語言教學(xué)的流派thenatureofapproachesandmethodsinlanguagete

Unit7Thenatureofapproachesandmethodsinlanguageteaching.EdwardAnthony’sModelApproachDesignProcedureThemaincontentsofthisunit1)Clarifytherelationshipbetweenapproachandmethod2)Presentamodelforthedescription,analysis,andcomparisonofmethodsEdwardAnthony’sModelApproach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning.---

教學(xué)理論Method:strategiesfortheorderlypresentationoflanguagematerial.---教學(xué)措施Technique:trick,stratagemor

contrivanceactuallytakeplaceinaclassroom.---教學(xué)技巧

RelationshipamongthethreetermsThearrangementishierarchical.Anapproachisaxiomatic,amethodisprocedural,atechniqueisimplementational.

ApproachMethod1

Method2

Method3…Technique1

Technique2…AdvantagesandDisadvantagesofAnthony’sModelAdvantages:SimpleComprehensiveDisadvantages:NosufficientattentiontothenatureamethodNospecificationoftherolesofteachers,learnersorteachingmaterialsNoaccountofhowapproach,methodandtechniquesarerelatedRevisedModelbytheauthorQ:Whatisthedifferenceabouttheconceptof“method”inAnthony’smodelandtheauthor’smodel?MethodApproachDesignProcedureApproachApproach

:theoriesaboutthenatureoflanguageandlanguagelearning

thatserveasthesourceofpracticesandprinciplesinlanguageteaching.ThetheoryoflanguageThetheoryoflearningTheoryoflanguage1.thestructuralview:languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.

Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem.Eg:AudiolingualMethod;TotalphysicalResponse;TheSilentWay2.thefunctionalview:languageisavehiclefortheexpressionoffunctionalmeaning.SemanticandcommunicativefocusAlsousegrammarandlexis,butsupporttopics,ideasandconceptsmoreforcommunication3.theinteractionalview:Languageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Focusonthepatternsofmoves,acts,negotiation,andinteractionfoundinconversationalexchanges.RelationshipamongthethreedifferentviewsoflanguageThestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.Thefunctionalviewaddstheneedtoknowhowtousetherulesandvocabularytodowhateveronewantstodo.Theinteractionalviewsaysthattoknowhowtodowhatyouwanttodoinvolvesalsoknowingwhetheritisappropriatetodo,andwhere,when,howitisappropriatetodoit.Excuseme,couldyoutellmehowtogettotherailwaystation?(1)Excuseme,couldyoumindtakingmetotherailwaystation?(2)Couldyoutellmehowtomakeaninteractionalcall?TheoryoflanguagelearningLearningtheoryunderlyinganapproachormethodrespondstotwoquestions:A)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

---processorientedB)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?---conditionorientedKrashen’sMonitorHypothesisAddressesboththeprocessandthecondition.二語習(xí)得有兩種不同旳途徑

，一是學(xué)習(xí)者把注意力有意識(shí)地集中在目旳語形式特征上，即learning；另一種是學(xué)習(xí)者利用下意識(shí)旳過程，利用目旳語進(jìn)行真正旳交際，注重內(nèi)容，意義和效果，即acquisition。習(xí)得是主要過程，而學(xué)習(xí)只是以監(jiān)控者旳身份利用自己所學(xué)旳知識(shí)對(duì)所學(xué)旳話進(jìn)行監(jiān)控和修改。Threeconditionslimitthesuccessfuluseofthemonitor:1.Time2.Focusonform3.KnowledgeofrulesTheNatura