《语言教学的流派第二版》自己整理的笔记

第一章第一章 A A briefbrief historyhistory ofof languagelanguage teachingteaching 第二章第二章 TheThe naturenature ofof approachesapproaches andand methodsmethods 前两章很简单 详见前面中文导读前两章很简单 详见前面中文导读 第三章第三章 TheThe oraloral approachapproach andand situationalsituational languagelanguage teachingteaching The oral approach situational language teaching is a grammar based method in which principles of grammatical and lexical gradation are used and new teaching points are presented and practiced through meaningful situation based activities 一 一 BackgroundBackground 1 Two of the leaders were Harold palmer and A S Hornby 2 Vocabulary control 3 Grammar control 二 二 TheThe OralOral ApproachApproach andand SituationalSituational LanguageLanguage TeachingTeaching The 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 ApproachApproach 1 Theory of language a type of British structuralism 1 One distinctive feature structures must be linked to situations in which they could be used 2 Language was viewed as purposeful activity related to goals and situations in the real world 3 2 Theory of learning 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 DesignDesign 1 Objectives 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 2 The syllabus 1 A structural syllabus a list of the basic structures and sentence patterns 2 Situation the manner of presenting and practicing sentence patterns 3 Types of learning and teaching activities 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 4 Learner roles 1 Listen repeat and responds to questions and commands 2 Have no control over the content of learning 5 Teacher roles Threefold a model a skillful manipulator on the lookout for errors The teacher is essential to the success of the method 6 The role of instructional materials 1 Textbook contains organized lessons 2 Visual aids consists of wall charts flashcards pictures stick figures The teacher is expected to be the master of his textbook 五 ProcedureProcedure Aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech reading and writing The teaching of a structure four parts Pronunciation Revision to prepare for new work if necessary Presentation of new structure or vocabulary Oral practice drilling Reading of material on the new structure or written exercises The sequence of activities Listening practice Choral imitation Individual imitation Isolation Building up to a new model Elicitation Substitution drilling Question answer drilling Correction 第四章第四章 TheThe AudiolingualAudiolingual MethodMethod It is a method of foreign or second language teaching which a emphasizes the teaching of speaking and listening before reading and writing b uses dialogues and drills c discourages use of the mother tongue in the classroom d often makes use of contrastive analysis The audiolingual method was prominent in the 1950s and 1960s especially in the United States and has been widely used in many other parts of the world 一 一 BackgroundBackground The combination of structural linguistic theory contrastive analysis aural oral procedures and behaviorist psychology led to the Audiolingual Method 情境法与听说法的异同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 introduced 2 Focus on accuracy through drill and practice in the basic structures 3 Sectence patterns of the target language However 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 二 二 ApproachApproach 1 Theory of language Structural linguistics 1950s a reaction to traditional grammar The primary medium of language is oral speech is language 2 Theory of learning Behavioral psychology stimulus response chains Learning 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 三 DesignDesign 1 Objectives 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 2 The syllabus A linguistic syllabus phonology morphology and syntax of the language A lexical syllabus of basic vocabulary Language skills listening speaking reading writing 3 Types of learning and teaching activities Dialogues Drills Various kinds of drills repetition inflection replacement 4 Learner roles Organisms that can be directed by skilled training techniques to produce correct responses a reactive role have little control 5 Teachers roles Central and active Models the target language Controls the direction and pace of learning Monitors and corrects the learners performance 6 The role of instructional materials Textbook Tape recorders and audiovisual equipment 四 四 ProcedureProcedure 1 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 repetition c Patterns drill d Follow up activities 五 五 TheThe declinedecline ofof AudiolingualismAudiolingualism 1 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 Chomsky s theory of transformational grammar 第五章第五章 TotalTotal PhysicalPhysical ResponseResponse Total Physical Response is a language learning method based on the coordination of speech and action This method of learning was developed by James Asher a professor of psychology at San Jose State University California 一 一 BackgroundBackground 1 the trace theory of memory in psychology 2 developmental psychology child first language acquisition 3 humanistic psychology the role of affective factors 4 Comprehension Approach 5 a tradition the use of physical actions to teach a foreign language at an introductory level 二 二 ApproachApproach 1 Theory of language structuralist or grammar based views of language detailed cognitive map abstractions and nonabstractions the central role of comprehension in language learning language can be internalized as wholes or chunks 2 Theory of learning Reminiscent of the views of behavioral psychology a stimulus response view Learning 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 三 DesignDesign 1 Objectives The general objectives to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated 2 The syllabus Be inferred from an analysis of the exercise types employed in TPR classes A sentence based syllabus A fixed number of items be introduced at a time Attention to both the global meaning of language and the finer details of its organization 3 Types of learning and teaching activities Imperative drills are the major classroom activity Role plays center on everyday situation Slide presentations Reading and writing activities 4 Learner roles A primary role listener and performer Have little influence over the content Monitor and evaluate their own progress 5 Teacher roles Active and direct role Well prepared and well organized Teachers follow the example of parents giving feedback Cautions illusion of simplicity having too narrow a tolerance for errors 6 The role of instructional materials No basic text materials and realia play an increasing role in later learning stages Student kits that focus on specific situations supporting materials 四 四 ProcedureProcedure Asher s account of a course Review New commands Role reversal Reading and writing Conclusion Conclusion Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition It represents a useful techniques and is compatible with other approaches to teaching 4 Traits1 It uses psychomotor systems to teach 2 It support kinesthetic learning style which is good for those who need to be