英语教学法的演变及特点ppt课件

ApproachesandMethods:500yearsofForeignLanguageTeachinginthewest,1,1.Intheprocessofyourteaching,whatkindofteachingmethodsdoyouoftenuseinyourclass?2.Whenyouwanttochooseateachingmethod,whatfactorsdoyouhavetoconsider?3.DoyouthinkwhatisthebestwaytoimproveEnglish,especiallyoralEnglishandwrittenEnglish?4.WhatisTask-basedLanguageTeaching?Doyouoftenadoptitinyourclass?5.Inyouropinion,dothegoodstudentsinyourclasshavesomethingincommon?Iftheyhave,whatarethey?,2,Grammar-translationMethodtheDirectMethodAudio-lingualMethodCommunicativeTeachingMethodTask-basedLearning,3,Grammar-translationMethod:APPROACHWhatislanguage?,Theylearnbymemorizinggrammarrulesandvocabulary.TheypracticebytranslatingsentencesfromL1toL2andbackagain.,Howdopeoplelearnlanguage?,Languageiswriting.,4,ThegrammaticalstructuresoftheL2andlistsofvocabulary.,Design,Whatshouldbeinthesyllabus?,Whatsortofactivities?,TranslationexercisesfromL1toL2andfromL2toL1.,5,.PROCEDUREWhatshouldteachersdo?,Theyshouldexplainthegrammarrulesandvocabulary,inL1ifnecessary.Theydemonstratemodelsentences.Theysupervisethedoingandcorrectingofthepracticeexercises.,6,Theylistentotheteacher.Theytrytomemorizethegrammarrulesandvocabulary.Theydotheexercisesastoldtobytheteacher.,Whatshouldlearnersdo?,7,Textbooksthatcontainthegrammarrules,modelsentencestoshowhowtheruleswork,listsofvocabulary,practicetranslationexercises.,Whatsortofmaterials?,8,Teachersdomostofthetalking.Theyareincompletecontroloftheclass.Onelessonisverysimilartoanother.Thelearnerslistentotheteachers.Theydoexactlyastheyaretold.Theyrarelytalk.,Whatisatypicallessonlike?,9,ThemajorcharacteristicsofGrammarTranslation,1.Classesaretaughtinthemotherlanguage,withlittleactiveuseofthetargetlanguage.2.Muchvocabularyistaughtintheformoflistsofisolatedwords.3.Longelaborateexplanationsoftheintricaciesofgrammararegiven.4.Grmmarprovidestherulesforputtingwordstogether,andinstructionoftenfocusesontheformandinflectionofwords.5.Readingofdifficultclassicaltextsisbegunearly.6.Littleattentionispaidtothecontextofthetexts,whicharetreatedasexercisesingrammaticalanalysis.7.Oftentheonlydrillsareexercisesintranslatingdisconnectedsentencesfromthetargetlanguagetothemotherlanguage.8.Littleornoattentionisgiventopronunciation.,10,TheDirectMethod:Time:Mid-19thtoearly20thcenturyMaincharacteristics:Thisadvocatedthatsecondlanguagelearningshouldtakeintoaccountwhatwasknownoffirstlanguagelearning.Thefocusshouldbeonthespokenlanguageandonlythesecondlanguageshouldbeusedintheclass.Thelanguageintroducedshouldbe“everydaylanguage”commonstructureandfrequentlyusedvocabulary,andlearnersshouldpracticeitbyactivelyusingthelanguageintheclassroom.,11,TheprinciplesofDirectMethod,1.Classroominstructionwasconductedexclusivelyinthetargetlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Oralcommunicationskillswerebuiltupinacarefullytradedprogressionorganizedaroundquestion-and-answerexchangebetweenteachersandstudentsinsmall,intensiveclasses.4.Grammarwastaughtinductively.5.Newteachingpointsweretaughtthroughmodelingandpractice.6.Concretevocabularywastaughtthroughdemonstration,objects,andpictures;abstractvocabularywastaughtbyassociationofideas.7.Bothspeechandlisteningcomprehensionweretaught.8.Correctpronunciationandgrammarwereemphasized.,12,TheAudio-lingualMethodTime:Mid-20thcenturyMainCharacteristics:ThismethodalsosawthespokenlanguageasthefundamentalformoflanguageandinsistedthatonlytheL2shouldbeusedintheclassroom.Itdivideduplanguageintoparts,eachrepresentinganitemwithinthesystemofthesecondlanguagestructures.,13,Learnerslearnthelanguageitembyitem,nevermovingonfromoneitemuntiltheycouldreproduceitperfectlyinavarietyofclassroomdrills.Errorswerenottolerated.Theaccurateproductionofcorrectlanguagestructureswasseenasmoreimportantthanbeingabletoproducemeaningfulsentences.Theunderlyingassumptionwasthatiflearnersknewthestructureofthelanguagethoroughly,theywouldautomaticallybeabletousethestructuretounderstandandexpressmeaning.,14,Audio-lingual1.Attendstostructureandformmorethanmeaning.2