teaching:

atypeofbehavioristhabit-learningtheory.

Itaddressesprimarilytheprocessesratherthantheconditionoflearning.第11頁Palmerthreeprocessesinlearningalanguage:1.a

language-receivingthe

knowledgeormaterials2.fixingitinthememorybyrepetition3.usingitinactualpracticeuntilitbecomesapersonalskill第12頁FrenchFrenchlikewisesawlanguagelearningasahabitformation:Thefundamentaliscorrectspeechhabits.Thepupilsshouldbeabletoputthewords,withouthesitationandalmostwithoutthought,intosentencepatternswhicharecorrect,suchspeechhabitscanbecultivatedbyblindimitativedrill.第13頁TheoryoflearningInductiveapproach

(liketheDirectMethod)Themeaningofwordsorstructuresisnottobegiventhroughexplanationbutistobeinducedfromthewaytheformisusedinasituation.Adistinctivefeature:1.Explanationisdiscouraged2.Thelearnerisexpectedtodeducethemeaningofaparticularstructureor

vocabularyitemfromthesituationinwhichitispresented.

第14頁DesignObjectivesToteachapracticalcommandofthefourskillsoflanguageAccuracyinbothpronunciationandgrammariscrucial,anderrorsaretobeavoidedAutomaticcontrolofbasicstructuresandsentencepatternsisfundamentaltoreadingandwritingskills,andthisisachievedthroughspeechwork第15頁DesignTheSyllabusStructuralsyllabus&Wordlista.AstructuralsyllabusisalistofthebasicstructuresandsentencepatternsofEnglish,arrangedaccordingtotheirorderofpresentationb.Structuresarealwaystaughtwithinsentencesc.VocabularyischosenaccordingtohowwellitenablessentencepatternstobetaughtanexampleonP.42第16頁DesignLearnerrolesIntheinitialstagesoflearning–thelearnerisrequiredsimplytolistenandrepeatwhattheteachersaysandtorespondtoquestionsandcommands.Later–moreactiveparticipationisencouraged.第17頁DesignTeacherrolesa.Presentationstageofthelesson:theteacherservesasamodel,settingupsituationsinwhichtheneedforthetargetstructureiscreatedandthenmodelingthenewstructureforstudentstorepeat.b.Then,theteacherisrequiredtobeaskillfulmanipulator,usingquestions,commands,andothercuestoelicitcorrectsentencesfromthelearner.Lessonsarehenceteacher-directed,andtheteacherssetsthepace.c.Practicephaseofthelesson:studentsaregivenmoreofanopportunitytousethelanguageinlesscontrolledsituation,buttheteacheriseveronthelookoutforgrammaticalandstructuralerrorsthatcanformthebasisofsubsequentlessons.第18頁DesignTheroleofinstructionalmaterialsThetextbook–containstightlyorganizedlessonsplannedarounddifferentgrammaticalstructures.Visualaids–wallcharts,flashcards,pictures,stickfigures…withacarefullygradedgrammaticalsyllabus第19頁Procedure

ClassroomproceduresinSituationalLanguageTeaching-accordingtothelevelofthe

class.Procedureatanylevelaim-tomovefromcontrolledtofree

practiceofstructure-tomovefromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.第20頁AtypicallessonplanofPittman

PronunciationRevision(topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure,orwrittenexerciseanexampleonP.45第21頁TheSequenceofactivitiesof

Daviesetal.Listeningpractice

-Repeatanexampleofthepatternorawordinisolationclearly,

severaltimes,probablysayingitslowlyatleastonce(where...is...the...pen?)Choralimitation-Teachergivesaclearinstructionlike“repeat”or“everybody”andhand

signalstomarktimeandstressIndividualimitation-Teacherasksseveralindividualstudentstorepeatthemodelhe

hasgiveninordertochecktheirpronunciation.第22頁TheSequenceofactivitiesof

Daviesetal.Isolation-Teacherisolatessound,wordsorgroupofwordsandgoesthroughtechnique1~3

withthembeforereplacingthemincontext.Buildinguptoanewmodel-Usingpatternstheyalreadyknowinordertobringabouttheinformation

necessarytointroducethenewmodel.(askandanswer)Elicitation-Teacherusingmime,promptwords,gestures,etc.,getsstudentstoaskquestions,

makestatements,orgivenewexamplesofthepattern第23頁TheSequenceofactivitiesof

Daviesetal.Substitutiondrill-Usescueswords(pictures,numbers,names,etc.)togetindividualstudentstomixtheexampleofthepatternQuestion-Answerdrill-Moststudentsintheclasshavepracticedaskingandansweringthe

newquestionformCorrection-Hegetsstudentstocorrectthemselvessotheywillbeencouraged

tolistentoeachothercarefully.第24頁StrengthsThefirstattempttoestablishtheoreticalprincipl