英语课程与教学论新编.ppt

英语课程与教学论新编 0903赵蒙020901101 SchoolsofEnglishTeachingMethodology TheGrammar TranslationMethodTheDirectMethodTheAudio lingualMethodTheCognitiveApproachTheCommunicativeApproachTask basedLanguageTeaching TheGrammar TranslationMethod 1 Background2 TheoreticalBasis3 BasisPrinciple4 SummaryandComments 1 Background 1 ThehistoryoftheGrammar TranslationMethodisnotfullyandcarefullydocumented However thereisevidencethatgrammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteachingfromthe16thcentury ThesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincamefromthesocialneedsofEuropeancountries 1 Background Somepeoplebelievedthatthemindofhumanbeingscouldbetrainedbylogicalanalysisoftheclassiclanguage extensivememorizationofcomplicatedrulesandparadigmsandtranslationbetweenlanguages 4 Inthe19thcentury moreexpertsofforeignlanguageteachingadoptedthestrategyofcombininggrammarruleswithtranslationandtheGrammar TranslationMethodbecametheprincipalmethodofteachingmodernlanguagesinschools 2 TheoreticalBasis 1 TheoryoflanguageThetheoryoflanguageunderlyingtheGrammar TranslationMethodwasderivedfromComparativeHistoricalLinguistics 2 TheoryoflearningThetheoryoflearningunderlyingtheGrammar TranslationMethodwasFacultyPsychology 3 BasisPrinciple 1 Mainfeatures 2 Objectives 3 Techniques 4 Exemplification 1 Grammaristhecoreoflanguage andlanguagematerialsarearrangedaccordingtothegrammarsystem 2 Themainteachingactivitiesareanalysis explanationandtranslation 3 Themajorpracticeistranslatingfromandintothetargetlanguage 4 Theteachingfocusisreadingwriting 5 Firstlanguageisthemainmediumofinstruction 6 Thesentenceisthebasicunitoflanguageteachingandlearning 7 Languageaccuracyisemphasized 1 Mainfeatures 2 Objectives TheobjectivesoflearningaforeignlanguageinaGrammar TranslationMethodclassroomaretoenablethelearners toreadandtranslateitsliterature tounderstandthetargetlanguage tohelpdeveloptheirminds togainabetterunderstandingofthefirstlanguage 3 Techniques Reading Translation Deductiveteachingofgrammar Analysisandcomparison Memorization Readingcomprehensionquestions Writtenwork 4 Exemplification PhaseOneA Theteacherreadsandexplainthenewwordsandexpressionsinthefirstlanguage B Theteacherteachesthenewgrammarwithdeductivemethod PhaseTwoA Studentsareaskedtoreadafewsentencesoutaloudandtranslatedthemintothefirstlanguage B Theteacheranalysessomedifficultsentenceandtranslatesthemintotheirnativelanguage 4 Exemplification C Studentsreadthestudiedpartofthepassagesilentlyandasktheteacherquestionstheycannotanswerbythemselves PhaseThreeA Studentsareaskedtowritetheanswerstothequestionsaboutthereadingpassage B Studentsareaskedtodootherwrittenworkthatismeanttoreinforcethenewgrammaritemsandvocabulary 4 SummaryandComments 1 MainAdvantages 2 Disadvantages 1 MainAdvantages Itmakesuseofthefirstlanguage InGrammar TranslationMethod thefirstlanguageismaintainedasthereferencesysteminthelearningofthesecondlanguage Ithelpsstudentsdevelopreadingcomprehensionandproductionofwrittenlanguage Itiseasyforteachertouse TheGrammar TranslationMethodmakesfewdemandsonteacheralthoughitoftencreatesfrustrationforstudents Itisrelativelyeasytoapply 2 Disadvantages Overemphasisontranslation dependenceonfirstlanguage Overemphasisontranslationcanneveremancipatethelearnersfromdependenceonthefirstlanguage Toomuchemphasisonreadingandwriting neglectoflisteningandspeaking Itputtoomuchemphasisonreadingandwritingandneglectslisteningandspeaking 