外语教学法问答题

1-WhatarethefunctionandresultofthetwocontroversiesinancientGreece?古希腊两个著名论争的功能和结果？Onecontroversywasbetweenthenaturalistsandtheconventionalists.Thenaturalistsarguedthatformofwordsreflectedthenatureofobjects.Theconventionaliststhoughtthatlanguagewasconventionalandtherewasnologicconnectionbetweenformandmeaningofwords.Theothercontroversywasbetweentheanalogiataandtheanomalistsontheregularitiesoflanguage.Theanalogistsclaimedlanguagewasregularandtherewererulesforpeopletofollow.Theanomalistsmaintainedtherewerenorules.Theirdebaterousedpeople’sinterestinlanguageandledthemtothedetailedstudyofGreek.ThedirectresultwastheappearanceofabookofGreekgrammar.2Whatarethemainfeaturesoftraditionallinguistics?传统语言学的主要特征TraditionalLinguisticswaspracticalinnature.Peoplemadeastudyoflanguageinordertoreadclassicworks.Traditionallinguistsbelievedthatthewrittenformoflanguagewassuperiortospokenform.Theytriedtosetupprinciplesandstandardsforpeopletouselanguagecorrectly.WhatarethecontributionsmadebyFranzBoas,EdwardSapirandLeonardBloomfieldtothedevelopmentofAmericanstructuralism?FranzBoas,EdwardSapirandLeonardBloomfield对美国结构主义发展的贡献FranzBoasandEdwardSapirwereforerunnersofAmericanstructuralism.BoasstudiedtheIndians’languagesandfoundthatthetraditionalgrammaticalmodelcouldnotbeusedtoanalysethestructureofthoselanguages.Hehadtodescribethoselanguageastheywereused.ThisstartedAmericanstructuralism.LeonardBloomfieldacceptedthetheoriesandprinciplesofFranzBoas.Hearguedthatlinguistsshoulddescribeinsteadofprescribingwhatpeoplesayandshouldtakeaninductiveapproachinanalyzingdata.In1933,hepublishedthebookLanguage.ItsoonbecamethebibleofAmericanstructuralism.WhyisthefirstlanguageforbiddeninaDirectMethodclassroom?---Thedirectmethodologistsconsiderforeignlanguagelearningassimilartofirstlanguageacquisition.Theleanershouldtrytoestablishadirectassociationbetweenlanguageformsandmeaningsinthetargetlanguage.Theforeignlanguageisconsideredaninterferingfactor,thanareference.Inordertodevelopthestudentsabilitytocommunicateinthetargetstudentsshouldbeencouragedtothinkinthetargetlanguage.Thebestmethodisnottomakethelearnerlearnthelanguagerules,buttoprovidedirectpracticeinlisteningandspeakingthroughimitationandrepetition.WhatistheinfluenceofbehaviorismoverAmericanstructuralism?行为主义对美国结构主义的影响In1933,theAmericanpsychologistJohnWatsonpublishedanarticleentitledPsychologyasBehavioristViewsIt.Thiswastheformalintroductionbehaviorism.Watsonbelievedwehadnodirectwaytoobservetheanimal’smind.Wecouldonlyobservetheanimal’sbehaviorandtheexternalenvironmentalconditions.Behavioristsstudiedtherelationbetweenstimuliandresponses.Theylearningprocessintotwokinds.Onekindisnowcalledclassicconditioning.Theotheriscalledoperantconditioning.Behaviorismhelpedthedevelopmentofstructuralism.5--WhatisChomsky’sexplanationofthefirstlanguageacquisition姆斯基对母语获得的解释Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Whenthechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Children’slanguageacquisitionprocesscompleteswhentheuniversalgrammarissuccessfullytransformedintothegrammarofaparticularlanguage.Whatisthedifferencebetweenlinguisticcompetenceandlinguisticperformance?语言能力和语言应用的不同Linguisticcompetencereferstotheinternalizedknowledgeofthelanguagethatanativespeakeroflanguagepossesses.Linguisticperformancereferstotheacturalutteranceproducedbythenativespeakers.Howdoestransformationalgenerativelinguisticsdifferinresearchmethods?