《語言教學的流派第二版》自己的筆記

第一章Abriefhistoryoflanguageteaching

其次章Thenatureofapproachesandmethods

前兩章很簡潔，詳見前面中文導讀

第三章Theoralapproachandsituationallanguageteaching

Theoralapproach(situationallanguageteaching)isagrammar-basedmethodin

whichprinciplesofgrammaticalandlexicalgradationareusedandnewteaching

pointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.

—?Background

1.TwooftheleaderswereHaroldpalmerandA.S.Hornby.

2.Vocabularycontrol

3.Grammarcontrol

—?TheOralApproachandSituationalLanguageTeaching

Themaincharacteristicsoftheapproachwereasfollows:

1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.

2.Thetargetlanguageisthelanguageoftheclassroom.

3.Newlanguagepointsareintroducedandpracticedsituationally.

4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservice

vocabularyiscovered.

5.Itemsofgrammararegradedbytheircomplexity,

6.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.

三、Approach

1,Theoryoflanguage

iatypeofBritishastructuralism

0Onedistinctivefeature.structuresmustbelinkedtosituationsinwhichtheycouldbeused

3Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.

2、Theoryoflearning

atypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)

(1).Languagelearningashabitformation

(2).Aninductiveapproachisusedtotheteachingofgrammar

(3).Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecond

languagelearning.

四、Design

Objectives:

(1).Practicalcommandofthefourbasicskillsoflanguage

(2).Accuracyinbothpronunciationandgrammarisregardedascrucial.

(3).Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.

(4).Writingderivesfromspeech.

2,Thesyllabus

(1)Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns

(2)Situation:themannerofpresentingandpracticingsentencepatterns

3、Typesoflearningandteachingactivities

(1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-based

mannertopracticingthenewsentencepatterns

(2)Situation:theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures

(3)Practicetechniques:guidedrepetition,substitutionactivities,pairpractice

4、Learnerroles

(1)Listen,repeatandrespondstoquestionsandcommands

(2)Havenocontroloverthecontentoflearning

5、Teacherroles

Threefold:amodel>askillfulmanipulator>onthelookoutforerrors

Theteacherisessentialtothesuccessofthemethod.

6,Theroleofinstructionalmaterials

(l)Textbook:containsorganizedlessons

(2)Visualaids:consistsofwallcharts,flashcards,pictures,stickfigures

Theteacherisexpectedtobethemasterofhistextbook.

五、Procedure

Aim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentence

patternstotheirautomaticuseinspeech,readingandwriting.

Theteachingofastructure:fourparts

Pronunciation

Revision(topreparefornewworkifnecessary)

Presentationofnewstructureorvocabulary

Oralpractice(drilling)

Readingofmaterialonthenewstructure,orwrittenexercises

sequenceofactivities:

Listeningpractice

Choralimitation

Individualimitation

Isolation

Buildinguptoanewmodel

Elicitation

Substitutiondrilling

Question-answerdrilling

Correction

第四章TheAudiolingualMethod

Itisamethodofforeignorsecondlanguageteachingwhich(a)emphasizesthe

teachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesand

drills,(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuse

ofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand

1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherparts

oftheworld.

—?Background

Thecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,and

behavioristpsychologyledtotheAudiolingualMethod.

情境法與聽說法的異同

Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.

1.Theorderinwhichlanguageskillsareintroduced

2.Focusonaccuracythroughdrillandpracticeinthebasicstructures

3.Sectencepatternsofthetargetlanguage

However,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodand

doesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterize

audiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureof

languageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquite

differenttraditions.

—?Approach

1,Theoryoflanguage

Structurallinguistics(1950s):areactiontotraditionalgrammar

Theprimarymediumoflanguageisoral:speechislanguage.

2,Theoryoflearning

Behavioralpsychology:stimulus-responsechains

Learningprinciples:

1.Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.

2.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetarget

languagearepresentedinsporkenformbeforetheyareseeninwrittenform.

3.Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencethe

approachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.

4.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.

三、Design

八Objectives

Short-rangeobjectives：Listeningcomprehension>accuratepronunciation,readingcomprehensionand

productionofcorrectsentencesinwriting.

Long-rangeobjectives：Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave

2、Thesyllabus

Alinguisticsyllabus:phonology,morphology,andsyntaxofthelanguage

Alexicalsyllabusofbasicvocabulary

Languageskills:listening,speaking,reading,writing

3、Typesoflearningandteachingactivities

Dialogues

Drills-Variouskindsofdrills:repetition,inflection,replacement...

