2thenatureofapproachesandsinlanguageteaching

1、The nature of approaches and methods in language teaching主讲：尹国杰2022年3月5日星期六外语教学理论与流派Henry Sweet (15 sept. 1845 - 30 Apr. 1912): English philologist, phonetician and grammarian.Approach and method外语教学理论与流派Otto Jespersen (16 July 1860 30 April 1943): Danish linguist specializing in grammar of English

2、language Approach and method外语教学理论与流派Harold E. Palmer (6 March 1877 16 November 1949): English linguist, phonetician and pioneer in the field of English language learning and teaching; dedication to Oral Method;Approach and method外语教学理论与流派Sweet, Jespersen, Palmer: a rational answer to questions abou

3、t principles for the selection and sequencing of vocabulary and grammar;Approach and method外语教学理论与流派Approach: a set of assumptions and beliefs about language and language learningMethod: theory-based practiceTechnique: classroom proceduresApproach and methodEdward Anthony: 3 levels of conceptualizat

4、ion and organization外语教学理论与流派 Determining objectives, syllabus, content Specifying roles of teachers and learners, instructional materialsDesign (approach, method) The implementation phaseProcedure Approach and method外语教学理论与流派Structural linguistics A system of structurally related elements for the c

5、oding of meaning Audiolingual Method, Total Physical ResponseFunctional linguistics A vehicle for the expression of functional meaning The Communicative ApproachInteractional linguistics A vehicle for realizing interpersonal relations and performing social transactions Task-based Language Teaching,

6、Whole Language, Neurolinguistic Programming, Cooperative Language Learning, Content-based InstructionApproach - theory of language外语教学理论与流派Approach - theory of language外语教学理论与流派A learning theory: What are the psycholinguistic and cognitive processes involved in language learning?What are the conditi

7、ons that need to be met in order for these learning processes to be activated?Approach - theory of language learning外语教学理论与流派Learning theoriesProcess-oriented theoriesHabit-formation, induction, inferencing, hypothesis testing, generalizationCondition-oriented theoriesThe nature of human and physica

8、l contextApproach - theory of language learning外语教学理论与流派Stephen Krashen (1941- ): linguist, educational researcher, and political activistResearches: fields of second-language acquisition, bilingual education, and readingApproach - theory of language learning外语教学理论与流派Krashens Hypotheses: acquisition

9、-learning hypothesis the input hypothesisthe monitor hypothesisthe affective filterthe natural order hypothesisthe reading hypothesisApproach - theory of language learning外语教学理论与流派Natural Approach: process and conditionCounseling Learning: conditionsTotal Physical Response: process and conditionSile

10、nt Way: conditionsApproach - theory of language learning外语教学理论与流派Learning theoriesLanguage theoriesApproaches and methodsApproach - theory of language learning外语教学理论与流派Approach - theory of language learning外语教学理论与流派Designs of Objectives Selection, organization of Language content Types of learning t

11、asks and teaching activities Roles of learners Roles of teachers Role of instructional materials Design - objectives外语教学理论与流派Process-oriented objectives: learning behaviorsProduct-oriented / linguistically-oriented objectives: accumulating knowing外语教学理论与流派Choice of language content: subject matter a

12、nd linguistic matter Subject matter: what to talk about Linguistic matter: how to talk about itSituational Language Teaching, the Audiolingual Method: structural linguistics, linguistic matterContent choice and organization: the syllabus外语教学理论与流派Syllabus: the form in which linguistic content is spec

13、ified in a course or method.Syllabus: product-orientedContent choice and organization: the syllabus外语教学理论与流派Types of Syllabuses: Structural: Audiolingual MethodSituational: Oral /Situational Approachtopical Functional: Communicative Language TeachingNotional: Communicative Language Teachingskills-ba

14、sed,task-based: Task-based Language TeachingContent choice and organization: the syllabus外语教学理论与流派Different methods: choice of different kinds of learning and teaching activitiesThe Silent Way: problem-solving activitiesCommunicative language teaching: tasks (information gap, information transfer)Ty

15、pes of learning and teaching activities外语教学理论与流派Use of different kinds of activitiesDifferent uses for a particular activity typeDifferent approaches外语教学理论与流派 Activity types: categories of learning and teaching activities Dialogue Responding to commands Group problem solving Information-exchange act

16、ivities Improvisations Question and answer Drills 外语教学理论与流派 Differences of learners contribution to learning process: Types of activities learners carry out Degree of control learners have over the content of learning Patterns of learner groupings Degree of learners influences on others learning Vie

17、w of learner as processor, performer, initiator, problem solverLearner roles外语教学理论与流派learner rolesPlannerMonitor and evaluatorGroup memberTutorLearnerLearner roles外语教学理论与流派Theory of languageTheory of language learningTeacher rolesTeacher roles外语教学理论与流派Teacher roles - differencesTypes of functionsDeg

18、ree of controlDegree of responsibility for content selectionTeacher-student Interactional patternsTeacher roles外语教学理论与流派Asymmetrical learner-teacher relationships Conductor to orchestra member Therapist to patient Coach to playerSymmetrical learner-teacher relationships Friend to friend Colleague to colleague Teammate to teammateTeacher roles外语教学理论与流派syllabusLinguistic contentgoalsInstructional materialsSubject-matter content