2 Disadvantages Notmeetingthecommunicativeandpracticalneedsofthestudents Knowingalargenumberofgrammaticalrulescannotensurethatstudentscanusethemappropriatelyinrealcommunicativesituation Thetextsaremostlytakenfromliteraryworks Thelanguagelearnedoftendoesn tmeetthepracticalneedsofthelearners Rote learningMemorizinggrammarrulesandbilingualwordlistsdoesnotmotivatestudentstoactivelycommunicateinthetargetlanguage TheDirectMethod BackgroundTheoreticalBasisBasicPrinciplesExemplificationSummaryandComments TheDirectMethod 1 BackgroundUsethenaturalwaytocommunicate likeababylearningitsmothertongue Inthelate19thcenturyinEurope foreconomicdevelopment thecommunicationamongnationsbecamemorefrequent Foreignlanguageslearningwashighlydemanded TheDirectMethod Oralcommunicationbecamethemaingoalofforeignlanguageteaching RevolutiontoGrammarTranslationMethod OneoftherevolutionistswasFrancoisGouin FirstintroducedinFranceandGermany Berlitz MaximilianD Berlitz 1852 1921 usedextensivelyinRhodeIsland USA andopenedthefirstlanguageschool TheDirectMethod 2 TheoreticalBasisThetheoryoflanguagemainlyderivesfromthefollowingviewsproposedbytheinnovatorsandreformersofthe19thcentury EverylanguagehasitsownstructureandcannotbeforcedintothestraitjacketofLatingrammar Speechpatternsratherthangrammarshouldbethefundamentalelementsoflanguage TheDirectMethod Traininginphoneticswillenableteachersandstudentstopronouncethelanguageaccurately Thesentenceisamoreusefulunitoflanguageinstruction Theverbnolessimportantthanthenountowhichlanguagepedagogyhadpreviouslypaidmuchmoreattention TheDirectMethod 3 BasicPrinciples 1 MainfeaturesThismethodaimsatdevelopingthestudents abilitytocommunicateinthetargetlanguage Thefirstlanguageandtranslationexercisesarecompletelyavoided ThesyllabususedintheDirectMethodisarrangedsemanticallyaccordingtosituationstotopics 2 ObjectivesTheobjectivesaretofosterthestudents abilitytocommunicateinthetargetlanguage TheDirectMethod 3 TechniquesInordertorealizethegoalofteaching aDirectMethodteacherisusuallyfoundusingthefollowingtechniques DirectassociationQuestionandanswerexercisesConversationpracticeErrorcorrectionDictation TheDirectMethod 4 InductiveteachingofgrammarGrammarisbynomeanstakenforgrantedbymostpractitionersoftheDirectMethod ListeningcomprehensiontakesGradedcomposition TheDirectMethod 4 ExemplificationClassroomproceduresintheDirectMethodcanberoughlydividedintothreephase 1 Presentationbydirectassociation 2 Oralpracticeinthetargetlanguage 3 Consolidationwithwrittenwork TheDirectMethod 5 SummaryandComments 1 AdvantagesItisnecessaryinefficientrealcommunication Itisimportantinachievingautomaticityofusingthetargetlanguage Specialattentionpaidtopronunciationandintonationisdesirableinteachingspokenlanguage Itisstrategicinfosteringthefourskill Itmakesforeignlanguagelearningmorenaturalandefficientforstudentstounderstand TheDirectMethod 2 DissatisfactoryItresultsintheexclusivetongueoccasionallytroublestheDirectMethodinteachingthemeaningofabstractconcepts Itisdifficultforstudentstosafeguardagainstmistakesandself correctthemwiththeguidanceoftherulesofthetargetlanguage Itrequiresteacherswhohavenative speaker likefluencyinthetargetlanguage TheAudio LingualMethod BackgroundTheoreticalBasisBasicPrinciplesObjectivesTechniquesExemplificationSummaryandComments Background TheAudio LingualMethodisinoriginmainlyAmerica ItwasdevelopedintheU S duringtheSecondWorldWar