十種教學(xué)方法課件

Methods

of

language

teaching1Methods

of

language

teachinginclude:Grammar-translation

approachDirect

approachReading

approachAudiolingual

methodCommunity

language

learningSuggestopediaThe

silent

wayTotal

physical

responseThe

natural

wayCommunicative

language

teaching2Grammar-Translation

ApproachIn

this

method,

classes

are

taught

in

the

students'mother

tongue,

with

little

active

use

of

the

targetlanguage.Vocabulary

is

taught

in

the

form

of

isolated

word

lists.Elaborate

explanations

of

grammar

are

always

provided.Grammar

instruction

provides

the

rules

forputtingwords

together;

instruction

focuses

on

the

form

andinflection

of

words.Little

attention

is

paid

to

the

content

oftexts.Drills

are

exercises

in

translating

disconnectedsentences

from

the

target

language

into

the

mothertongue,

and

viceversa.Little

or

no

attention

is

given

topronunciation.3Direct

ApproachThis

approach

was

developed

initially

as

a

reactionto

the

grammar-translationapproachinanattemptto

integrate

more

use

of

the

target

language

ininstruction.Lessons

begin

with

a

dialogue

using

a

modernconversational

style

in

the

target

language.Material

is

first

presented

orally

with

actions

orpictures.The

mother

tongue

is

NEVER

used.

There

is

notranslation.The

preferred

type

of

exercise

is

a

series

ofquestions

in

the

target

language

based

on

thedialogue

or

an

anecdotal

narrative.4Questions

are

answered

in

the

target

language.Grammar

is

taught

inductively--rules

aregeneralized

from

the

practice

and

experiencewiththe

target

language.Verbs

are

used

first

and

systematically

conjugatedmuch

later

after

some

oral

mastery

of

the

targetlanguage.Advanced

students

read

literatureforcomprehension

and

pleasure.Literary

texts

are

not

analyzedgrammatically.The

culture

associated

with

the

target

language

isalso

taught

inductively.Culture

is

considered

an

important

aspect

oflearning

the

language.5Reading

ApproachThe

approach

is

mostly

for

people

who

do

nottravel

abroad

for

whom

reading

is

the

oneusableskill

in

a

foreign

language.The

priority

in

studying

the

target

language

is

first,reading

ability

and

second,

current

and/orhistorical

knowledge

of

the

country

where

thetarget

language

is

spoken.Only

the

grammar

necessary

forreadingcomprehension

and

fluency

is

taught.Minimal

attention

is

paid

to

pronunciation

orgaining

conversational

skills

in

the

target

language.6From

the

beginning,

a

great

amount

of

reading

isdone

inL2.The

vocabulary

of

the

early

reading

passages

andtexts

is

strictly

controlled

for

difficulty.Vocabulary

is

expanded

as

quickly

as

possible,since

the

acquisition

of

vocabulary

is

consideredmore

important

that

grammatical

skill.Translation

reappears

in

this

approach

as

arespectable

classroom

procedure

relatedtocomprehension

of

the

written

text.7Audiolingual

MethodThis

method

is

based

on

the

principles

ofbehavior

psychology.It

adapted

many

of

the

principles

andprocedures

of

the

Direct

Method,

in

part

asa

reaction

to

the

lack

of

speaking

skills

ofthe

ReadingApproach.New

material

is

presented

in

the

form

of

adialogue.8Based

on

the

principle

that

language

learning

ishabit

formation,

the

method

fosters

dependence

onmimicry,

memorization

of

set

phrases

and

over-learning.Structures

are

sequenced

and

taught

one

at

atime.Structural

patterns

are

taught

using

repetitive

drills.Little

or

no

grammatical

explanations

areprovided;

grammar

is

taught

inductively.9Skills

are

sequenced:

