ELT教学法总结总结doc.doc

ELT教学法总结总结doc 河北科技大学xxxx学年第一学期英语教学法考试试卷学院班级姓名学号题号一二三四五总分得分I.Summarizing theCharacteristics of the7ELT MethodologiesGiven Below:(20%)Grammar Translation Method;The Audiolingual Method;Situational LanguageTeaching;Communicative LanguageTeaching;Total PhysicalResponse;Talk-Based LanguageTeaching;Project-Based Learning.Note:The followingpoints shouldbe includedin thesummarization:the objectives(4%),the rolesof teacher,learner and the instructionalmaterials(6%),and theadvantages anddisadvantages of the methodologies(10%).The Grammar-TranslationMethod1.Objectives.Grammar-Translation is a wayof foreign or second language teaching which usestranslation and grammar studyas the main teachingand learningactivities.Grammar thusprovided therules forassembling wordsinto sentences.Tedious translation andgrammardrills wouldbe used to exerciseand strengthen the knowledgewithout muchattention tocontent.Sentences wouldbe deconstructedand translated.2.The rolesof teacher,learner and the instructionalmaterials.In this method,the teacherplays the part ofteaching theimportant grammarpoints,and givingthe practicesto thestudent atlast givingthe homeworkto the students.And thestudents alwaysfollow the teachers anddo thethings arearranged.The materialsjust are the textbooks.3.Advantages.a.It canhelp students to have a betterunderstanding of the meaning of abstractwords andplicated sentences.b.It canfoster studentsability ofreading prehension and producinggrammatically correctsentences anddevelop stability of studentsanalyzing andsolving problems.c.The focuson understandingliterary textsprovides thesituation in which reading and writingabilities arewell trained.d.The Grammar-Translation makesfew demandson teachersalthough itoften createsfrustration for students.4.Disadvantages.a.The methodby definitionhas avery limitedscope ofobjectives.b.Through grammartranslation,students lackedan active role in the classroom.The Audio-Lingual Method1.Objectives.The Audio-lingual Methodisamethod of foreignorsecondlanguage teachingwhichemphasizes theteaching ofspeaking andlistening beforereading and writing.In theAudio-lingual Method,mother tonguespeech isdiscouraged in the classroom.The Audio-lingual Methoduses dialoguesas themain formof languagepresentation anddrills as themaintraining techniques.It alsoconsists oflots oferror correctionand emphasizespracticing languagepatterns andperfect pronunciation.It encouragesstudents to practice sentence structures repeatin order to developthe listening and speakingability.2.The rolesof teacher,learner and the instructionalmaterials.Learners playa reactiverole byresponding tostimuli,and thushave littlecontrol overthe content,pace,or styleof learning.The teachers role is centraland active;it isa teacher-dominated method.The teachersmust keepthe learnersattentive byvarying drillsand tasksand choosingrelevant situationstopracticestructures.Instructional materialsassist theteacher developlanguage masteryin thelearner.Tape recordersand audiovisualequipment oftenhave centralroles in an audio-lingual course.It centeredon thesentence pattern,and limitednative language,but itdenied that students initiativeand ignoredlanguage contentand significance.3.Advantages.The Audio-lingualMethodlooks thespoken language as thecenter tocultivate mainlylisteningand speaking abilities,emphasizes thetraining ofsentencestructuresto createa setof basictraining methodof listening,speaking,readingandwriting,restricts the use of mother tongue,but doesnot excludethe role ofmothertongue anduses themodern audio-visual meansto teach.4.Disadvantages.The disadvantagesare stressingthe listeningandspeaking,but neglectingthe readingandwriting.It isa boringmechanical operationand thesentence drillsare outof contextand itis notconductive tocreate municativepetence.Communicative Languageteaching1.Objectives.Communicative Languageteaching method is anapproach tolanguage teachingthat emphasizesinteraction asboth themeans and the ultimategoal ofstudy.It startsfrom atheory of languageasmunication,is anapproach tolanguage teachingthat emphasizesinteraction asboth themeans and the ultimategoal ofstudy.2.The rolesof teacher,learner and the instructionalmaterials.The teacherhas twomain roles:the firstrole is to facilitatethe municationprocess betweenall participantsin the classroom andbetween theseparticipants andvarious activitiesand texts.The