《语言教学的流派》课程教案

精品文档 1欢迎下载 语言教学的流派语言教学的流派 课程教案课程教案 课程介绍 对外汉语教学是一门新兴的学科 属于应用语言学 狭义的应用语言学指的就是语 言教学 因此对外汉语教学要从外语教学的研究中吸取营养 国外的外语教学研究较 早 成果丰富 我们一定要去借鉴 才可能根据汉语特点来推动对外汉语教学法的研 究 这门课程是对外汉语专业本科生的专业选修课 其目的在于让学生直接阅读外文资 料 并在学习的过程中学习理论分析的方法 提高理论和学术素养 要求 1 熟悉每章的 key words 2 Make presentation in English 3 积极参加课堂讨论 4 认真预习和完成课后作业 5 期末考查方式 passage translation 英译汉 教材介绍 20 世纪外语教学蓬勃发展 教学法的研究也发展很快 一方面 19 世纪一些传统 的教学法传承下来 另一方面 20 世纪有许多创新的教学法 Jack C Richard 和 Theodore S Rodgers 所著的 Approaches and Methods in Language Teaching 一书 对 20 世纪出现的几个具有代表性的教学法进行描述和分析 有助于我们了解历史 承 前启后 Approaches and Methods in Language Teaching 1 Approach and method 2 Language teaching second language teaching or foreign language teaching This book is a book on the history of language teaching but it s more than that According to the authors the aim of this book is to present an objective and comprehensive picture of a particular approach or method The authors have avoided personal evaluation preferring to let the method or approach speak for itself and allows readers to make their own appraisals So this book is not intended to popularize or promote particular approaches or methods described It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods and a set of criteria by which to critically read question and observe methods The goal is to enable teachers to become better informed about the nature strengths and weaknesses of methods and so they can better arrive at their judgments and decisions 精品文档 2欢迎下载 第一章 A brief history of language teaching 外语教学简史 本章主要介绍 20 世纪以前的外语教学简史 通过此章的学习 我们将会发现 20 世纪出现的教学法都是历史的延续和发 展 在这章中 我们将了解两种传统的教学法 The Grammar Translation Method 语法翻译法 和 The Direct Method 直接法 第二章 The nature of approaches and methods in language teaching 外语 教学法理论与方法的性质 本章为以后的分析立下了一个基本的理论分析框架 framework 在这个框 架中 教学法包括三个部分 1 Approach 理论 语言理论和学习理论 2 Design 设计 教学目的 大纲 教学活动形式 学生角色 教师 角色 教材的作用 3 Procedure 教学步骤 This chapter will present a model for the description analysis and comparison of methods This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies 第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进 行描述和分析 第三章 The Oral Approach and Situational Language Teaching 口语法和情 景法 第四章 The Audiolingual method 听说法 第五章 Communicative Language Teaching 交际法 第六章 Total Physical Response 全身反应法 第七章 The Silent Way 沉默法 第八章 Community Language Learning 社团学习法 第九章 The Natural Approach 自然法 第十章 Suggestopedia 暗示法 Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching this historical background is treated in the first section of the chapter Where a method or approach has no acknowledged ties to established second or foreign language teaching practice historical perspective is not relevant In these cases the method is considered in terms of its links to more general linguistic psychological or educational traditions 第十一章 教学法的比较和评估 这章是从更高的一个角度对前几章所分析的教学法进行比较和评估 This chapter examines methods from a broader framework and present a 精品文档 3欢迎下载 curriculum development perspective on methodology 第一章 A brief history of language teaching 外语教学简史 This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods Changes in language teaching methods throughout history have reflected a Recognition of changes in the kind of proficiency learners need oral proficiency or reading comprehension b Changes in theories of the nature of language and of language learning 一 500 年前 1 拉丁语的地位 2 拉丁语的教学法 3 the decline of Latin 4 受拉丁语教学法影响的 modern language 如英语 德语 法语等等 的教 学法 这种方法就是 The Grammar Translation Method 二 The Grammar Translation Method 1 对这种方法的评价 2 这种教学法的主要特点 7 点 the goal of foreign language learning reading and writing speaking and listening vocabulary selection sentence accuracy grammar the student s native language 3 对这种教学法的批评 三 Language teaching innovations in the 19th century 1 Increased opportunities for communication oral proficiency 2 Individual language teaching specialists C Marcel emphasized the important meaning in learning T Prendergast proposed the first structural syllabus F Gouin series 四 The Reform Movement 1 语言学的发展 The International Phonetic Association 1886 年 2 Reformer 的观点 精品文档 4欢迎下载 Henry Sweet The Practical Study of Languages 1899 年 Wilhelm Vietor Language Teaching Must Start Afresh 共同的观点 6 点 the spoken language phonetics hear the language first words and sentences the rules of grammar translation 3 natural methods 的兴起 其中一种就是众所周知的 Direct Method 五 The Direct Method 1 倡导者 Gouin Sauveur foundation natural language learning principles 2 Berlitz Method principles and procedures guidelines 3 drawbacks 六 The Coleman Report 1929 in the United States 七 method 到底是什么 the goals of language teaching the basic nature of language the selection of language content principles of organization sequencing and presentation the role of the native language process best teaching techniques and activities and circumstances Particular methods differ in the way they address these issues We need to present a model for the description analysis and comparison of methods Question for discussion 从语法翻译法到直接法 有了哪一些进步 500 years ago Latin was the dominant language of education commerce religion and government in the Western world But Latin was not a language of spoken and written communication It was a dead language Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil Ovid and Cicero and to develop intellectual abilities Latin was taught through rote learning of grammar rules translation and practice in writing sample sentences In eighteenth century modern languages such as English French and Italian began to enter European schools and they were taught using the 精品文档 5欢迎下载 same way that were used for teaching Latin Textbooks