Listening,

speaking,reading

and

writing

are

developed

inorder.Vocabulary

is

strictly

limited

and

learned

incontext.Teaching

points

are

determined

bycontrastive

analysis

between

L1

and

L2.There

is

abundant

use

of

languagelaboratories,

tapes

and

visual

aids.There

is

an

extended

pre-reading

period

atthe

beginning

of

thecourse.10Great

importance

is

given

to

precisenative-likepronunciation.Use

of

the

mother

tongue

by

the

teacher

ispermitted,

but

discouraged

among

and

by

thestudents.Successful

responses

are

reinforced;

great

careistaken

to

prevent

learnererrors.There

is

a

tendency

to

focus

on

manipulation

ofthe

target

language

and

to

disregard

content

andmeaning.11Hints

for

Using

Audio-lingual

Drills

in

L2

TeachingThe

teacher

must

be

careful

to

insure

that

all

ofthe

utterances

which

students

will

make

areactually

within

the

practiced

pattern.Drills

should

be

conducted

as

rapidly

as

possibly so

as

to

insure

automaticity

and

to

establish

a system.Ignore

all

but

gross

errors

of

pronunciation

when drilling

for

grammarpractice.Use

of

shortcuts

to

keep

the

pace

of

drills

at

a maximum.

Use

hand

motions,

signal

cards,notes, etc.

to

cueresponse.12Drill

material

should

always

be

meaningful.

If

thecontent

words

are

not

known,

teach

theirmeanings.Intersperse

short

periods

of

drill

(about

10minutes)

with

very

brief

alternative

activitiestoavoid

fatigue

andboredom.Don’t

stand

in

one

place;

move

about

the

roomstanding

next

to

as

many

different

students

aspossible

to

check

their

production.

Thus

you

willknow

who

to

give

more

practice

to

duringindividual

drilling.13Community

language

learning

(CLL)This

approach

is

patterned

uponcounselingtechniques

and

adapted

to

the

peculiar

anxiety

andthreat

as

well

as

the

personal

and

languageproblems

a

person

encounters

in

the

learning

offoreign

languages.The

learner

is

not

thought

of

as

a

student

but

as

aclient.The

instructors

are

not

considered

teachers

but,rather

are

trained

in

counseling

skills

adapted

totheir

roles

as

language

counselors.14The

language-counselingrelationshipbegins

withthe

client's

linguistic

confusion

and

conflict.The

aim

of

the

language

counselor's

skill

is

first

tocommunicate

an

empathy

for

the

client'sthreatened

inadequate

state

and

to

aid

himlinguistically.Then

slowlytheteacher-counselorstrives

toenable

him

to

arrive

at

his

own

increasinglyindependent

language

adequacy.This

process

is

furthered

by

thelanguagecounselor's

ability

to

establish

a

warm,understanding,

and

accepting

relationship,thusbecoming

an"other-language

self"

forthe

client.15The

process

involves

five

stages

ofadaptation:STAGE

1The

client

is

completely

dependent

on

thelanguage

counselor.1.

First,

he

expresses

only

to

the

counselor

and

inEnglish

what

he

wishes

to

say

to

the

group.

Eachgroup

member

overhears

this

English

exchangebut

no

other

members

of

the

group

are

involved

intheinteraction.2.

The

counselor

then

reflects

these

ideas

back

tothe

client

in

the

foreign

language

in

awarm,accepting

tone,

in

simple

language

in

phrases

offive

or

six

words.163.

The

client

turns

to

the

group

and

presents

hisideas

in

the

foreign

language.

He

has

thecounselor's

aid

if

he

mispronounces

or

hesitates

ona

word

or

phrase.

This

is

the

client's

maximumsecurity

stage.STAGE

21.

Same

asabove.2.

The

client

turns

and

begins

to

speak

theforeignlanguage

directly

to

the

group.3.

The

counselor

aids

only

as

the

client

hesitates

orturns

for

help.

These

small

independent

steps

aresigns

of

positive

confidence

andhope.17STAGE

31.

The

client

speaks

directly

to

the

group

in

theforeign

language.

This

presumes

that

the

group

hasnow

acquired

the

ability

to

understand

his

simplephrases.2.

Same

as

3

above.

This

presumes

theclient'sgreater

confidence,

independence,andproportionate

insight

into

the

relationship

ofphrases,

grammar,

and

ideas.