In1914thefirstEnglishLanguageInstituteintheU S wasestablishedintheUniversityofMichigan ItprovidedthemethodologicalfoundationthatformedthebasisofsuchwidelyusedseriesastheLadoEnglishSeries English900andSuccessWithEnglish TheoreticalBasis TheoryoflanguageTheoryoflearning Theoryoflanguage ThetheoryoflanguageunderlyingAudiolingual swasderivedfromaviewproposedbyAmericanlinguistsinthe1930sandthe1940s Theviewthencametobeknownasstructurallinguisticswhichviewslanguageasasystemofstructurallyrelatedelementsfortheexpressionofmeaning Theoryoflearning Fiveslogans Languageisspeech notwritingAlanguageiswhatitsnativespeakerssay notwhatsomeonethinkstheyoughttosayLanguagesaredifferentAlanguageisasetofhabitTeachthelanguage notaboutthelanguage BasicPrinciples TherearefivefeaturesoftheAudio LingualMethod Separationoflanguageskillsintolistening speaking readingandwriting withemphasisontheteachingoflisteningandspeakingbeforereadingandwriting Useofdialoguesasthechiefmeansofpresentingthelanguage Emphasisoncertainpracticetechniques mimicry memorization andpatterndrills DiscouragetheuseofthemothertongueintheclassroomUseoflanguagelaboratory Objectives ThegeneralobjectiveoftheAudio LingualMethodistoenablethestudentstousethetargetlanguagecommunicatively TheobjectivesoftheAudio LingualMethodarethedevelopmentofmasteryinallfourlanguageskills beginswithlisteningandspeaking andusingtheseasbasisfortheteachingandwriting Techniques Dialoguesanddrillsformthebasisofaudiolingualclassroompractice RepetitiondrillSimplesubstitutiondrillProgressivedrillTransformationdrillQuestion and answerdrillExpansiondrillClausecombinationdrillBackwardbuild updrillChaindrillMini dialogue A CompletionB UseofMinimalPair Exemplification Inatypicalaudio linguallessonthefollowingprocedureswillbeobserved RecognitionImitationandRepetitionPatterDrillsFollow upActivities SummaryandComments CharactersoftheAudio LingualMethod NewmaterialispresentedindialogueformThereisdependenceonmimicry memorizationofsetphrasesandover learningStructuresaresequencedbymeansofcontrastiveanalysisandtaughtoneatatimeStructuralpatternsaretaughtusingrepetitivedrillsThereislittleornogrammaticalexplanation Grammaristaughtbyinductiveanalogyratherthandeductiveexplanation SummaryandComments Vocabularyisstrictlylimitedandlearnedincontext Thereismuchuseoftapes languagelabs andvisualaids Greatimportantisattachedtopronunciation Verylittleuseofthemothertonguebyteachersispermitted Successfulresponsesareimmediatelyreinforced Thereisgreatefforttogetstudentstoproduceeffort freeutterances Thereisatendencytomanipulatelanguageanddisregardcontent contributions It samongthefirsttheoriestorecommendthedevelopmentofalanguageteachingtheoryondeclaredlinguisticandpsychologicalprinciples Itattemptstomakelanguagelearningaccessibletolargegroupsofordinarylearners TheAudioLingualMethodstressessyntacticprogressionandusepatterndrillstohelpthestudentsgaincontrolovergrammaticalstructures contributions Itleadstothedevelopmentofsimpletechniquesofvaried graded andintensivepracticeofspecificfeaturesoflanguage andmorescientificallyselectedandsystematicallyarrangedmaterialsandstructuralpatternstogowith Itdevelopstheseparationofthelanguageskillsintoapedagogicaldevice TheCognitiveApproach 1 Background2 TheoreticalBasis3 BasicPrinciples4 Exemplification5 SummaryandComments TheCognitiveApproachisanapproachtoforeignlanguageteachingwhichisbasedonthebeliefthatlanguagelearningisaprocesswhichinvolvesactivementalprocessandnotsimplytheformingofhabits