active in the class 3 Command forms used to convey information 4 It works well with mixed ability classes 5 It is very memorable and it really helps students to remember phrases or words 6 It is a lot of fun students enjoy it and it can be a real stirrer in the class 7 It is very effective with teenagers and young learners 第六章第六章 TheThe SilentSilent WayWay It 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 一 BackgroundBackground The premise of the Silent Way The learning hypotheses Learning is facilitated if the learner discovers or creates discovery learning Learning is facilitated by accompanying physical objects Learning is facilitated by problem solving 二 二 ApproachApproach 1 Theory of language Gattegno views language as a substitute for experience By the spirit of the language Gattegno is referring to the way each language is Composed of phonological and suprasegmental A structural approach Vocabulary as a central dimension 2 Theory of learning Surrender Artificial approach The self of the learner Learning to learn 三 三 DesignDesign 1 Objectives The general objectives to give beginning level students oral and aural facility An immediate objectives to provide the learner with a basic practical knowledge of the grammar of the language Teach learners how to learn a language 2 The syllabus a basically structural syllabus vocabulary 3 Types of learning and teaching activities simple linguistic tasks responses to commands questions and visual cues 4 Learner roles Learners are expected to develop independence autonomy and responsibility Learners exert a strong influence over each other s learning Playing varying roles 5 Teacher roles Teacher silence is the most demanding aspect of the Silent Way To teach to test to get out of the way Create an environment Teacher likes the complete dramatist 6 The role of instructional materials The pronunciation charts The colored cuisenaire rods The vocabulary or word charts Other materials 四 四 ProcedureProcedure A standard format Practice of the sounds using the pronunciation charts Practice of sentence patterns structure and vocabulary using the rods and charts A sample lesson Fidel chart Conclusion The actual practices of the Silent Way are much less revolutionary than might be expected The innovations derive from the manner in which classroom activities are organized the indirect role the teacher is required to assume in directing and monitoring learner performance the responsibility placed upon learners and the materials used 第七章第七章 CommunityCommunity LanguageLanguage LearningLearning 社团语言学习法社团语言学习法 It is a method of second and foreign language teaching developed by Charles Curran CLL is an application of counseling learning 咨询学习法咨询学习法 to second and foreign language teaching and learning It uses techniques developed in group counseling to help people with psychological and emotional problems The method makes use of group learning in small or large groups These groups are the Community The method places emphasis on the learners personal feelings and their reactions to language learning Learners say things which they want to talk about in their native language The teacher known as Counselor translates the learners sentences into the foreign language and the learner then repeats this to other members of the group 一 一 BackgroundBackground 1 Rogerian counseling Charles A Curren 2 Humanistic techniques the whole person 3 Language alternation 二 二 ApproachApproach 1 Theory of language Traditional structuralist position Language as social process The interactional view of language interaction between equals interaction between unequals interaction between learners and knowers interaction between learners 2 Theory of learning Contracted with traditional views a putative learning view the behavioral view The whole person learning five stages Consensual validation S secure A attention and aggression R retention and reflection D discrimination the personal commitments 三 三 DesignDesign 1 Objectives Explicit linguistic or communicative objectives are not defined Teacher transfers knowledge and proficiency to the learner Goal attaining near native like mastery of the target language Specific objectives are not addressed 2 The syllabus No conventional language syllabus Topic based course Teacher s responsibility teacher transfers knowledge and proficiency to the learner Goal attenting near native like mastery of the target language 3 Types of learning and teaching activities Combines innovative learning tasks and activities with conventional ones Translation Group Work Recording Transcription Analysis Reflection and observation Listening Free conversation 4 Learner roles members of a community become counselors to other learners Five stages 5 Teacher roles Counselor Specific teacher roles are keyed to the five development stages providing a safe environment Note two asides in the discussion of learning security 6 The role of instructional materials A textbook is not considered a necessary component Materials may be developed by the teacher as the course develops the use of teaching machines 四 四 ProcedureProcedure 1 classical CLL and personal interpretations of it 2 the description of some typical activities in CLL classed 3 a protocol of what a first day s CLL class covered Conclusion Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent It places unusual demands on language teachers Critics of Community Language Learning question many aspects of CLL Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning 自己想法 学校英语角活动 Question for discussion 社团学习法把语言学习过程比作是咨询过程 你们觉得这个比喻合适吗 为什么 第八章第八章 SuggostopediaSuggostopedia Suggestopedia Lozanov Method 暗示法暗示法 罗扎诺夫法罗扎诺夫法 It is a method of foreign language teaching developed by the Bulgarian Lozanov It makes use of dialogues situations and translation to present and practise language and in particular makes use of music visual images and relaxation exercises to make learning more comfortable and effective 一 一 BackgroundBackground 1 Suggestology 2 the most conspicuous characteristics of Suggestopedia 3 Soviet psychology 4 mental states 5 the centrality of music and musical rhythm to learning 二 二 ApproachApproach 1 Theory of language lexis is central whole meaningful text a language to be its vocabulary and the grammar rules for organizing vocabulary 2 Theory of learning a desuggestive suggestive sense six principal theoretical components authority infantilization double planedness intonation rhythm concert pseudo passiveness the type of music the rate of presentation of material to be learned within the rhythmic pattern 三 三 DesignDesign 1 Objectives deliver advanced conversational proficiency quickly increased access to understanding and creative solutions of problems 2 The syllabus course description time duration 30 days each unit the whole course 3 Types of learning and teaching activities imitation question and answer role play each unit listening activities 4Learner roles The mental state of the learner is critical to success mind altering infantilization 5 Teacher roles the primary role of the teacher expected teacher behaviors needs three to six months training in acting