《语言教学的流派》自己整理的笔记.doc

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第三章 the oral approach and situational language teachingthe oral approach (situational language teaching) is a grammar-based method inwhich principles of grammatical and lexical gradation are used and new teaching points are presented and practiced through meaningful situation-based activities.一、background 1. two of the leaders were harold palmer and a.s.hornby.2. vocabulary control3. grammar control二、the oral approach and situational language teachingthe main characteristics of the approach were as follows: 1. language teaching begins with the spoken language. material is taught orally.2. the target language is the language of the classroom.3. new language points are introduced and practiced situationally.4. vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5. items of grammar are graded by their complexity.6. reading and writing are introduced once a sufficient lexical and grammatical basis is established. 三、approach1 a type of british “structuralism”. 2 one distinctive feature: structures must be linked to situations in which they could be used3 language was viewed as purposeful activity related to goals and situations in the real world. a type of behaviorist habit-learning theory(three processes in learning a language)(1). language learning as habit formation (2).an inductive approach is used to the teaching of grammar (3).the same processed are thought to occur both in child language learning and in second language learning.四、design(1). practical command of the four basic skills of language(2). accuracy in both pronunciation and grammar is regarded as crucial.(3). automatic control of basic structures and sentence patterns is fundamental.(4). writing derives from speech.(1) a structural syllabusa list of the basic structures and sentence patterns(2) situation: the manner of presenting and practicing sentence patterns(1) slt employs a situational approach to presenting new sentence patterns and a drill-based manner to practicing the new sentence patterns(2) situation: the use of concrete objects, pictures and realia, which together with actions and gestures(3) practice techniques: guided repetition, substitution activities, pair practice (1) listen, repeat and responds to questions and commands(2) have no control over the content of learningthreefold: a model、a skillful manipulator、on the lookout for errorsthe teacher is essential to the success of the method.(1)textbook: contains organized lessons(2)visual aids: consists of wall charts, flashcards, pictures, stick figuresthe teacher is expected to be the master of his textbook.五、procedureaim: to move from controlled to freer practice of structures and from oral use of sentence revision ( to prepare for new work if necessary)presentation of new structure or vocabularyoral practice (drilling)choral imitationindividual imitationisolationbuilding up to a new modelelicitationsubstitution drillingquestion-answer drillingcorrection第四章 the audiolingual methodit is a method of foreign or second language teaching which (a) emphasizes theteaching of speaking and listening before reading and writing (b) uses dialoguesand drills. (c) discourages use of the mother tongue in the classroom (d) oftenmakes use of contrastive analysis. the audiolingual method was prominent inthe 1950s and 1960s, especially in the united states, and has been widely used in many other parts of the world.一、backgroundthe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the audiolingual method.二、approachstructural linguistics (1950s): a reaction to traditional grammarthe primary medium of language is oral: speech is language.behavioral psychology: stimulus-response chainslearning principles:1. foreign language learning is basically a process of mechanical habit formation.2. language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.3. analogy provides a better foundation for language learning than analysis. hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.the meaning of word can be learned in a linguistic and cultural context and not in isolation.三、design short-range objectives：listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.long-range objectives ：to develop in the students the same types of abilities that native speakers have a linguistic syllabus: phonology, morphology, and syntax of the languagea lexical syllabus of basic vocabularylanguage skills:listening, speaking, reading, writingdialoguesdrills -various kinds of drills : repetition, inflection, replacementorganisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little control central and activemodels the target languagecontrols the direction and pace of learningmonitors and corrects the learners performance textbooktape recorders and audiovisual equipment四、procedure1、the process of teaching involves extensive oral instruction 2、the procedures the teacher should adopt ( brook)3、in a typical audiolingual lesson the following procedures will be observed:a. recognition;b. imitation and repetitionc. patterns drill:d. follow-up activities五、the decline of audiolingualism1、criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of expectation.2、the theoretical attack: noam chomskys theory of transformational grammar 情境法与听说法的异同there are many similarities between situational language teaching and audiolingualism.1. the order in which language skills are introduced2. focus on accuracy through drill and practice in the basic structures3. sectence patterns of the target languagehowever, situational language teaching was a development of the earlier direct method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. the similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions. 第五章 communicative language teaching又称：功能意念法（ the functional-notional approach ）the clt is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. teaching materials used with the communicative approach often teach the language needed to express and understand different kinds of functions. the approach follows a national syllabus and emphasizes the processes of communication to get information, and using language for social interaction with other people. 一、background the origins of the clt are to be found in the changes in the british language teaching tradition dating from the late 1960s. in the late sixties, the current slt was questioned. british applied linguistics began to emphasize the fundamental dimension of language teaching at that time- the functional and communicative potential of language. scholars argued for focus in language teaching on communicative proficiency rather than on mere mastery of structures.二、approachlanguage as communication三、design 1.an integrative and content level(language as a means of expression)2.an linguistic and instrumental level(language as a semiotic system and an object of learning)3.an affective level of interpersonal relationships and conduct(language as a means of expressing values and judgments about oneself and others.)4.a level of individual learning needs(remedial learning based on error analysis)5.a general educational level of extra-linguistic goals(language learning within the school curriculum)littlewood (functional communication activities and social interaction activities)1. functional communication activities: ones aimed at developing certain language skills and functions, but which involve communication, and2. social interaction activities, such as conversation and discussion sessions, dialogues and role plays a communicatora contributor a facilitator of the communicationan independent participant within the learning-teaching groupneed analyst (formally and informally)counselorgroup process managertask-based materialsrealia 实物教具四、proceduredescription of typical classroom procedures used in a lesson based on clt principles is not feasible.conclusion:communicative language teaching is best considered an approach rather than a method. it appeared at a time when british language was ready for a paradigm shift. clt appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority. now that the initial wave of enthusiasm has passed, some of the claims of clt are being looked at more critically. 第六章total physical responsetotal physical response is a language learning method based on the coordinationof speech and action. this method of learning was developed by james asher, aprofessor of psychology at san jose state university, california.一、background1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、comprehension approach5、a tradition: the use of physical actions to teach a foreign language at an introductory level二、approachdetailed cognitive map (abstractions and nonabstractions)the central role of comprehension in language learninglearning hypotheses ( to facilitate or inhibit foreign language learning ) according to asher, the language learning theories are similar to those of other behavioral psychologists. the principals that help elaborate his idea are:1. second language learning is parallel to first language learning and should reflect the same naturalistic processes.2. listening should develop before speaking.3. once listening comprehension has been developed, speech develops naturally and effortlessly out of it.4. adults should use right-brain motor activities, while the left hemisphere watches and learns.三、designa sentence-based syllabusa fixed number of items be introduced at a timeattention to both the global meaning of language and the finer details of itsorganizationrole plays：center on everyday situationslide presentations have little influence over the contentwell prepared and well organizedteachers follow the example of parents giving feedbackstudent kits that focus on specific situations (supporting materials)四、procedureashers account of a course:reviewnew commandsrole reversalreading and writing conclusion:total physical response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition. 第七章the silent wayit is a method of foreign-language teaching developed by gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular cuisiniere rods (wooden sticks of different lengths and colors) that the teacher uses to help the students to talk. the method takes its name from the relative silence of the teacher using these techniques. 一、backgroundthe premise of the silent waythe learning hypotheseslearning is facilitated if the learner discovers or creates. (discovery learning) learning is facilitated by accompanying physical objects.learning is facilitated by problem solving.二、approachby the "spirit" of the language gattegno is referring