consisted of abstract grammar rules lists of vocabulary and sentences for translation These sentences were constructed to show the grammar rules and had no relation to the language of real communication By the nineteenth century this approach based on the study of Latin had become the standard way of studying foreign languages in schools which became known as the Grammar Translation Method What were the principal characteristics of Grammar Translation Method 1 the goal of foreign language study is to learn a language in order to read its literature or in order to benefit form the mental discipline and intellectual development that result from foreign language study 2 Reading and writing are the major focus 3 Vocabulary selection is based solely on the reading texts and words are taught through bilingual word list dictionary study and memorization 4 The sentence is the basic unit of teaching and language practice This focus on the sentence is a distinctive feature of the method 5 Accuracy is emphasized 6 Grammar is taught deductively by presentation and study of grammar rules which are then practiced through translation exercises 7 The student s native language is the medium of instruction Explain new items and make comparisons between the two languages The goal How to teach words How to teach grammar What is emphasized The role of the sentence The role of native language In the mid and late nineteenth century the Grammar Translation Method was questioned and rejected in European countries In the mid nineteenth century increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages but the public education system that is secondary schools was seen to be failing in its responsibilities In Germany England France new approaches to language teaching were developed by individual language teaching specialists Each of them use a specific method for reforming the teaching of modern languages Marcel Prendergast Gouin Educators recognized the need for speaking proficiency rather than reading comprehension grammar or literary appreciation as the goal of foreign language programs there are an interest in how children learn 精品文档 6欢迎下载 languages which prompted attempts to develop teaching principles from observation and reflections about child language learning But the ideas and methods of these innovators such as Marcel Prendergast Gouin were developed outside the context of established circles of education so their ideas failed to receive widespread support or attention By the end of the nineteenth century teachers and linguists began to write about the need for new approaches to language teaching This effort became known as the Reform Movement in language teaching From the 1880s the discipline of linguistics was revitalized Phonetics the scientific analysis and description of the sound systems of languages was established Linguists emphasized that speech rather than the written words was the primary form of language In 1886 the International Phonetic Association was founded the International Phonetic Alphabet was designed The IPA was to used to record accurately the sounds of any language in written forms One of the earliest goals of the association was to improve the teaching of modern language It advocated 1 study the spoken language 2 phonetic training to establish good pronunciation habits 3 the use of conversation texts and dialogues 4 grammar is taught inductively 5 teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongue Linguists too became interested in the controversies that emerged about the best way to teach foreign languages Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology He set forth four principles for the development of teaching method 1 select carefully what is to be taught 2 imposing limits on what is to be taught 3 arranging what is be taught in terms of the four skills 4 grading materials from simple to complex German scholar Welhem Vieter strongly criticized the inadequacies of Grammar Translation Method and stressed the value of training teachers in the new science of phonetics He argued that training in phonetics would enable teachers to pronounce the language accurately In his opinions speech patterns rather than grammar were the fundamental elements of language Although the reformers in the late nineteenth century often differed in the specific procedures they advocated for teaching a language in general they believed that 1 the spoken language is primary methodology should be oral based 精品文档 7欢迎下载 2 phonetics should be applied to teaching and to teacher training 3 listening first 4 words should be presented in sentences sentences should be practiced in meaningful context 5 grammar should be taught inductively 6 no translation These principles provided the theoretical foundations for a principled approach to language teaching They also reflect the beginnings of the discipline of applied linguistics that branch of language study concerned with the scientific study of second or foreign language teaching and learning And at the same time there was an interest in developing principles for language teaching out of naturalistic principles of language learning such as are seen in first language acquisition This led to natural methods and the development of what came be known as the Direct Method In fact at various times through the history of language teaching attempts have been made to make second language learning more like first language learning Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life since Montaigne s father wanted his son to speak Latin well In the nineteenth century