Background Thedecadeofthe1960ssawarevolutioninlinguistictheory Inlinguistics thestructuralschoolgaveawaytothegenerativeschoolwithitsbeginningintheearly1960s TheoreticalBasis TheoryoflanguageRejectingstructurallinguisticsandbehaviorism theCognitiveApproachseeksintransformation generativegrammarandcognitivepsychologyabasisforsecondlanguageteaching In1959 ChomskylaunchedastrongattackuponSkinner sVerbalBehaviorwhichhadbecomerightlyfamous TheoreticalBasis Chomskymaintainedthatlanguageisnotaformofbehavior Onthecontrary itisanintricaterule basedsystemandalargepartoflanguageacquisitionisthelearningofthislanguagecompetencethatachildgraduallyacquires anditisthislanguagecompetencethatallowstobecreativeasalanguageuser 2 Theoryoflearning TheCognitiveApproachlaysemphasisoninnateorganizingprinciplesinhumanperceptionandlearning InCognitiveApproach theteacherisseenasanactiveparticipateinthelearningprocess usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobetaught BasicPrinciples MainfeaturesObjectivesTechniques 1 Mainfeatures TheCognitiveApproachconcentratesonthelearner sprocessofknowingratherthanonmechanisticproceduresimposeduponhimbytheteacher Teacherswerewarnednottoteachgrammar theywererequiredtotellthelearneraboutthelanguage TheCognitiveApproachbelievesthatlearnersplayadecisiveroleinforeignlanguage 2 Objectives ThegoaloftheCognitiveApproachistodevelopinthestudentsthesametypeabilitiespossessedbynativespeakers andtodevelopthestudents abilitytothepointatwhichtheyhaveaminimumcontrolovertherulesthatallowsnativespeakerstocreatethelanguagenecessarytocommunication 3 Techniques TheCognitiveApproachemphasizestheconsciousteachingofgrammaroroflanguagerules Itseekstheintellectualunderstandingbythelearnerofthelanguageasasystem Exemplification IntroductionofnewmaterialsExercisesApplicationactivities 1 Introductionofnewmaterials Thefirststepintheclassroomistopresentallnewsounds vocabulary andstructuresinamannermeaningfultoeachstudent Thepurposeofthisintroductionpartistodevelopstudents comprehensionofthelanguageandpreparethestudentsforthenexttwoprocedures 2 Exercise Exercisesaredesignedtoconsolidatetheunderstandingofthenewmaterial tohelpthestudentslearntomanipulateandtoremembertheseforms andbuildinguplanguagecompetence 3 Applicationactivities Theteachersassignreadingorlisteningcomprehensionpassagesforthestudentstostudy Thentheteachercanguidethestudentstoengageinproducingtheirownthoughtsinthetargetlanguage SummaryandComments Cognitivetheoryisprincipallyacritiqueofaudiolingualisminthelightoftheoreticalandpracticalweaknessofthepsycholinguistic AnothercharacteristicoftheCognitiveapproachis itutilizesallfourskillsoflistening speaking reading andwritingfromthebeginningofthecourse TheCommunicativeApproach BackgroundTheoreticalBasicprincipleObjectiveSummaryandcomments Background Thecommunicativeapproachisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence Towardstheendofthe1960s languagelearnerswererequiredtomastergrammaticalformsandthismasteryoflanguagestructuredthemainmeasuresofcompetence Bythelate1960s thesechangesattractedtheattentionofCouncilofEurope AnumberofexpertsproposedtosetupaschemetoteachthelanguagesofEurope Theoreticalbasis TheoryoflanguageThreefactors ThefieldofdiscourseThetenorofdiscourseThemodeofdiscourse Theoreticalbasis FourdimensionsofcompetenceTheyaregrammaticalcompetence