英语教学法流派(英语)PPT幻灯片

,1,英语教学法流派ApproachesandMethodsinLanguageTeaching,主讲：郑丽君marinazheng111外国语学院,2020/5/30,2,TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:,Grammar-TranslationMethod,DirectMethod,SituationalApproach,AudiolingualApproach,CommunityLanguageLearning,TotalPhysicalResponse,TheSilentWay,Suggestopedia,CommunicativeLanguageTeaching,Task-BasedLanguageTeaching,Content-BasedInstruction,OverviewofELTMethodology,2020/5/30,3,Grammar-TranslationMethod,2020/5/30,4,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,5,TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.,Definition：,2020/5/30,6,ItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.Inthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.Untilthe19thcentury,grammartranslationmethodbecamewidelyapprovedandusedinthewholeworld.,Background,2020/5/30,7,1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.,Theoreticalbase,2020/5/30,8,3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.,2020/5/30,9,1.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.,Characteristics,2020/5/30,10,1.复习：默写单词；个别与集体背诵上一课课文第几段等等。2.教授新词：教师课前将本课新词的英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。3.讲授语法（规则动词现在进行时）：教师讲解动词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。,Procedure,2020/5/30,11,4.讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生的错误。5.巩固新课：学生跟教师逐句朗读课文后，教师根据课文提问，学生按课文内容回答。6.布置作业：拼写单词；语法填空；背诵某段课文。,2020/5/30,12,Thismethodwouldbeginwithamassivebilingualvocabularylist.Grammarpointswouldcomedirectlyfromthetextsandbepresentedcontextuallyinthetextbook,tobeexplainedelaboratelybytheinstructor.,Procedure,2020/5/30,13,Grammarthusprovidedtherulesforassemblingwordsintosentences.Tedioustranslationandgrammardrillswouldbeusedtoexerciseandstrengthentheknowledgewithoutmuchattentiontocontent.Sentenceswouldbedeconstructedandtranslated.,2020/5/30,14,E.g.:ThenextmorningIhadabadaccidentwiththesledandhurtmyleg.Icouldntstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowIhadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetentandlaydownoutofthecoldwind.,2020/5/30,15,Eventually,entiretextswouldbetranslatedfromthetargetlanguageintothenativelanguageandtestswouldoftenaskstudentstoreplicateclassicaltextsinthetargetlanguage.Verylittleattentionwasplacedonpronunciationoranycommunicativeaspectsofthelanguage.,2020/5/30,16,Advantages,1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudentsabilityofanalyzingandsolvingproblems.,2020/5/30,17,3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.,2020/5/30,18,Disadvantage,1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.,2020/5/30,19,ThedirectMethod,2020/5/30,20,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,21,Definition,TheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.,2020/5/30,22,Background,Inthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.OneoftherevolutionistswasFrancoisGouin.,2020/5/30,23,Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.,Theoreticalbase,2020/5/30,24,Classroominstructionwasconductedexclusivelyinthetargetlanguage.Onlyeverydayvocabularyandsentencesweretaught.Grammarwastaughtinductively.Newteachingpointswereintroducedorally.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.,Characteristics,2020/5/30,25,1.讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。2.语法练习：通过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：,Procedure,2020/5/30,26,T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.,2020/5/30,27,用不同的动词做了类似的练习后，教师总结规则与不规则的动词现在分词变化规律及动词现在进行时的构成与意义。3.根据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。4.教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。5.学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。,2020/5/30,28,Advantage,Sscorrectpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.,2020/5/30,29,Disadvantage,1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.,2020/5/30,30,TheAudio-LingualApproach,2020/5/30,31,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,32,Definition,Itemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom,2020/5/30,33,Background,1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency,2020/5/30,34,2020/5/30,35,StructuralLinguisticsandBehaviorism,Theoreticalbase,2020/5/30,36,1.