在研究方法上转换生成语言学有什么不同？Transformationalgenerativelinguisticsopposesthestructuralistmethodoftakinglinguisticperformanceasthegoal.Italsoattackstheinductiveapproach.Itbelievesthatlinguisticsshouldstudythelinguisticcompetence,nottheperformance,ofthenativespeakerandtrytosetupasystemofrulesthatwillgenerateaninfinitenumberofgrammaticalsentences.8--Whatisthemainfeatureoffunctionallinguistics?功能语言学的特征Functionallinguistics,foundedbyMalinowskianddevelopedbyFirth,believes―themeaningofanysinglewordistoahighdegreedependentonitscontext‖Itintroducedthephrase―contextofsituation‖.Thetheoryisbasedonthenotionoffunctionincontext.Itspointofviewisthatlinguisticeventsaccountedforatthreeprimarylevels:substance,formandcontext.Thetheoryalsodividesaparticularsituationtypeintothreedimensions.9--WhatisthebasictheoryofGestaltpsychology?格式塔心理学的主要理论Gestaltpsychologyappearedinthe1920s.Itsresearchwasfocusedontheareaofperception,aimingtheexplorationoftherelationshipbetweenpartsandwholeinpeople’sperceptionalexperience.Itclaimedthatpeoplereceivedobjectsandscenesasorganizedwholesbeforetheynoticedtheircomponentparts.ThewordGestaltmeans―organizedshape‖or―wholeform‖inEnglish.10--Whatisthebasictheoryofpsychoanalysis?心里分析的主要理论ThebasictheoryofpsychoanalysisisputforwardbyFreud.Thetheorydividedthemindintoconsciousandunconsciousmind.Theconsciousmindisonlyaverysmallpartofthewholemindwhiletherestremainsunconscious.Psychoanalysisaimstoanalysetheirrationalbehavorofpatients.11--Whataretheprinciplesofbehaviorism?行为主义的原则Theprinciplesofbehaviorismareasfollow:Psychologistsshouldstudywhatcouldbeobservedandobjectivelyinsteadofconsideringanimal’smentaleventsbecausethesethingscouldnotbeseen.Behaviorismbelievesthatthestudyshouldbefocusedonlearningandtherelationbetweenstimuliandresponses.12--Whatisthedifferencebetweenclassicalconditioningandoperantconditioning?经典性和操作性条件反射的区别Classicalconditioningmeansthestimulusthatdoesnotelicitaresponsecomestoelicitaresponseafteritispairedseveraltimeswithastimulusthatalreadyelicitedaresponse.Operantconditioningmeanstheoccurrenceofaresponsewillbedeterminedbytheconsequenceoftheresponse.13--Whatarethethreefactorsthathavehelpedtosetupthecognitivepsychology?认知心理学发展的三个前提条件Thethreefactorsarethedevelopmentofcomputertechnology,JeanPiaget’sresearchworkonthereasoningabilitiesofchildren,andtheworkoftheAmericanlinguistChomsky.14--Howdoesthecognitivepsychologyexplaintheacquisitionofknowledge?认知心理学如何解释知识获得Thetermcognitivemeansknowledgeandcognitivepsychologycanbedefinedasthestudyofpeople’sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehaviour.Asfortheacquisitionofknowledge,cognitivepsychologybelievesthattherearetwoprincipaltypesofcognitivestructureswhicharecalledschemasandconcepts.Theschemasrefertosetsofrulesthatdefinecategoriesofbehaviourandconceptsarerulesthatdescribepropertiesofeventsandtheirrelationswithoneanother.Childrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses—assimilationandaccommodation.15--Howdoesthehabit-formationtheoryexplainthesecondlanguageacquisitionprocess?习惯养成论如何解释二语获得过程Habit-formationtheorywasputforwardbyagroupofbehaviorists.Accordingtotheirtheory,learningasecondlanguagemeanstheformationofanewsetoflinguistichabits.Imitationandpracticeplaynimportantroleintheprocessofhabit-formation.Imitationwillhelplearnersidentifytheassociationbetweenstimuliandresponseswhilepracticewillreinforcetheassociationandhelplearnerstoformthenewlinguistichabit.16--howdoesthehypothesisoflinguisticuniversalsexplainthesecondlanguageacquisitionprocess?