4,Learnerroles

Organismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponses

areactiverole,havelittlecontrol

5,Teachersroles

Centralandactive

Modelsthetargetlanguage

Controlsthedirectionandpaceoflearning

Monitorsandcorrectsthelearners9performance

6yTheroleofinstructionalmaterials

Textbook

Taperecordersandaudiovisualequipment

四、Procedure

1、Theprocessofteachinginvolvesextensiveoralinstruction

2、Theprocedurestheteachershouldadopt(Brook)

3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved:

a.Recognition;

b.Imitationandrepetition

c.Patternsdrill:

d.Follow-upactivities

五、ThedeclineofAudiolingualism

1、Criticismontwofronts:thetheoreticalfoundations(bothinlanguageandlanguage

learning)andthepracticalresultsfellshortofexpectation.

2、thetheoreticalattack:NoamChomsky'stheoryoftransformationalgrammar

第五章TotalPhysicalResponse

TotalPhysicalResponseisalanguagelearningmethodbasedonthecoordination

ofspeechandaction.ThismethodoflearningwasdevelopedbyJamesAsher,a

professorofpsychologyatSanJoseStateUniversity,California.

—?Background

1、the“tracetheory“ofmemoryinpsychology

2、developmentalpsychology：childfirstlanguageacquisition

3、humanisticpsychology:theroleofaffectivefactors

4、ComprehensionApproach

5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel

—?Approach

I、Theoryoflanguage

structuralistorgrammar-basedviewsoflanguage

detailedcognitivemap(abstractionsandnonabstractions)<Bio-program>

thecentralroleofcomprehensioninlanguagelearning

languagecanbeinternalizedaswholesorchunks

2、Theoryofteaming

Reminiscentoftheviewsofbehavioralpsychology:astimulus-responseview

Learninghypotheses(tofacilitateorinhibitforeignlanguagelearning)

□AccordingtoAsher,thelanguagelearningtheoriesaresimilartothoseofother

behavioralpsychologists.Theprincipalsthathelpelaboratehisideaare:

1.Secondlanguagelearningisparalleltofirstlanguagelearningandshouldreflectthe

samenaturalisticprocesses.

2.Listeningshoulddevelopbeforespeaking.

3.Oncelisteningcomprehensionhasbeendeveloped,speechdevelopsnaturallyand

effortlesslyoutofit.

4.Adultsshoulduseright-brainmotoractivities,whilethelefthemispherewatchesand

learns.

三，Design

1、。切ec的

Thegeneralobjectives:toteachoralproficiencyatabeginninglevel

Specificinstructionalobjectivesarenotelaborated.

2、Thesyllabus：

BeinferredfromananalysisoftheexercisetypesemployedinTPRclasses

Asentence-basedsyllabus

Afixednumberofitemsbeintroducedatatime

Attentiontoboththeglobalmeaningoflanguageandthefinerdetailsofits

organization

3、Typesofleamingandteachingactivities

Imperativedrillsarethemajorclassroomactivity.

Roleplays:centeroneverydaysituation

Slidepresentations

Readingandwritingactivities

4、Learnerroles

Aprimaryrole:listenerandperformer

Havelittleinfluenceoverthecontent

Monitorandevaluatetheirownprogress

5、Teacherroles

Activeanddirectrole

Wellpreparedandwellorganized

Teachersfollowtheexampleofparentsgivingfeedback

Cautions:illusionofsimplicity;havingtoonarrowatoleranceforerrors

6、TheroleofinstructionalmateriaR

Nobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.

Studentkitsthatfocusonspecificsituations(supportingmaterials)

四、Procedure

Asher'saccountofacourse:

Review

Newcommands

Rolereversal

Readingandwriting

Conclusion:

TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythose

whoemphasizetheroleofcomprehensioninsecondlanguageacquisition.

Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching.

4.Traits1.Itusespsychomotorsystemstoteach.

2.Itsupportkinestheticlearningstyle,whichisgoodforthosewhoneedtobeactiveintheclass.

3.Commandformsusedtoconveyinformation.

4.Itworkswellwithmixed-abilityclasses.

5.Itisverymemorable,anditreallyhelpsstudentstorememberphrasesorwords.

6.Itisalotoffun,studentsenjoyitanditcanbearealstirrerintheclass.

7.Itisveryeffectivewithteenagersandyounglearners.