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.,Characteristics,2020/5/30,37,RecognitionImitationandrepetition3.Patterndrills4.Follow-upactivities,Procedure,2020/5/30,38,讲授新词与对话（课文）结合：教师进入课堂后在黑板上画一个女孩（Sally）和一个男孩（John），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单的图画说明，动词现在进行时包含在对话中）。教师边表演对话边解释语言难点，再让学生听两遍录音。2.熟悉课文：教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完毕后请几对学生上讲台对话。,2020/5/30,39,3.句型操练：（1)教师简单讲解动词现在进行时的构成后说，“NowSallyistalkingtoJohn.”，并给出动词词组：askJohnafewquestions,waitforhersister,plantobuylotsofthings要求学生根据动词现在进行时的构成做替换练习。（2)教师给出主语Sally,Mary,Cathy,David,Tim,she,he,we,they等，要求学生做主语替换练习。先单个学生做，再两人一组做并互相检查。,2020/5/30,40,（3)用同样方法做动词现在进行时的问题和否定形式操练，直到学生能比较熟练地掌握这种句型为止。4.听一遍录音后，要求背诵课文对话。,2020/5/30,41,Advantages,1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.ItcanimprovestudentsoralEnglish.,2020/5/30,42,Disadvantage,1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy,2020/5/30,43,SituationalApproach,2020/5/30,44,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,45,Definition,SituationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.来源于直接法和听说法，它是在听说法的基础上，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。,2020/5/30,46,SituationalLanguageTeaching,developedbyBritishappliedlinguistsinthe1930stothe1960s,2020/5/30,47,Background,Inthe1950ssituationalapproachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.,2020/5/30,48,Itisbasedonbehaviouristcognitivetheory.,Theoreticalbase,2020/5/30,49,1.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.,Characteristics,2020/5/30,50,movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.perception（感知）:constructpicture,prehension(理解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.practice(练习):Givestudentsarelatedtopicandaskthempracticeit.use(活用):Letstudentsuseitconsciouslyintheirdailylife.,Procedure,2020/5/30,51,Advantages,Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudentsneedsofcommunication.Studentscanlearnstandardpronunciationandintonationnaturally.,2020/5/30,52,Disadvantage,Itover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.,2020/5/30,53,CommunityLanguageLearning,2020/5/30,54,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,55,Definition,CommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.,2020/5/30,56,Background,InfluencedbyCarlRogershumanisticpsychology,Curran,aspecialistincounselingandaprofessorofpsychologyatLoyolaUniversity,Chicago,foundthatadultsoftenfeelthreatenedbyanewlearningsituationorfearthattheywillappearfoolish.soitiscalledCounselingLearning.,2020/5/30,57,Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.,Theoreticalbase,2020/5/30,58,1.CommunityLanguageLearningadvisesteacherstotaketheirstudentsas“wholeperson.”2.Wholepersonlearningmeansthatteachersconsidernotonlythestudentsintellectbutalsotheirfeelings.3.Teachersbecome“languagecounselors”.Learninghappenedinaharmoniousenvironment.4.Nocompetition.NOpressure.5.Dependonmothertongue,thentransittotheforeignlanguage.,Characteristics,2020/5/30,59,社团语言学习法的教学实例：步骤1:学生围坐成圈，教师在圈外等候学生的询问。步骤2:学生甲举手，问教师：我想知道英文如何说“我喜欢蓝色”。教师：Ilikeblue.学生甲复述“Ilikeblue”，录下学生甲的复述。步骤3:学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红色。”教师：Idontlikeblue.Ilikered.学生乙复述“Idontlikeblue.Ilikered.”，录下学生乙的复述。步骤4:其他学生重复以上步骤，录下一定数量的对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。,Procedure,2020/5/30,60,Advantages,ArousestudentspositivityCultivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.,2020/5/30,61,Disadvantages,Arbitrary/unsystematicImpairteachersguidancefunction,increaseteachersburdenLargelydependonteachersability,2020/5/30,62,TotalPhysicalResponse,2020/5/30,63,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,64,Definition,TPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.,2020/5/30,65,Background,ItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.,2020/5/30,66,1.Psychology“memorytrace”(记忆痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.,Theoreticalbase,2020/5/30,67,1.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdontforcestudentstospeak.,Characteristics,2020/5/30,68,1.Teachersspeakandact,studentsjustlistenandwatch2.Teacherspeak,studentsacttogetherwiththeteacher3.Teacherandthestudentsspeakandacttogether4.Teacherspeakwithoutact,studentsact5.Teacheractwithoutspeaking,studentspeak6.Check,Procedure,2020/5/30,69,步骤1:教师在黑板上贴上有不同动物的彩色卡片；步骤2:教师边说“Pointtothelittledog.”