语言共性说如何解释二语习得？Thehypothesissaysthereexistcertainlinguisticpropertieswhicharetruetoallnaturallanguagesintocoregrammarandperipheralgrammar.HumanbeingsarebornwithalanguageacquisitiondeviceThesecondlanguagelearnersusuallyacquirethecoregrammarofthetargetlanguageandthentheperipheralgrammar.Thecoregrammarofthelearner’smothertonguewillhelpthelearnerstolearnthetargetlanguage.17--Howdoestheacculturationtheoryexplainthesecondlanguageacquisition?文化传递说如何解释二语习得？Acculturationmeansindividualsofoneculturehavetogothroughtheprocessofmodificationinattitudes,knowledgeandbehaviorinordertodowellinanotherculture.Itbelievesthatsecondlanguageacquisitionisjustoneaspectofacculturationandthedegreeofacculturationwillcontrolthedegreeofsecondlanguageacquisition.18--Howdoesthediscoursetheoryexplainthesecondlanguageacquisitionprocess?话语情境说如何解释二语习得？Thediscoursetheoryarguesthatthereislittledifferencebetweenthefirstlanguageacquisitionandtheprocessofthesecondlanguageacquisitionthroughcommunicationdiscoursecanthelearneracquirethesecondlanguage.19---Whatarethefivehypothesisofthemonitortheory?自我检测说的五个假设是？Theyaretheacquisitionlearninghypothesis,themonitorhypothesis,thenaturalorderhypothesis,inputhypothesis,andtheaffectivefilterhypothesis.20--Howdoesthecognitivetheoryexplainthesecondlanguageacquisitionprocess?认知说如何解释二语习得？Thecognitivetheoryclaimsthatsecondlanguagelearningshouldberegardedastheacquisitionofacomplexcognitiveskill.Theprocessofsecondlanguageacquisitionisaprocessinwhichtheinternalrepresentationsarebeingrestructuredconstantly.Theacquisitioninvolvestwoprocess-automaticityandrestructuring.Languagelearningatthebeginningstageinvolvesnoneoftheprocessofrestructuring.21-WhataretheprinciplesandconsequencesoftheReformMovement?外语教学与改革运动的原则和结果？TheprinciplesoftheReformMovementweretheprimacyofspeech,thecentralityoftheconnectedasthekernelofthelanguageteachingprocess,andtheabsolutepriorityofanoralmethodintheclassroom.Theconsequencesweregreat.Manypeopletookpartinthereformandmovement.Alotofbookwerepublished.Anappliedlinguisticapproachtolanguageteachingbegantotakeshape.22--What’sthecontributionmadebyDanielJonesandHaroldPalmertothedevelopmentofDanielJonesteaching?琼斯和帕尔默对琼斯教学的贡献？DanielJoneswasthefirstonethathelpedtomakeaprofessiontheteachingofEnglishasasecond/foreignlanguage.Andhedidalotofresearchontheprofessionofforeignlanguageteaching.Hewroteanumberofbooksfromhisresearch.HaroldPalmertriedouttheOralMethodinhisteachinganddidresearchontheEnglishvocabulary.Hepublishedalotofbooksonmethodsoflanguageteachingandtextbooks.23WhatarethereasonsfortheriseandfallofAudiolingualMethod?听说法兴起于衰落的原因？AudiolingualMethodcomesfromthetheoriesandideasofbehaviourismandstructurism.Itwasverypopularinthe1950s.Towardstheendofthe1950s,transformationalgenerativelinguisticsstartedawaragainstitandfinallybroughtitdownfromitsdominantposition.24-Whatarethemaintrendsofappliedlinguisticresearchinthepresentperiod?应用语言学在现今社会的主要探索趋势？