L Sauveur used intensive oral interaction in the target language employing questions as a way of presenting and eliciting language His method was refered to as the Natural Method Sauveur argued that a foreign language could be taught without translation or the use of the learner s native tongue if meaning was conveyed directly through demonstration and action In 1884 the German scholar Franke wrote on a monolingual approach to teaching According to Franke a language could best be taught by using it actively in the classroom Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching teacher must encourage direct and spontaneous use of the foreign language in the classroom Learners are able to induce rules of grammar The teacher replace the textbook in the early stages of learning Known words would be used to teach new words using demonstration and pictures Direct Method was the most widely known of the natural methods It was officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools In face Berlitz referred to the method in his schools as the Berlitz Method Principles and procedures 1 target language only 2 everyday vocabulary and sentences were taught 精品文档 8欢迎下载 3 oral communication skills were build up in a carefully graded progression organized around question and answer exchanges between teachers and students in small intensive classes 4 grammar was taught inductively 5 new teaching points were introduced orally 6 Concrete vocabulary and abstract vocabulary 7 Speech and listening comprehension 8 Correct pronunciation and grammar were emphasized Guidelines for teaching oral language in contemporary Berlitz schools The Direct Method was quite successful in private schools because of the high motivation of paying clients and the use of native speaking teachers But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the practical realities of the classroom Also it lacked a sound basis in applied linguistic theory and for this reason it was often criticized by the reformers of the Reform Movement It required teachers who were native speakers or had native like fluency in the foreign language It was largely dependent on the teacher s skills and not all teachers were proficient enough in the foreign language Critics also pointed out that sometime a simple brief explanation in the students native tongue would have been a more efficient way to comprehension By the 1920s use of the Direct Method in noncommercial schools in Europe has declined In France and Germany it was modified into versions that combined some Direct Method techniques with more controlled grammar based activities A study begun in 1923 on the state of foreign language teaching concluded that no single method could guarantee successful results The goal of trying to teach conversation skills was considered impractical in view of the restricted time available for foreign language teaching in schools the limited skills of teachers and the perceived irrelevance of conversation skills in a foreign language for the average American college student The study published as the Coleman Report advocated that a more reasonable goal for a foreign language course would be a reading knowledge of a foreign language achieved through the gradual introduction of words and grammatical structures in simple reading texts The main result of this recommendation was that reading became the goal of most foreign language programs in the United States To British applied linguist Henry Sweet the Direct Method offered innovations at the lever of teaching procedures but lacked a thorough methodological basis Its main focus was on the exclusive use of the target language in the classroom but it failed to address many issues that Sweet thought more basic In 1920s and 1930s applied linguists systematized 精品文档 9欢迎下载 the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a foreign language Subsequent developments led to Audiolingualism in the United Stated and the Oral Approach or Situational Language Teaching in Britain We have seen from this historical survey some of the questions that prompted innovations and new directions in language teaching in the past 1 What should the goal of language teaching be Conversational proficiency reading translation or some other skills 2 What is the basic nature of language 3 What are the principles for the selection of language content 4 What principles of organization sequencing and presentation best facilitate learning 5 What should the role of the native language be 6 What processes do learners use in mastering a language 7 What teaching techniques and activities work best and under what circumstance Particular methods differ in the way they address these issues In the next chapter we present a model for the description analysis and comparison of methods This model will be used as a framework for our subsequent discussion and analyses of particular language teaching methods and philosophies 第二章 外语教学法理论和方法的性质 In this chapter we will clarify the relationship between approach and method and present a model for description analysis and comparison of methods And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies 一 Approach and method 1 the model of Edward Anthony 1963 approach a set of correlative assumptions dealing with the nature of language teaching and learning method an overall plan for the orderly presentation of language material technique which actually takes place in a classroom Anthony s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals 精品文档 10欢迎下载 2 the model of Mackey 1965 Mackey s model of language teaching analysi