边指出卡片上的小狗。学生只听不做。步骤3:教师再说“Pointtothegoldenfish.”并指出卡片上画的金鱼。学生仍旧只听不做。步骤4:重复以上步骤，教其他动物名称。步骤5:教师示范多遍后，教师发命令，学生做动作。步骤6:教师可以适当变换方式，比如唱歌做动作等。（学生的理解力达到一定程度后，可以让学生自己下命令，自己做动作。）,2020/5/30,70,Advantages,1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.,2020/5/30,71,Disadvantages,1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.,2020/5/30,72,TheSilentWay,2020/5/30,73,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,74,Definition,CreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.,2020/5/30,75,Background,1.CalebGattegnofoundedTheSilentWayasamethodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofthetheoriesunderlyingdiscoverylearning.2.Basicprinciple:Teachingshouldbesubordinatedtolearning.Teachingistoservelearningprocessratherthantodominateit.,2020/5/30,76,DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocused,Theoreticalbase,2020/5/30,77,Themostprominentcharacteristicofthemethodwasthattheteachertypicallystayedsilentmostofthetime,aspartofhis/herroleasfacilitator协助者andstimulator.,Characteristics,2020/5/30,78,TeachingProcedure,Teachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.Teachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.,2020/5/30,79,Advantages,respecttheindividualandanawarenessoftheindividualsextraordinarycognitivepowers2.Itencourageslearnersbothtolistenmorecarefullyandthentoexperimentwiththeirownproductionoftheutterance.,2020/5/30,80,Disadvantages,Highdemandforteachers2.Lackofrealcommunicationintheapproach,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunication.,2020/5/30,81,Suggestopedia,2020/5/30,82,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,83,Definition,Suggestopediaisateachingmethodwhichisbasedonamodernunderstandingofhowthehumanbrainworksandhowwelearnmosteffectively.,2020/5/30,84,Background,保加利亚心理治疗学家罗萨诺夫（G。Losanov）根据心理治疗的一些原则提出了这一外语教学法（1978）。它的基本观点是，外语学习是有意识学习与无意识学习结合的过程，必须排除各种心理障碍，特别是消除焦虑、紧张和烦躁等情绪。因此，学生进入课堂时，周围的环境应十分和谐：有令人愉快的图画和音乐相伴。教师注意使自己的态度和语言亲切，以便学生上课时进入最佳的思维与心理状态。罗萨诺夫认为，正是在这种轻松愉快的气氛和无意识之中学生能发挥最大的学习潜力。,2020/5/30,85,Languagelearningneedsinvolvingtothewholepersoninthelearningprocess:boththeconsciousandtheunconsciousself.Forthistotakeplace,arelaxing,co-operativeatmosphereisnecessary.,Theoreticalbase,2020/5/30,86,1.Comfortableenvironment2.Theuseofmusic3.FreeErrors4.Homeworkislimited,Characteristics,2020/5/30,87,Teachingprocess,1.Presentation2.Concert3.Practice,2020/5/30,88,Advantages,1.LearningEnvironment:relaxed2.Thinkinghighlyofstudentsfeeling3.Arousingstudentsinterestsandpotentialtomemorize4.Theemphasisofinteraction5.Thetreatmentstostudentsmistakes,2020/5/30,89,Disadvantages,1.limitedbythecurriculum,studentsmotivation,financiallimitation,numberofstudents,etc.2.它要求学生有较强的自觉性，如使用不当，容易产生学生自流或语言基础知识掌握不牢固的后果。,2020/5/30,90,CommunicativeLanguageTeaching,2020/5/30,91,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,2020/5/30,92,Definition,CLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudentscommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.,2020/5/30,93,Background,1.Inthelate1960s,thecurrentsituationalapproachwasquestioned.2.Duringthe1970s,someBritishappliedlinguistsemphasizedthefunctionalandcommunicativepotentialoflanguage.3.Wilkinsdescribedtwotypesofmeaning,thenotionalcategoriesandcategoriesofcommunicativefunctions.,2020/5/30,94,Theory,InternationalViewConstructivistTheory,2020/5/30,95,Characteristics,Theroleoftheteacher(facilitator,manager,advisor)Theroleofthelearner(negotiator,communicator,contributor,independent)CharacterizeoftheCommunicativeApproach(Emphasisonlearningtocommunicativeinthetargetlanguage,theintroductionofauthentictextsintoleaningprocessitself,makinguseoflearnersownpersonalexperiences),2020/5/30,96,Featuresofcommunicativeactivities(informationgap,choiceofformandcontent,feedbackofanycommunicativeinformation)Classroomenvironment(cooperationandempathy,learner-centered,toleranceoferrors,workinginsmallgroups),2020/5/30,97,Languageuseinreallifevs.traditionalpedagogy,2020/5/30,98,Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsth