《語言教學(xué)的流派》筆記

第三章Theoralapproachandsituationallanguageteaching1.TwooftheleaderswereHaroldpalmerandA.S.Hornby4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservice (1).Languagelearningash(2)Situation:themannerofpresentingandpracticingsentencepatter3、Typesoflearningandteachingacti 6、Theroleofinstructionalmaterial(2)Visualaids:consistsofwallcharTheteacherisexpectedtobethAim:tomovefromcontrRevision(topreparefornewworkifnecessary)PresentationofnewstructOralpractice(drilling)Thesequenceofactivities:anddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenThecombinationofstructurallinguistictheory,contrastiveanalysis,aural2、TheoryoflearningLearningprinciples:3.Analogyprovidesabetterfoundationforlanguagelear 3、TypesoflearningandteachingactivControlsthedirectionandp6、Theroleofinstructionalmaterial情境法與聽說法的異同3.Sectencepatternsofthetargeaudiolingualism.Thesimilaritiesofthetwomethodsreflec又稱：功能—意念法(TheFunctional-NotionalApproach)thatthegoaloflanguagelearningiscommunicativecompetence.Teachingtoexpressandunderstanddifferentkindsoffunctions.TheapproachfollowsaNationalsyllabusandemphasizestheprocessesofcommunicationtogettraditiondatingfromthelate1960s.Inthelatesixties,thecurrentSLTwasquestioned.teachingatthattime-thefunctionalandcommunicativepotentialoflanguage.Scholarsmeremasteryofstructures.Thecharacteristicsofthecom2.Theprimaryfunctionoflanguagei 4.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures, 1.anintegrativeandcontentlevel(languageasameansofexpressionNodefinedparticularo ⑤GroupprocessmaTask-basedmaterialsprocessesofcommunicationreceivedpriority.Nowthattheinitialwaveofenpassed,someoftheclaistructuralistorgrammadetailedcognitivemap(abstractionsandnonabstract Reminiscentoftheviewsofbehavioralpsychology:astimulus-responseviewLearninghypotheses(tofacilitateorinhibitforeignlangu□AccordingtoAsher,thelanguagelearningbehavioralpsychologists.Theprincipalsthathesamenaturalisticprocesses. SpecificinstructionalobjectivesAttentiontoboththeglobal Cautions:illusionuseofgesture,mime,visualaids,wallcharts,andinparticularCuisiniererodsLearningisfacilitatedifthelearnerdiscoveComposedofphonologicalandsuprasegmental Theselfofthelearnerf responsestocommands,questionsandvisualcuesLearnersareexpectedtodevelopindependence,autonomyandresponsi ThepronunciationchartsOthermaterialsPracticeofsentencepatterns,structure,andvocabulary(usingtherodsandcharts)performance,theresponsibilityplaceduponlearners,andthematerialsused.foreignlanguageteachingandlearning.Itusestechniquesdevelopedingroupmakesuseofgrouplearninginsmallorlargegroups.ThesegroupsaretheTheinteractionalviewoflanguage:interactiGoal:attainingnear-nativelikemasteryofthetar Translation,GroupWork,Recording,Transcription,Analysis,Reflectionand observation,Listening,Freemembersofacommunity Notetwo“asides”inthedi theuseofteachingmachinesCommunityLanguageLearningislanguageteachers.CriticsofCommuandstressesthehumanisticsideo社團(tuán)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?Itisatermforanapproachprop(b)aretolerantoflearners'errorscommunicationastheprimaryfunctionoflangu aviewoflanguageconsistsoflexicalitems,structure,andmessages thecharacteristicsoftheNaturalApproachaprocessorofcomprehensibleinpLearnerhavefourkindsofresponsibia.theprimarysourceofcomprehensibleinput c.chooseandorchestrateartheprimarygoalofmaterialsTheNaturalApproachadoptstechniquesandactivitiesfreelTheNaturalApproachbelongstoatraditionoflt自然法的自然之處在哪里?創(chuàng)新之處又在哪里?Itisamethodofforeign-languageteachingdevelopedbytheBulgarianLozanov.Itmakesuseofdialogues,situationsandtranslationtopresentandpractiselanguage,andinparticular,makesuseofmusic,visualimages,and alanguagetobeitsvocauthority,infantilization,double-planedness,intothetypeofmusictherateofpresentationofmaterialtobelearnedwithintherhythmicpatterndeliveradvancedconversationalproficiencimitation,questionandanswetheprimaryroleoftheteacherneedsthreetosixmonthstraresponseofanyoftheso-callednewmethods.Itisnotprodtechniquesinthelanguageteachi暗示法強(qiáng)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)勀銈兊牡诙卧狢ommunicativePrinciplesa2.Whatiscommunicati4.PrinciplesofCommunicativeLanguageTeaching(CLT)5.CLTandtheteachingo6.Mainfeaturesofcommunicativeactivit8.PPPandtask-basedla第三單元ThenationalEnglishCurricul2.Thegoalsandobjectivesforthenatio4Componentsofalessonplan2.Thegoalofteachingpronunciation3.Aspectsofpronunciation3.majortypesofG