语法翻译法,直接法,听说法ppt课件

ThreeMethods,1204021202005陈笑,1,TheGrammar-translationMethod,Backgroundthereisevidencethatgrammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteachingfromthe16thcentury.threeimpetus：(1)themodernlanguagesprovidedoneoftheconditionsforgrammaranalysisandtheapplicationofgrammaticalrulesintranslationexercisesinteachingLatin.,2,(2)thesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincamefromthesocialneedsofEuropeancountries.(3)inthe19thcentury,moreexpertsofforeignlanguagesteachingadoptedthestrategyofcombininggrammarruleswithtranslation.,3,TheoreticalBasis(1)theoryoflanguageThetheoryoflanguageunderlyingtheGrammar-translationMethodwasderivedfromComparativeHistoricalLinguistics.(2)theoryoflearningThetheoryoflearningunderlyingtheGrammar-translationMethodwasFacultyPsychology.,4,BasicPrinciples(1)mainfeaturesReadingandwritingarethemajorfocus.Littleornosystematicattentionispaidtospeakingorlistening,becauseliterarylanguageisconsideredsuperiortospokenlanguageandisthereforewhatlanguagestudentsshouldlearn.Theteacherusesthenativelanguageofthestudentsasthemainmediumofinstruction.Theteacheremphasizesaccuracyratherthanfluency.,5,(2)Objectivestoenablethelearnerstoreadandtranslateitsliterature.toprovidestudentswithgoodmentalexercisethathelpsdeveloptheirminds.togainabetterunderstandingofthefirstlanguage.,6,(3)Techniquesreadingtranslationdeductiveteachingofgrammaranalysisandcomparisonmemorizationreadingcomprehensionquestionswrittenwork,7,(4)ExemplificationThemainproceduresforatypicallessonwiththeGrammar-translationMethodcanbedividedintothreephases.PhaseOne:Readandexplainthenewwordsandexpressionsinthefirstlanguage.Teachthenewgrammarwithdeductivemethod.PhaseTwo:reading/translation/analysis/askquestionsPhasethree:writeanswers,8,SummaryandComments(1)mainadvantageshaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.fosterstudentsabilityforreadingcomprehensionandgrammaticalproduction.readingandwritingabilitiesarewelltrained.makefewdemandsonteachers.,9,(2)Disadvantagesneveremancipatethelearnersfromdependenceonthefirstlanguage.cannotnotsurethatstudentscanusethemappropriatelyinrealcommunicativesituation.oftendoesntmeetthepracticalneedsofthelearners.doesnotmotivatestudentstoactivelycommunicateinthetargetlanguage.,10,TheDirectMethod,Thedirectmethodisamethodofforeignorsecondlanguageteachingwhichinsiststhatonlythetargetlanguageshouldbeusedinclassandmeaningsshouldbecommunicated“directly”byassociatingspeechformswithactions,objects,mime,gestures,andsituations.Itbelievesinthenaturalprocessoflanguagelearningandintheinductiveteachingofgrammar.,11,BackgroundTheDirectMethodgotitsnamefromtheassumptionthatmeaningaretobeconnecteddirectlywithtargetlanguage,withoutgoingthroughtheprocessoftranslatingintothestudentsnativelanguage.(1)Inthemidandlate19thcentury,Europeanpoliticalandeconomicreasonsinternationalexchangesincreasesmuchfasterthaneverbefore.,12,(2)Therapiddevelopmentoflinguistics,psychologyandeducationgreatlystimulatedtheestablishmentoftheDirectMethod.HermanPaul,formedthemainlinguisticsbaseW.M.Wundt,laidthepsychologicalfoundationJ.A.Comenius,ideasontheeducationjustifiedtheviewsonlanguageteachingwiththeDirectMethod,13,TheoreticalBasis(1)Itnegatesthedominantroleoftranslationintraditionalmethodandoffersanimpetusthatthedirectmeansshouldtaketheplaceoftranslationasthemaintechniqueinforeignlanguagelearning.(2)Speechpatternsratherthangrammarshouldbethefundamentalelementsoflanguage.(3)Traininginphoneticswillenableteachersandstudentstopronouncethelanguageaccurately.