sociolinguisticcompetence Discoursecompetenceandstrategiccompetence TheoryoflearningMostcontributorssharetheviewthatlanguageisusedforcommunicationandaremoreconcernedwithstructure Theyarguethatlanguageisbestlearnedthroughuseinsocialcontext Basicprinciple MainfeaturesAnemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage Theintroductionofauthentictextsintothelearningsituation Theprovisionofopportunitiesforlearnerstofocus notonlyonlanguagebutonthelearningprocessitself Anenhancementofthelearner sownpersonalexperiencesasimportantcontributingelementstoclassroomlearning Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom Basicprinciple TechniquesThecommunicativeapproachadvocatestheintegrationofskill listeningandnote taking oralpresentation roleplay simulation Objectives Thegeneralaimofthecommunicativeapproachistodevelopthestudents communicativecompetence Knowledgeofthegrammarandvocabularyofthelanguage Knowledgeofruleofspeaking Knowinghowtouseandrespondtodifferenttypesofspeechacts suchasrequest apologies thanks andinvitation Knowinghowtouselanguageappropriately Summaryandcomments InthelastdecadesthescopeofCLThasexpandedconsiderably Thecommunicativeapproachisnowacceptedbymanyappliedlinguistsandclassroomteachersasthemosteffectiveapproach Themostobviousriskisthefossilizationoflearners errors Thereismuchinthecommunicativeapproachthatisstillopentodebatesincethe1970s Task basedLanguageTeaching BackgroundTheoreticalBasisDefinitionsandComponentsofTasksFeaturesandProblemsTask basedLanguageTeachingDesignPrinciplesandApplicationConclusion Background Task basedlanguageteachingcamefromthecommunicativelanguageapproachtheory task referstothepracticeinthelanguageteaching Tillnow therearestillmanyscholarswhomentionthe task and teachingtechnique inthesamebreath Inthe1970s thediscussionabout languagecommunicationisasyntheticprocessing madethelanguageteachingsyllabusdesignersputforwardthesequent independentlanguageitem Task basedlearninginitiatorsdesignedthecourseandtriedtodevelopandapproveit TheoreticalBasis 1 Theeffectivelanguagelearningisexperientialinsteadofinstructional Thelearningactivityisasimportantaslanguagecontent Task basedteachingenablesthestudentstoexperiencethelearningprocessing Atleastpartsoftasksintheteachingmethodaresimilartosometasksinreallife Theaccuracyoflanguageisoneofthedimensionsoftasks TheoreticalBasis 2 Thetaskmakestheinformation processingmodelinlearners mindsbecomeparallelprocessingmodelinsteadofserialprocessingmodel Theprocessfeaturesoftasksandtheactivityquantityofparticipatorscontributetoformingoflearners languageautomaticity Thetrainingoflanguagedynamicsabilityandgroupdynamicsabilityisanotherobviousfeatureoftask basedlearning Theschemaexpansioninmeaningfullearning Thetheoryconsideredlanguagenotonlyasaregularsignsystem butalsoasdynamicinformationresources DefinitionsandComponentsofTasks DefinitionsoftaskThe task intask basedlearningorteachingisnottheinsideoroutsideclassteachingorlearningactivity whichisgeneral isolatedorunitedarbitrarily instead itisanorganicpartofthewholesystem orcourse DefinitionsandComponentsofTasks Fivepartsoftaskdesigning1 Thetaskgoals2 Theinputmaterialsusedtoconstitutethetaskcontent3 Activitiesdesignedonthebasisofthesematerials4 Teacher Studentrole5 Thesettingsofcarryingoutthetask FeaturesandProblems Features1 Itputsthetaskinthecentralposition butnotconsidersthepracticinglessmeaningfullanguageformasitsaim 2 Whendesigninga