Inthepresentperiod,appliedlinguistshavebegantostudyforeignlanguageteachingfromdifferentperspectives.Newideasandnewtrendsappearveryquickly.Thenewtrendsincludecommunicativelanguageteaching,newapproachestolanguagesyllabusandexplorationofhumanrelations,inforeignlanguageteaching.HowdidtheGrammar-TranslationMethoddevelopintoitspresentform?Beforethe16thcentury,LatinwasthelanguageofcommunicationintheWesternWorld.Theninthe16thcentury,modernlanguagessuchasFrench,ItalianandEnglishgainedinimportanceasaresultpoliticalchangesinEurope.Withthedevelopmentofmodernlanguages,Latingraduallybecamedisplacedasalivinglanguage.ThemainpurposeoflearningLatinwastostudytheclassicalculture.Grammaranalysisandtranslationprovedtobeeffectivemeansinstudyforeignculturethroughliteraryworks.Themindofhumanbeingscouldbetrainedbylogicalanalysisoftheclassiclanguage,extensivememorizationofcomplicatedrulesandparadigmsandtranslationbetweenlanguages.Grammaranalysisandtranslationbecamethebasicproceduresinthe18thcentury.ThustheGrammar-TranslationMethodbecametheprincipalmethodofteachingmodernlanguagesinschools.WhatisthefocusofaGrammar-Translationclassroom?Itistheteachingoftheforeignlanguagegrammar.Grammaristhecoreoflanguage,andteachingmaterialsarearrangedaccordingtothegrammaticalsystem.Theprocessingoflearninggrammarisconsideredanimportantmeansoftrainingmentalabilities.Whatlanguageskillsareemphasized?ReadingandwritingareemphasizedinaGrammar-Translationclassroombecauseliterarylanguageregardedassuperiortospokenlanguage.Thereforethelanguagelearnersshouldstudywrittenlanguage.Thefocusonunderstandingliterarytextsprovidesthesituationinwhichreadingandwritingabilitiesarewelltrained.WhatisthemaintechniqueusedinaGrammar-Translationclassroom?TranslationisthemaintechniquesusedinaGrammar-translationclassroom.Generalspeaking,literarytranslationshouldbefollowedbyfreetranslation;andsentencetranslationfollowedbypassagetranslation.AGrammar-Translationteacheralsousesthefollowingtechniques:readingpassagesfromliteraryworks;teachinggrammarusingadeductiveapproach;analyzingandcomparingdifficultsentenceswithstudents’firstlanguage;memorizingwordlistswiththefirstlanguagetranslation;andmemorizinggrammarrulesandparadigms;usingquestionstocheckstudents’comprehensionofthereadingpassage;usingfill-in-the-blankexercises,makingupsentencesandwritingcomposition.WhatisthemostimportantaspectoflanguageaccordingtotheGrammar-TranslationAccordingtotheGrammar-TranslationMethod,grammaristhemostimportantaspectoflanguage,whichisviewedasasystemofrules.Systematicstudyofgrammaticalrulesplayanimportantroleinfosteringstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.Understandingandmasteringthemorphologyandsyntaxwilldevelopstudents’abilityofanalyzingandsolvingproblems.ArethetechniquesofGrammar-Translationacceptabletoyou?Why?Idon’tthinkthetechniquesofGrammar-translationareacceptabletous.WecanfindsomedisadvantagesintheGrammar-TranslationMethod.First,overemphasisontranslationcanneveremancipatethelearnersfromdependenceonthefirstlanguage.Second,itputtoomuchemphasisonreadingandwritingandneglectslisteningandspeaking.Third,knowingalargenumberofgrammaticalrulescannotensurethatstudentsusethemappropriatelyinrealcommunicativesituation.Thetextsmostlytakenfromliteraryworks.Thelanguagelearnedoftendoesn’tmeetthepracticalneedsofthelearners.Last,memorizinggrammarrulesandbilingualwordlistsdoesnotmotivatestudentstoactivelycommunicateinthetargetlanguage.WhichoftheprinciplesoftheGrammar-TranslationMethoddoyouthinkarestillapplicablemodernlanguageteaching?WecandiscoversomevaluableprinciplesoftheGrammar-TranslationMethodarestillapplicablemodernlanguageteachingandlearning