(4)Thoughtsandcorrespondingutterancescomeinsequencesandends-meansseries.Theverbalexpressionofaneventisnotjustawordbutasentence.,14,BasicPrinciples(1)mainfeaturesThismethodaimsatdevelopingthestudentsabilitytocommunicateinthetargetlanguage.Grammarislearnedinductivelythroughlisteningandspeakingactivities.Theunitinalanguageisthesentence.,15,（2）ObjectivesTofosterthestudentsabilitytocommunicateinthetargetlanguage.Toenablethestudentstothinkinthetargetlanguage.Pronunciationispaidattentiontoinordertoformthebeginningofacourse.Vocabularytakesprecedenceovergrammar.,16,（2)Techniquesdirectassociationquestionsandanswerexercisesconversationpracticeerrorcorrectiondictation,17,(4)InductiveteachingofgrammarGrammarisbynomeanstakenforgrantedbymostpractitionersoftheDirectMethod.Instead,itlearnedinductivelythroughlisteningandspeakingactivities.listeningcomprehensiontasksgradedcomposition,18,ExemplificationClassroomproceduresintheDirectMethodcanberoughlydividedintothreephases:presentationbydirectassociationoralpracticeinthetargetlanguageconsolidationwithwrittenwork,19,SummaryandComments(1)advantagescontributesgreatlytoformingthehabitofthinkinginthetargetlanguage.achievesautomaticityofusingthetargetlanguage.specialattentionpaidtopronunciationandintonationisadesirableinteachingspokenlanguage.fosterfourskillsstrategically.theunit,sentence,canbeeasilyacceptedbystudents.,20,(2)disadvantagesitteachesthestudentsabstractconceptswithoutexplicitgrammarexplanation,studentslackanecessaryknowledgeofthetargetlanguage.itplacesahighdemandontheteachers.,21,TheAudio-lingualMethod,BackgroundDuringtheWWII,therewasaneedforpeopletolearnforeignlanguagerapidlyformilitarypurposes.LinguistsandappliedlinguistsduringthisperiodwerebecomingincreasinglyinvolvedintheteachingofEnglishasaforeignlanguage.IthadbecomeAudio-lingualismby1950s.,22,Basis(1)theoryoflanguageThetheoryoflanguageunderlyingAudio-lingualismwasderivefromaviewproposedbyAmericanlinguistsinthe1930sandthe1940s.Elementsinalanguageareproducedinarule-governedway.Languagesamplescouldbeexhaustivelydescribedatanystructurallevelofdescription.Theyarguedthelanguageisprimarilywhatisspokenandonlysecondarilywhatiswritten.,23,(2)theoryoflearningAmethodofteachingisnotonlybasedonatheoryoflanguage,butalsoneedstorefertothepsychologyoflearningandtoalearningtheory.Behavioristpsychologystatesthathumanandanimalbehaviorcanandshouldbestudiedintermsofphysicalprocessesonly.stimulus,response,reinforcement,24,Theyreflecttheinfluenceofstructurallinguisticsandbehavioristpsychologyinlanguageteaching.Languageisspeech,notwriting.Alanguageiswhatitsnativespeakerssay,notwhatsomeonethinkstheyoughttosay.Languagesaredifferent.Alanguageisasetofhabits.Teachthelanguage,notaboutthelanguage.,25,BasicPrinciplesBystructurallinguisticsandbehavioristpsychology,thismethodhasfivefeatures.Emphasisontheteachingoflisteningandspeakingbeforereadingandwriting.Dialoguesarethemainpresentation.Mimicry,memorizationandpatterndrills.Discouragingtheuseofthemothertongueintheclassroom.Useoflanguagelaboratory.Taperecordersandotheraudiovisualequipmentoftenhavecentralrolesinanaudio-lingualclassroom.,26,Objectstoenablethestudentstousethetargetlanguagecommunicatively.readingandwritingmaybetaught,buttheyaredependentuponoralskillsaspriority.Brooksshort-range:beginwithlisteningandspeaking,andusingthesebasisforteachingandwriting.long-range:todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave,touseitautomaticallywithoutstoppingtothink.,27,TechniquesRepetitiondrillSimplesubstitutiondrillProgressivedrillTransformationdrillQuestion-and-answerdrillExpansiondrillClausecombinationdrillBackwardbuild-updrillChaindrillMini-dialogue,28,ExemplificationRecognitionImitationandrepetitionPatterdrillsFollow-upactivities,29,S