.Demandsmemorizationofstructurebaseddialogs.3.Languageitemsarenotnecessarilycontextualized.,CommunicativeLanguageTeaching,Dialogs,ifused,centeraroundcommunicativefunctionsandarenotnormallymemorized.,Contextualizationisabasicpremise.,Meaningisimportant.,15,Languagelearningislearningtocommunicate.,4.Languagelearningislearningstructures,sounds,orwords.,Effectivecommunicationissought.,5.Mastery,or“over-learning“issought.,16,6.Drillingisacentraltechnique.7.Native-speaker-likepronunciationissought.8.Grammaticalexplanationisavoided.9.Communicativeactivitiesonlycomeafteralongprocessrigiddrillsandexercises.,Drillingmayoccur,butnotveryimportant.,.,Anydevicewhichhelpsthelearnersisacceptedvaryingaccordingtotheirage,interest,etc.,Attemptstocommunicatemaybeencouragedfromtheverybeginning.,Comprehensiblepronunciationissought.,17,10.Theuseofthestudentsnativelanguageisforbidden.11.Translationisforbiddenatearlylevels.12.Readingandwritingaredeferredtillspeechismastered.13.Thetargetlinguisticsystemwillbelearnedthroughtheovertteachingofthepatternsofthesystem.,Judicioususeofnativelanguageisacceptedwherefeasible.,Translationmaybeusedwherestudentsneedorbenefitfromit.,Readingandwritingcanstartfromthefirstday,ifdesired.,Thetargetlinguisticsystemwillbelearnedbestthroughtheprocessofstrugglingtocommunicate.,18,14.Linguisticcompetenceisthedesiredgoal.15.Varietiesoflanguagearerecognizedbutnotemphasized.16.Thesequenceofunitsisdeterminedsolelybyprinciplesoflinguisticcomplexity.,Communicativecompetenceisthedesiredgoal.,Linguisticvariationisacentralconceptinmaterialsandmethodology.,Sequencingisdeterminedbyanyconsiderationofcontent,function,ormeaningwhichmaintainsinterest.,19,17.Theteacherscontrolsthelearnersandpreventsthemfromdoinganythingthatconflictswiththetheory.18.“Languageishabit“soerrorsmustbepreventedatallcosts.19.Accuracy,intermsofformalcorrectness,isaprimarygoal.,Teachershelplearnersinanywaythatmotivatesthemtoworkwiththelanguage.,Languageiscreatedbytheindividualoftenthroughtrialanderror.,Fluencyandacceptablelanguageistheprimarygoal:accuracyisjudgednotintheabstractbutincontext.,20,20.Studentsareexpectedtointeractwiththelanguagesystem,embodiedinmachinesorcontrolledmaterials.21.Theteacherisexpectedtospecifythelanguagethatstudentsaretouse.22.Intrinsicmotivationwillspringfromaninterestinthestructureofthelanguage.,Studentsareexpectedtointeractwithotherpeople,eitherintheflesh,throughpairandgroupwork,orintheirwritings.,Theteachercannotknowexactlywhatlanguagethestudentswilluse.,Intrinsicmotivationwillspringfromaninterestinwhatisbeingcommunicatedbythelanguage.,21,Theoryoflanguage:someofthecharacteristicsofthiscommunicativeviewoflanguagefollow:Languageisasystemfortheexpressionofmeaning.Theprimaryfunctionoflanguageisforinteractionandcommunication.Thestructureoflanguagereflectsitsfunctionalandcommunicativeuses.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategoriesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.,22,Theoryoflearning:1.Thecommunicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.2.Thetaskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.3.Themeaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.,23,24,TheNaturalApproachBackground:developedbyTerrellandKrasheninthelate1970sbasedontheideathatawayachildlearnsL1shouldconstituteamodelforreadingandlearningL2.ThedifferencesbetweentheDirectMethodandtheNaturalMethodUnliketheDirectMethod,however,itplaceslessemphasisonteacherMonologues,directrepetition,andformalquestionsandanswers,andlessfocusonaccurateproductionoftargetlanguagesentences.IntheNaturalApproachthereisanemphasisonexposure,orinput,ratherthanpractice;optimizingemotionalpreparednessforlearning;aprolongedperiodofattentiontowhatthelanguagelearnerhearbeforetheytrytoproducelanguage;andawillingnesstousewrittenand,25,othermaterialsasasourceofcomprehensibleinput.TheoryoflearningTheAcquisitionLearningHypothesisTheAcquisitionLearningHypothesisclaimsthattherearetwodifferentdistinctivewaysofdevelopingcompetenceinasecondorforeignlanguage.Theory:Acquisitionisthe“Natural”way,parallelingfirstlanguagedevelopmentinchildren.Acquisitionreferstoanunconsciousprocessthatinvolvesthenaturalisticdevelopmentoflanguageproficiencythroughunderstandinglanguagesandthroughusinglanguageformeaningfulcommunication.Learning,bycontrast,referstoaprocessinwhichconsciousrulesaboutalanguagearedeveloped.Itresultsinexplicitknowledge,26,abouttheformsofalanguageandtheabilitytoverbalizethisknowledge.TheMonitorHypothesisTheory:Theacquiredlinguisticsystemissaidtoinitiateutterancewhenwecommunicateinasecondorforeignlanguage.Consciouslearningcanfunctiononlyasamonitororeditorthatchecksandrepairstheoutputoftheacquiredsystem.TheMonitorHypothesisclaimsthatwemaycalluponlearnedknowledgetocorrectourselveswhenwecommunicate,butthatconsciouslearninghasonlythisfunction.Threeconditionslimitthesuccessfuluseofthemonitor:1.Time.Theremustbesufficienttimeforalearnertochooseandapplyalearnedrule.2.Focusonform.Thelanguageusermustbefocusedon,27,correctnessorontheformoftheoutput.3.Knowledgeofrules:Theperformermustknowtherules.Themonitordoesbestwithrulesthataresimpleintwoways.Theymustbesimpletodescribeandtheymustrequirecomplexmovementsandrearrangements.TheNaturalOrderHypothesisTheory:Grammaticalstructuresareacquiredinapredictableorder,someearly,somelate.eg.AstudybyKrashen,1981suggeststhefollowingorderforacquisitionofgrammaticalmorphemesforEnglishasaSecondLanguage:-ingpluraltobeauxiliaryarticlesirregularpastregularpastsingular(-s)possessive(-s),28,TheInputHypothesisTheory:“Weacquirelanguagebyunderstandinginputthatisalittlebeyondoutcurrentlevelofcompetence”Anacquirercan“move”fromastage(whereistheacquirerslevelofcompetence)toastage1(where1isThestageimmediatelyfollowingalongsomenaturalorder)byunderstandinglanguagecontaining1.Theabilitytospeakfluentlycannotbetaughtdirectly;rather,it“emerges”independentlyintime,aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandinginput.,29,TheAffectiveFilterHypothesisKrashenseesthelearnersemotionalstateorattitudesasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.Alowaffectivefilterisdesirable,sinceitimpedesorblockslessofthisnecessaryinput.Thehypothesisisbuiltontheresearchinsecondlanguageacquisition,whichhasidentifiedthreekindsofaffectiveorattitudinalvariablesrelatedtosecondlanguageacquisition.Motivation.Learnerswithhighmotivationgenerallydobetter.Self-confidence.Learnerswithself-confidenceandagoodselfimagetendtobemoresuccessful.Anxiety.Lowpersonalanxietyandlowclassroomanxietyaremoreconducivetosecondlanguageacquisition.,30,Task-basedLanguageTeachingWhatisatask?-Thecommunicativetaskisapieceofclassroomworkplanswhichinvolveslearnersincomprehending,manipulation,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningrathertomanipulateform.Thetaskshouldalsohaveasenseofcompleteness,beingabletostandalongasacommunicativeactinitsrightwithabeginning,amiddleandanend.(Nunan)-meaningisprimary-thereissomecommunicationproblemtosolve-thereissomesortofrelationshiptocomparablereal-worldactivities-taskcompletionhassomepriority-theassessmentofthetaskisintermsofoutcome;(Skehan),31,Grammar+Opportunitiestocommunicateleadtogreaterimprovementsinfluencyandgrammaticalaccuracythangrammaronly.Willislistsfourconditionsforlanguagelearning:(1)Languageenvironment,hasalot,reallanguageexposure.(2)Thechancetouselanguage,beabletodothingstouselanguage,andexchangeinformation.(3)Themotivationforusingthelanguage,includingtheactivitiesoflistening,speaking,readingandwriting.(4)Conditionsforteaching,hasthechancetopayattentiontotheformoflanguage.,32,TBLT:ateachingapproachbasedontheusecommunicativeandinteractivetasksasthecentralunitsforplanninganddeliveryofinstruction.Suchtasksaresaidtoprovideaneffectivebasisforlanguageteachingsincethey:a,involvemeaningfulcommunicationandinteractionandb,negotiationc,enablethelearnerstoacquiregrammarasaresultofengaginginauthenticlanguageuse.Task-basedlanguageteachingisanextensionofcommunicativelanguageteachingandanattempttoapplyprinciplesofsecondlanguagelearningto