,suchasknowledgeofgrammar(languagerules)facilitateslearning.Theterm―grammar‖issofamiliartolinguists,languageteachersandlearnersthatitissometimesdifficulttostandbackandlookatitclearly.Somelinguistshavearguedthatgrammarteachingisunnecessary,andemphasisshouldnotbeputontheteachingofgrammar.Ontheotherhand,otherlinguistshavearguedthatgrammarisanimmenselypervasivephenomenon.Itisanpartoflanguage,sothatthemorewecanfindoutabouthowgrammarislearnedandused,thebetterplacedwillbetoteachiteffectively.Welearnersconsiderthatgrammarisnotonlynecessary,butalsoveryimportantinlanguageteachingandlearning.Theunderstandingofgrammarhelpsusbuildupconfidenceinusingthetargetlanguageandencouragesustousethelanguageaccuratelyandappropriately.Wethinkthatgrammarteachingandlearningcanbeusefulinlearningthetargetlanguage.Butwealsothinkthatgrammarteachingandlearningshouldfocusondevelopingthelearners’communicativeabilitymorethanpresentingandexplaininggrammaticalrules.Nevertheless,wefeelthatthereisstillroomforimprovement,especiallythedesignoftheexercisesinthematerialssincewenotyetexperiencedtheeffectonlisteningandspeakingingrammarteaching.习题-DoyouthinktheDirectMethodcouldbeusedbyallforeignlanguageteachersatalllevels?WhyorWhynot?No,wedon’tthinkso.TheDirectMethodrequiresnativeteachersorteacherswhohavenative-speaker-likefluencyinthetargetlanguage.IntheDirectMethodclassroom,theteachershouldpresentsectionsofatextorthewholetextbydirectassociationbetweenthetargetlanguageandmeaning.Theteachershoulddealwithspecificlanguageitemswhichthestudentsaskhertoexplain.Theteachershouldaskcomprehensionquestionaboutthetext,makingsurethatstudentshaveathoroughunderstandingofthetext.Theteachershouldaskstudentsquestionsabouteverydaylife,etc.Inaword,intheDirectMethodclassroom,teachersshouldhaveahighabilitytousethetargetlanguageorganizingtheclassroomactivities.TheDirectMethodplacesaHighdemandontheteachers.---HowshouldlanguagerulesbelearnedaccordingtotheDirectMethod?---languagerulesarelearnedinductivelythroughlisteningandspeakingactivities.Theteachersetsupfewcarefullychosenillustrationsofaruleandleadsthestudentstodiscovertherelationshipofthenewelementstootherpreviouslylearnedandtoformulatetheirobservationsintotherulegoverningthoseexamples.Inotherwords,studentshavetoinducegrammaticalrulesfromexamplesinthetext.Alanguagecouldbestlearnedbybeingusedactivelyintheclassroom.--NameatleastfivetechniquesaDirectMethodteacherusuallyuses.---ADirectMethodteacherusuallyusesthefollowingtechniques:(1)Directassociation;(2)Questionanswerexercises;(3)Conversationpractice;(4)Errorcorrection;(5)Dictation;(6)Inductiveteachingofgrammar;（7）Listeningcomprehensiontasks;(8)Gradedcomposition.--Howdoyouunderstandtheconceptof“direcntheDirectMethod?---TheDirectMethodassumesthatmeaningsofthetargetlanguageshouldbeconnecteddirectlywiththephysicalworld:itsactions,objects,persons,situations,etc.withouttranslatingorreferringtothelearners’mothertongue.Onlythetargetlanguageshouldbeusedintheclassroomincommunicatingmeaning.Foreignlanguagelearningshouldfollowthenaturalprocessoflanguageacquisitionadirectassociationbetweenlanguageformsandmeaningsisestablished.--Whatareasoflanguageareconsideredmoreimportant?---OralpracticeinthetargetlanguageisoftenusedintheDirectMethodclassroom.Speechstructures,ratherthangrammar,areconsideredfundamentalsincethespokenlanguagecameintobeingbeforethewrittenlanguage.Thesentenceisregardedasamoreusefulunitoflanguageinstructionthantheword.Betweenvocabularyandgrammar,theformercomesbeforethelatter.