第六章TheSilentWay

Itisamethodofforeign-languageteachingdevelopedbyGattegnowhichmakesuse

ofgesture,mime,visualaids,wallcharts,andinparticularCuisiniererods(wooden

sticksofdifferentlengthsandcolors)thattheteacherusestohelpthestudentsto

talk.Themethodtakesitsnamefromtherelativesilenceoftheteacherusingthese

techniques.

—?Background

ThepremiseoftheSilentWay

Thelearninghypotheses

Learningisfacilitatediftheliamerdiscoversorcreates,(discoverylearning)

Learningisfacilitatedbyaccompanyingphysicalobjects.

Learningisfacilitatedbyproblemsolving.

—?Approach

］、Theoryoflanguage

Gattegnoviewslanguageasasubstituteforexperience.

Bythe"spirit“ofthelanguageGattegnoisreferringtothewayeachlanguageis

Composedofphonologicalandsuprasegmental

Astructuralapproach

Vocabularyasacentraldimension

2、Theoryoflearning

Surrender

Artificialapproach

Theselfofthelearner

Learningtolearn

三,Design

1、Objective女

Thegeneralobjectives:togivebeginninglevelstudentsoralandauralfacility

Animmediateobjectives:toprovidethelearnerwithabasicpracticalknowledgeof

thegrammarofthelanguage

Teachlearnershowtolearnalanguage

2、Thesyllabus

abasicallystructuralsyllabus

vocabulary

3、Typesofleadingandteachingactivities

simplelinguistictasks

responsestocommands,questionsandvisualcues

4、Learnerroles

Learnersareexpectedtodevelopindependence,autonomyandresponsibility.

Learnersexertastronginfluenceovereachother'slearning.

Playingvaryingroles

5、Teacherroles

TeachersilenceisthemostdemandingaspectoftheSilentWay.

Toteach,totest,togetoutoftheway

Createanenvironment

Teacherlikesthecompletedramatist.

6、Theroleofinstnictional/〃atcriaN

Thepronunciationcharts

Thecoloredcuisenairerods

Thevocabularyorwordcharts

Othermaterials

四、Procedure

Astandardformat

Practiceofthesounds(usingthepronunciationcharts)

Practiceofsentencepatterns,structure,andvocabulary(usingtherodsandcharts)

Asamplelesson

Fidelchart

Conclusion:

TheactualpracticesoftheSilentWayaremuchlessrevolutionarythanmightbe

expected.Theinnovationsderivefromthemannerinwhichclassroomactivitiesare

organized,theindirectroletheteacherisrequiredtoassumeindirectingandmonitoring

learnerperformance,theresponsibilityplaceduponlearners,andthematerialsused.

第七章CommunityLanguageLearning社團語言學習法

ItisamethodofsecondandforeignlanguageteachingdevelopedbyCharles

Curran.CLLisanapplicationofcounselingleaniing(詢問學習法)tosecondand

foreignlanguageteachingandlearning.Itusestechniquesdevelopedingroup

counselingtohelppeoplewithpsychologicalandemotionalproblems.Themethod

makesuseofgrouplearninginsmallorlargegroups.Thesegroupsarethe

^Community".Themethodplacesemphasisonthelearners9personalfeelingsand

theirreactionstolanguagelearning.Learnerssaythingswhichtheyyvanttotalk

about,intheirnativelanguage.Theteacher(knownasaCounselorff)translates

thelearners'sentencesintotheforeignlanguage,andthelearnerthenrepeatsthis

toothermembersofthegroup.

—?Background

1、RogeriancounselingCharlesA.Curren

2、Humanistictechniques:thewholeperson

3、Languagealternation

—?Approach

]、Theoryoflanguage

Traditionalstructuralistposition

Languageassocialprocess

Theinteractionalviewoflanguage:interactionbetweenequals,interactionbetween

unequals

interactionbetweenlearnersandknowers,interactionbetweenlearners.

2、Theoryoflearning

Contractedwithtraditionalviews(aputativelearningview,thebehavioralview)

Thewhole-personlearning(fivestages)

Consensualvalidation

S(secure)A(attentionandaggression)R(retentionandreflection)D(discrimination)

thepersonalcommitments

三，Design

3Objective]

Explicitlinguisticorcommunicativeobjectivesarenotdefined.

Teachertransfersknowledgeandproficiencytothelearner.

Goal:attainingnear-nativelikemasteryofthetargetlanguage

Specificobjectivesarenotaddressed.