Translation

is

givenonly

when

a

group

member

desires

it.STAGE

41.

The

client

is

now

speaking

freely

and

complexlyin

the

foreign

language.

Presumes

group'sunderstanding.182.

The

counselor

directly

intervenes

ingrammatical

error,

mispronunciation,

or

where

aidin

complex

expression

is

needed.

The

client

issufficiently

secure

to

take

correction.STAGE

51.

Same

as

stage

4.2.

The

counselor

intervenes

not

only

to

offercorrection

but

to

add

idioms

and

moreelegantconstructions.3.

At

this

stage

the

client

can

become

counselor

tothe

group

in

stages

1,

2,

and

3.19Suggestopedia-This

method

developed

out

of

believethathuman

brain

could

process

great

quantitiesofmaterial

given

the

right

conditions

of

learninglike

relaxation.music

was

central

to

thismethod.Soft

music

led

to

increase

in

alpha

brain

waveand

a

decrease

in

blood

pressure

and

pulserate

resulting

in

high

intake

of

large

quantitiesof

materials.Learners

were

encouraged

to

be

as

“childlike”as

possible.Apart

from

soft,

comfortable

seats

in

a

relaxedsetting,

everything

else

remained

the

same.20The

natural

approachThis

method

emphasized

development

ofbasic

personal

communication

skillsDelay

production

until

speech

emergei.elearners

don’t

say

anything

until

theyareready

to

do

soLearners

should

be

as

relaxed

apossibleAdvocate

use

of

TPR

at

beginning

levelComprehensible

input

is

essential

foracquisition

to

take

place.21The

Silent

WayThis

method

begins

by

using

a

set

of

coloredwooden

rods

and

verbal

commands

in

order

toachieve

the

following:To

avoid

the

use

of

the

vernacular.To

create

simple

linguistic

situations

that

remain under

the

complete

control

of

the

teacher

.To

pass

on

to

the

learners

the

responsibility

for

the utterances

of

the

descriptions

of

the

objects

shown or

the

actions

performed.To

let

the

teacher

concentrate

on

what

the

students say

and

how

they

are

saying

it,

drawing

their attention

to

the

differences

in

pronunciation

and the

flow

ofwords.22

To

generate

a

serious

game-like

situation

in

whichthe

rules

are

implicitly

agreed

upon

bygivingmeaning

to

the

gestures

of

the

teacher

and

hismime.

To

permit

almost

from

the

start

a

switch

from

thelone

voice

of

the

teacher

using

theforeignlanguage

to

a

number

of

voices

using

it.

To

provide

the

support

of

perception

and

action

tothe

intellectual

guess

of

what

the

noises

mean,thus

bring

in

the

arsenal

of

the

usual

criteria

ofexperience

already

developed

and

automatic

inone's

use

of

the

mother

tongue.

To

provide

a

duration

of

spontaneous

speech

uponwhich

the

teacher

and

the

students

can

work

toobtain

a

similarity

of

melody

to

the

one

heard.23MaterialsThe

materials

utilized

as

the

language

learningprogresses

include:A

set

of

colored

wooden

rodsA

set

of

wall

charts

containing

words

of

a"functional"

vocabulary

and

some

additionalonesA

pointer

for

use

with

the

charts

in

VisualDictationA

color

coded

phonic

chart(s)

Tapes

or

discsfilms,

drawings

and

pictures,

andA

set

of

accompanyingworksheetstransparencies,

texts,

a

Book

ofStories.24Total

Physical

Response

(TPR)25Total

Physical

Response

(TPR)

method

as

onethatcombines

information

and

skills

through

the

use

of

thekinesthetic

sensory

system.This

combination

of

skills

allows

the

student

toassimilate

information

and

skills

at

a

rapid

rate.

Thebasic

tenetsare:Understanding

the

spoken

language

before

developingthe

skills

ofspeaking.

Imperatives

are

the

main

structures

to

transfer

orcommunicate

information.The

student

is

not

forced

to

speak,

but

is

allowed

an