--Whatlanguageskillsareemphasized?---Listeningandspeakingskillsareemphasized,thoughtheteachingofallfourskillsisnotneglected.Regardinglisteningandspeakingasthebasisofreadingandwritingisstrategicinfosteringthefourskills.DesigninglisteningcomprehensiontasksisoneofthewaystoestablishafavorableclassroomclimateintheDirectmethod.Itmainlyusessuchtechniquesasquestion-andanswer,dictationandconversationpractice.Specialattentionpaidtopronunciationandintonationisdesirableinteachingspokenlanguage.Readingandwritingexercisesshouldbebaseduponwhatthestudentshavepracticedorallyfirst.--Whattechniquesareusefulinmodernlanguageteaching?---Suchteachingtechniquesasquestion-and-answer,dictationandconversationpracticeareusefulinmodernlanguageteaching.TheDirectMethodadvocatesthelanguageshouldbelearnedthroughassociationofformandmeaning.Itmainlyusestheteachingtechniquesabovewhicharestillwidelyusedinforeignlanguageteachingclassroomtoday.TheformsofdictationandcompounddictationarealsoappearedintheCollegeEnglishTest.--Whyfirstlanguageisforbidden?---Thedirectmethodologistsconsiderforeignlanguagelearningassimilartofirstlanguageacquisition.Thelearnershouldtrytoestablishadirectassociationbetweenlanguageformsandmeaningsinthetargetlanguage.Thefirstlanguageisconsideredaninterferingfactor,ratherthanareference.Inorderdevelopthestudents’abilitytocommunicateinthetargetlanguage,studentsshouldbeencouragedtothinkinthetargetlanguage.Thebestmethodisnottomakethelearnerlearnthelanguagerules,buttoprovidedirectpracticeinlisteningandspeakingthroughimitationandrepetition.Thebestmethodofteachingmeaningistomakestudentslisten,lookandsay,i.e.usinglearners’sensoryexperience,generallyvisualperception.--WhatareasoflanguageareemphasizedbytheOralApproach?Whatlanguageskillsareemphasized?---VocabularyandgrammarareemphasizedbytheOralApproach.Aknowledgeof2000commoncorewordsisbelievedtoassistforeignlanguagelearning.Accuracyinbothpronunciationandgrammarisregardedascrucial,anderrorsaretobeavoidedatallcosts.Allthefourbasicskillsareconsideredimportant,however,oralproficiencyisseenasbasic.Beforestudentslearnanywordsandgrammarrules,theteachershouldteachthemorallyfirst.-characteristicsmakeitsodistinctivefromtheDirectMethod?---TheOralApproachinsiststhatlanguagepointsbetaughtsituationally.Itisthischaracteristicthatgainedtheapproachthenamesituationallanguageteaching‖.TheDirectMethodholdsthatmeaningsandthetargetlanguageshouldbeassociateddirectlywithoutreferringtostudents’firstlanguage.--HowdoseanOralApproachteacherrespondtostudents’errors?---Errorsaretobeavoidedatallcosts.Accuracyinbothpronunciationandgrammarisregardedascrucial.Theteacheriseveronthelookoutforgrammaticalandstructuralerrors.Shewillindicatestudents’errorandcorrectiteitherbyherselforgetstudentstocorrectthemselves.-languageskillsareemphasized?---Allthefourbasicskillsareconsideredimportant,however,oralproficiencyisseenasbasic.Beforestudentsreadandwriteanywordsandgrammarrules,theteachershouldteachthemorallyfirst.---IsthereanysimilaritiesanddifferencesbetweentheOralApproachandAudiolingualMethodintermsoflanguagetheoriesandlearningtheories?