2、Thesyllabus

Noconventionallanguagesyllabus

Topic-basedcourse

Teacher'sresponsibility:teachertransfersknowledgeandproficiencytothelearner

Goal:attentingnear-nativelikemasteryofthetargetlanguage.

3、Typesoflea門lingandteaching4c血"ies|

Combinesinnovativelearningtasksandactivitieswithconventionalones.

Translation,GroupWork,Recording,Transcription,Analysis,Reflectionand

observation,Listening,Freeconversation

4、Leamerroles

membersofacommunity

becomecounselorstnotherlearners

Fivestages

5、Teacherroles

Counselor

Specificteacherrolesarekeyedtothefiv。develoDmentstages,

providingasafeenvironmnnl

Notetwo“asides“inthediscussionoflearningsecurity.

6、Theroleofinstructionalmaterials

Atextbookisnotconsideredanecessarycomponent.

Materialsmaybedevelopedbytheteacherasthecoursedevelops,

theuseofteachingmachines

四、Procedure

1、classicalCLLandpersonalinterpretationsofit

2、thedescriptionofsometypicalactivitiesinCLLclassed

3、aprotocolofwhatafirstday'sCLLclasscovered

Conclusion:

CommunityLanguageLearningisthemostresponsiveofthemethodswehavereviewed

intermsofitssensitivitytolearnercommunicationintent.Itplacesunusualdemandson

languageteachers.CriticsofCommunityLanguageLearningquestionmanyaspectsofCLL.

SupportersofCLLemphasizethepositivebenefitsofamethodthatcenteredonthelearner

andstressesthehumanisticsideoflanguagelearning.

自己想法：學校英語角活動

Questionfordiscussion:

社團學習法把語言學習過程比作是詢問過程，你們覺得這個比方合適嗎？為什么？

第八章Suggostopedia

Suggestopedia/LozanovMethod（示意法I羅扎諾夫法）

Itisamethodofforeign-languageteachingdevelopedbytheBulgarianLozanov.

Itmakesuseofdialogues,situationsandtranslationtopresentandpractise

language,andinparticular,makesuseofmusic,visualimages,andrelaxation

exercisestomakelearningmorecomfortableandeffective.

—?Background

1>Suggestology

2、themostconspicuouscharacteristicsofSuggestopedia

3、Sovietpsychology

4、mentalstates

5、thecentralityofmusicandmusicalrhythmtolearning

—?Approach

]、Theoryoflanguage

lexisiscentral

wholemeaningfultext

alanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary

2、TheoryoflearMng

adesuggestive-suggestivesense

sixprincipaltheoreticalcomponents:

authority,infantilization,double-planedness,intonation,rhythm,concert

pseudo-passiveness

thetypeofmusic

therateofpresentationofmaterialtobelearnedwithintherhythmicpattern

三，Design

3Objective]

deliveradvancedconversationalproficiencyquickly

increasedaccesstounderstandingandcreativesolutionsofproblems

2、Thesyllabus

coursedescription

timeduration30days

eachunit

thewholecourse

3、Typesofteamingandteaching

imitation,questionandanswer,roleplay

eachunit

listeningactivities

Thementalstateofthelearneriscriticaltosuccess,mind-alteringinfantilization

5、Teacherroles

theprimaryroleoftheteacher

expectedteacherbehaviors

needsthreetosixmonthstraininginacting,singing,andpsychotherapeutictechniques

Theroleofinstructional

Expectedteacherbehaviors

Directsupportmaterials:textandtape

Indirectsupportmaterials:classroomfixturesandmusic

四、Procedure

Bancroft'sdescription:afour-hourlanguageclasshasthreedistinctparts.

Thefirstpart:anoralreviewsection

Thesecondpart:newmaterialispresentedanddiscussed

Thethirdpart:theseanceorconcertsession

Conclusion:

Suggestopediahasprobablyreceivedboththemostenthusiasticandthemostcritical

responseofanyoftheso-callednewmethods.Itisnotproductivetofurtherbelaborthe

science/nonscience,date/double-talkissuesandinsteadtrytoidentifyandvalidatethose

techniquesfromSuggestopediathatappeareffectiveandthatharmonizewithothersuccessful

techniquesinthelanguageteachinginventory.

Questionfordiscussion;

示意法強調音樂的作用，那么音樂在外語學習過程中原委起了怎樣的作用？談談你們

的看法。

第九章TheWholeLanguage全語言法

ThepurposeoftheWholeLanguagetheoryistopresentlanguagelearningasa

wholeprocessinpractice.Languageistaughtasawholethatisnotdividedinto

phonetics,vocabularyandgrammar.However,languagearetaughtbythewaysof

thelistening,speaking,readingandwritingforlearnersinthecollegesor

universities.