secondroleis to actas anindependent participantwithin the learning-teaching group.The role of instructionalmaterial have the primaryroleofpromoting municative language use.The roleof learneras negotiator-between themselves,thelearning process,and theobject of learning andinteracts withthe roleof jointnegotiator within the group and within the classroomprocedures andactivities whichthe groupundertakes.The instructionalmaterials currentlyused inCLT andlabel thesetext-based,task-based.3.Advantages.A.It Paysattention to theuse of languageskills,learn inordertopractice awarenesstraining.And ithelps tostimulate studentsinterest inlearning,research abilityand self-learning ability.The initiativeandtheinteraction.Also itemphasize students,andthe municative approachonly toimpart relevantand necessarylanguage,than thosewho tryto teachstudents theway thewhole languagesystem cansave moretime andenergy.It esfrom along-term pointof view,the appropriateapplication ofmunicativelanguageskills inreal lifeto Chinesestudents,because itis based on similarto thoseof theactual useof the.4.Disadvantages:The functionasthepilation ofteaching materialsdisrupts thesystem ofgrammar itself,increases thedifficulty of learning grammar.Learners feelmunicative confusedif theyuse othermethods atthe first.The samefunction isavailable inmany forms,there isno standardfor choosing.Communication is more difficultthan thementioned evaluationand testing.The municativeapproach andtraditional methodseems inconsistent,so iteasily attacked,especially byolder teachersand learnersagainst.Situational LanguageTeaching1.Objectives.Situational LanguageTeaching methodis anadaptation of the Hersey/Blanchard situationleadership modelinwhichthe instructoruses avariety of teacher centeredand studentcentered strategiesdepending on the coursecontent,andtheinstructors useof activelearning.2.The rolesof teacher,learner andthe instructionalmaterials.The teacheris not only the language model,but alsothe designer.The teacher should designa learningsituation inright English.It strongemphasis oralpractice,grammar,and sentencepatternsThe studentsare theimitators andthey doas teachersThe instructionalmaterials dependenton botha textbookand visualaids.The textbookcontains tightlyorganized lessonsplanned arounddifferent grammaticalstructures.3.Advantages.Stimulus tostudentsinterests andconcentration onstudentsattention.Also enliveningthe atmosphereof classand increasingstudentsdelight oflearning English.4.Disadvantages.This methodignores theentire perceptionandtheprehensive training;And itoverlooks theanalysis andthe explanationof the language.It emphasizestoo muchon theintuitive effectand excludethe motherlanguage pletely,and paystoo muchattention to the languagestyles butthemunicativeskills.Total PhysicalResponse1.Objectives.Total PhysicalResponse isa language learning methodbased on the coordinationof speechand action.This methodoflearningwas developedby JamesAsher,a professorof psychologyat SanJose StateUniversity,California.TPR(Total PhysicalResponse)is linkedto thetrace of theory ofmemory,which holdsthat themore oftenor intensivelya memoryconnection istraced,the strongerthe memorywill be.TPR isbasedonthe ideathat thehuman brainhas abiological programusedtoacquire anynatural languageon earth.2.The rolesof teacher,learner andthe instructionalmaterials.The learnershavetheprimary rolesof listenerand performer.The teacherplays anactive anddirect rolein this method.There isgenerally nobasic textin atotal physicalresponse course.Material playsan increasingrole,Total physicalresponse lessonstypically usea widevariety ofrealia,posters,and props.Teaching materialsare notpulsory,and for the veryfirst lessonsthey maynot beused.he rolesof teacher,learner andthe instructionalmaterials.3.Advantages:It isfun andeasy.Students willenjoy gettingup outof theirchairs andmoving around.Simple TPRactivities donot requirea greatdeal ofpreparation onthepartoftheteacher.However,some othermore plexapplications might.TPR isaptitude-free.aording toAsher.It isinclusive workingwell witha mixedability class.It isgood forlearners whoneed tobe activein theclass.It isa goodtool forbuilding vocabulary.And itis memorable.Actions helpstrengthentheconnections inthe brain.Class sizeneed not be aproblem.4.Disadvantages:While itcan beused athigher levelsTPR ismost usefulfor beginners.It isalso atthe higherlevels wherepreparation