---Intermsoflanguagetheories,thereexistlittledifferencesbetweentheOralApproachandtheAudiolingualMethod.Thetwoapproacheshavethefollowingsimilarities:Bothholdastructuralviewoflanguage.Structurallinguisticsviewslanguageasasystemofstructurallyrelatedelementsfortheexpressionofmeaning.Bothidentifylanguagewithspeech,andspeechabilityisapproachedthoughpracticeofstructure.However,theOralApproachwasdevelopedbyBritishappliedlinguists,whiletheAudiolingualMethodwasdevelopedbytheAmericanstructuralists.HowdoestheCognitiveApproachmakeupforallthedisadvantageoftheAudiolingualMethod?AstheAudiolingualMethod1. W2. 2.N3. 3.LT6.---OralApproachandAudiolingualMethod:Similaritiesanddifferencesintermsoflearningtheories?---Intermsoflearningtheories,thetwomethods-theOralApproachandtheAudiolingualMethodalsohavesomethingincommon:Bothbelieveinatheoryoflearningthatisbasedonatypeofbehaviouristhabit-formationtheory.Foreignlanguagelearningisconsideredbasicallyaprocessofhabitformation.However,therearealsodifferencesbetweenthem:Whilebothmethodsemphasizetheestablishmentgoodspeechhabitsthroughrepetitionofsentencepatterns,theOralApproachholdsthatnewlanguagepointsshouldbeintroducedandpractisedsituationally,thatis,inmeaningfulcontext,notbetaughtasisolated,disconnectedelements.AndtheOralApproachencourageddirectandspontaneoususeofthetargetlanguageintheclassroom.TheAudiolingualMethodholdslearningalanguageisaprocessofacquiringasetofappropriatelanguagestimulus-responsechains,amechanicalprocessofhabitformation.Itoveremphasizeslanguageform,notlanguagecontent,studentsarenotexpectedtomakespontaneous,personalcontributions,etc.IsthereanythinginAudiolingualMethodusefulyoufindinyourteaching?Whyorwhynot？---Yes,therearemanyusefulthingswecanlearnfromtheAudiolingualMethod.Itstateslanguageisastructuredsystemandrulegoverned.Ifalanguagelearningwereorganizedaccordingtoitsstructure,languagelearningwouldbeeasier,especiallytoadultlearners.TheAudiolingualMtethodconsiderslanguageabilitymadeupoffourskillsandtheseskillscanbetaughtseparately.Sincethenaturalorderofskillacquisitionislistening,speaking,readingandwriting,theMethodgivestheprimarystresstothefirsttwoofthefourskills.Speechismorebasictolanguagethanthewrittenform,andlisteningandspeakingarethebasicformofverbalcommunication.Intheclassroom,thelanguageskillsaretaughtintheorderoflistening,speaking,readingandwriting.(3)UsingpatterndrillsisthecenterofpracticeinAudiolingualMtethod.Itcanhelpstudentsnotonlycontrolovergrammaticalstructures,butalsodeveloptheiroralability.(4)TheAudiolingualMtethodalsoprovideslanguageteacherswithmanyusefultechniques.Thesimpledrillingtechniqueprovidevaried,gradedandintensivepracticeofspecificfeaturesofthelanguage.Thesimpleanddirectapproachisespeciallyappropriatefoeyoungstudentsandlessgiftedones.Moreover,theteachingtechniqueswithtaperecordingsandlanguageslabdrillsofferpracticeinspeakingandlisteningwhichareconsideredofprimaryimportanceinlanguagelearning.-WhataretheprinciplesoflanguagecontentinlanguageteachingaccordingtotheOralApproach?---Theprinciplesforselectingvocabularyisthatanessentialcorevocabularyiscovered.Learnersshouldlearnthemostfrequentlyusedwords,about2000commoncorewords.TheEnglishvocabularyneededforteachingasaforeignlanguageischosenforthefollowingcriteria:a.TheyarethewordsmostfrequentlyusedbypeoplewhosenativelanguageisEnglish.b.Theyincludeallthestructuralwords.c.Theyincludewordsusefulinexplainingthemeaningofotherfrequentlyusedwords.d.Theyincludewordsthatareusefulbecauseotherwordscanbebuiltfromthem.Theitems