源于母語Holistic

一、Background

Thetermwasinitiallycreatedin1980sbyGoodmanandagroupofU.S.educatorsconcerned

withtheteachingofreadingandwritinginthenativelanguage.

Asaholisticwaytoteachreading,wholelanguageargues:

學生作為某種文化的一個成員與學問的創(chuàng)建者，應當受到敬重。Respectforeachstudent

asamemberofacultureandasacreatorofknowledge.

老師作為一名專業(yè)人士應當受到敬重。Respectforeachteacherasaprofessional.

Weseeitasanapproachbasedonkeyprinciplesaboutlanguage(languageasawhole)and

learnig(writing,reading,listening,andspeakingshouldbeinteratedinlearning).

二、Approach

1.LanguageTheory:

sociallyinternationalperspectiveThisperapectiveismostobviouslyasocialonethatviews

languageasavehicleforhumancommunicationandinwhichthereisaninteractional

relationshipbetweenreadersandwriters.

Heavyemphasisinwholelanguageisplacedon"authenticityonengagementwiththeauthors

ofwrittentexts,andalsoonconversation.

psycho-linguisticallyperspectiveTheWholeLanguagealsoviewslanguage

psycholinguisticallyasavehicleforinternal"interaction,“fbregocentricspeech,for

thinking.

Afounctionalmodeloflanguageisalwaysseenassomethingthatisusedfbrmeaningful

purposesandtocarryoutauthenticfunctions.

2.LearningTheory

Humanisticschool

Constructivistschool

三、Design

>Objectives:Languageshouldbetaughtasawhole,integrationofreading,writing

andotherskills

>Syllabus:Nospecificsyllabus

>Learningactivities:student-centeredlearning

>Teacherroles:facilitator,activeparticipant,supporter

>Studentsroles:collaborator,evaluator,self-director,selector

>Theroleofinstructionmaterials:real-worldmaterials

四、Procedure

4classroomfeatures:theuseofliterature;theuseofprocesswriting;encouragementof

cooperativelearningamongstudents;concernforstudents5attitude

Approach/MethodTeachingFeatures

Wholelanguagelearningasawhole;meaning,authenticandrealtexts,student-

center;focusonfluencyratherthanaccuracy

Suggestopedialexisiscenter;aimtodeliveradvancedconversationalproficiency

quickly;students1confidence,relaxingenvironment,abandontheir

fear.

CommunityLanguageStudent-center;reduceanxiety;lackofsyllabus;realcommunity;

Learningfocusonfluencyratherthanaccuracy

TheSilentWayteacherissilent;studentscreate/discover;vocabulary

(pronunciation)andgrammar

TotalPhysicalResponseteachinglanguagethroughphysicalactivity;grammar-based;

stimulus-response;relaxingenvironment;action-baseddrills;for

beginners

TheAudiolingualdialogues&drills,stimulus-response,reinforcement,habit

Methodformation

SituationalLanguagestrongemphasisonoralpractice,grammarandsentencepattern

Leaching

第十章多元智能法

Multipleintelligencereferstoalearner-basedphilosophythatcharacterizeshumanintelligenceas

havingmultipledimensionsthatmustbeacknowledgedanddevelopedineducation.

一、Background

HowardGardner霍華德?加德納Gardner(1993)proposedaviewofnaturalhumantalentsthat

islabeledthe"MultipleIntelligencesModel”.

二、Approach

TheoryoflanguageleamingThereismoretoalanguagethanwhatisusuallysubsumedunder

linguistics.

Languagelearninganduse<>Linguisticintelligence

Intelligencesareseparatebutequalandeachofthemsharethepinnacleatthetopofthe

hierarchy.

三、Design

1.Objectives：Makingthelanguagelearnerabetterdesignerofhis/herown

learningexperiences,whowillbecomeempowered,morefulfilled,moregoal-

directed.

2.Syllabus:aroundintelligence:awaken-amplify-teach-transfer

3.Learningactivities:

?Multipleintelligenceprojects

?Curriculum-basedproject

?Thematic-basedprojects

?Resource-basedprojects

?Students-basedprojects

■Leorningact

.Syllabus■basedonone/moreof

theinteliigence

?designedtostwnukrte

?basedonarriculutr

particular

Stage1stage2[Stag?3