语言教学的流派 the nature of approaches and s in language teaching.ppt

Unit7Thenatureofapproachesandmethodsinlanguageteaching.,EdwardAnthonysModelApproachDesignProcedure,Themaincontentsofthisunit,1)Clarifytherelationshipbetweenapproachandmethod2)Presentamodelforthedescription,analysis,andcomparisonofmethods,EdwardAnthonysModel,Approach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning.-教学理论Method:strategiesfortheorderlypresentationoflanguagematerial.-教学方法Technique:trick,stratagemorcontrivanceactuallytakeplaceinaclassroom.-教学技巧,Relationshipamongthethreeterms,Thearrangementishierarchical.Anapproachisaxiomatic,amethodisprocedural,atechniqueisimplementational.,ApproachMethod1Method2Method3Technique1Technique2,AdvantagesandDisadvantagesofAnthonysModel,Advantages:SimpleComprehensiveDisadvantages:NosufficientattentiontothenatureamethodNospecificationoftherolesofteachers,learnersorteachingmaterialsNoaccountofhowapproach,methodandtechniquesarerelated,RevisedModelbytheauthor,Q:Whatisthedifferenceabouttheconceptof“method”inAnthonysmodelandtheauthorsmodel?,Method,Approach,Design,Procedure,Approach,Approach:theoriesaboutthenatureoflanguageandlanguagelearningthatserveasthesourceofpracticesandprinciplesinlanguageteaching.,Thetheoryoflanguage,Thetheoryoflearning,Theoryoflanguage,1.thestructuralview:languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem.Eg:AudiolingualMethod;TotalphysicalResponse;TheSilentWay,2.thefunctionalview:languageisavehiclefortheexpressionoffunctionalmeaning.SemanticandcommunicativefocusAlsousegrammarandlexis,butsupporttopics,ideasandconceptsmoreforcommunication,3.theinteractionalview:Languageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Focusonthepatternsofmoves,acts,negotiation,andinteractionfoundinconversationalexchanges.,Relationshipamongthethreedifferentviewsoflanguage,Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.Thefunctionalviewaddstheneedtoknowhowtousetherulesandvocabularytodowhateveronewantstodo.Theinteractionalviewsaysthattoknowhowtodowhatyouwanttodoinvolvesalsoknowingwhetheritisappropriatetodo,andwhere,when,howitisappropriatetodoit.,Excuseme,couldyoutellmehowtogettotherailwaystation?(1)Excuseme,couldyoumindtakingmetotherailwaystation?(2)Couldyoutellmehowtomakeaninteractionalcall?,Theoryoflanguagelearning,Learningtheoryunderlyinganapproachormethodrespondstotwoquestions:A)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?-processorientedB)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?-conditionoriented,KrashensMonitorHypothesis,Addressesboththeprocessandthecondition.二语习得有两种不同的途径，一是学习者把注意力有意识地集中在目的语形式特征上，即learning；另一种是学习者利用下意识的过程，运用目的语进行真正的交际，注重内容，意义和效果，即acquisition。习得是主要过程，而学习只是以监控者的身份运用自己所学的知识对所学的话进行监控和修改。,Threeconditionslimitthesuccessfuluseofthemonitor:1.Time