beesan issuefortheteacher.Students arenot generallygiven theopportunity toexpress theirown thoughtsinacreative way.It iseasy tooveruse TPR.Any novelty,if carriedon toolong,will triggeradaptation.Asher writes,No matterhow excitingand productivethe innovation,people willtire ofit.The teachermay findthat itis limitedin termsof languagescope.Certain target languages maynotbesuited tothismethod.It canbe achallenge forshy students.Task-Based Languageteaching1.Objectives.Task-Based Languageteaching isa languageteaching methodwhich roseinthe1980s.TBLT isto setupatask.The taskoflanguagelearning istargeted municationactivities oris theprocess ofmunicative activitiesfor achievinga specifictarget,teachers focusonaparticular municativepurpose andlanguage projects,design theoperable andtask-oriented teachingactivities.The studentsthrough languageactivities canachieve the language purposesoflearningthe languageand masteringthe language.And themain thingistodevelop studentsabilityofusing English.2.The rolesof teacher,learner andthe instructionalmaterials.thestudentsare thosewho perform,municate the tasks;theteachersare thosewho raiseand organizethe tasks,information provider,overseer andthe valuatorofthetasks.Teachers shouldbe thefacilitator of studentslearning,the collaboratorsof studentsexploring,the guiderofstudentsdevelopment,andtheteachershouldbe theinnovators ofpersonalized teaching.The instructionalmaterial canbe language,such asnews,reports,travel guide,also canbe non-verbal,such asphotos,cartoons,train schedules.It focusesontheuseofauthentic languageand onasking students to domeaningful tasksusing thetargetlanguage.Such taskscan includevisiting adoctor,conducting aninterview,or callingcustomer servicefor help.3.Advantages:Task-based languageteaching isa goodway toachieve thisobjective.At thesame time,thismethodcan alsobring thestudents tothelanguageenvironment whichhelps students to usethelanguageskills theystudied inpractice.In addition,this modernmethod rejectsthe traditionalteacher-centered teaching method,and embodiesthatstudentsarethemain bodyofthenew teachingideas.Whatsmore,it focusesonthelearningprocess,and fullymobilizes thestudying enthusiasmofthestudents.Through municatingwith others,students willstudy toface difficulty,solve problems.The most important isthat thenew teaching method pletelyreflects a kind ofinteraction andcooperation spiritbetween teachersand students,and amongstudents.4.Disadvantages:Although task-based languageteaching isakindof newtype ofteachingmethod,there arealso someproblems tosolve.First ofall,the preparationand practicefor taskmust takeup certainof time,andthetime forclassroom teachingis limited.So,many activitieshave tobe doneby studentsafter class.In addition,natural acquisitionprocess isa goodway to improve languageusing ability,but languageknowledge,skills cannotbe ignored.Last points,the ohat iseasy toignore isthat theteacher neglectsto giveculture teachingintheprocess ofthetaskactivities especiallyintheassessment part.Most Chineseteachers thinkthat themain goalofforeign languageteachingis languageknowledge,vocabulary,grammar andso on.We knowthat themostimportantmeaningoflanguagelearning is munication,and municativeability needslanguage learnersnotonlymaster thebasic knowledgeand skillsbut alsounderstand theimportance ofcultural factor.Project-Based Learning1.Objectives.Project-based LanguageLearning(PBL)is consideredan alternativeto paper-based,rote memorization,teacher-led classrooms.Proponents ofproject-based learningcite numerousbenefits tothe implementationof thesestrategies inthe classroomincluding agreater depthof understanding of concepts,broader knowledgebase,improved municationand interpersonal/social skills,enhanced leadershipskills,increased creativity,and improvedwriting skills.2.The rolesofteacher,learner andthe instructionalmaterials.PBL relieson learninggroups.Student groupsdetermine theirprojects,in sodoing,they engagestudent voiceby encouragingstudentstotake fullresponsibility fortheir learning.This iswhat makesPBL constructivist.Students worktogether toaomplish specificgoals.When studentsuse technologyas atool tomunicate withothers,they takeonanactiverolevs.a passiveroleoftransmitting theinformation bya teacher,a book,or broadcast.The studentis constantlymaking choiceson how to obtain,display,or manipulateinformation.Technology makesit possiblefor studentsto thinkac