《语言教学的流派》笔记

(完word版《言教学的流》笔记第三章TheapproachandsituationallanguageteachingTheapproach(situationallanguageteaching)methodwhichprinciplesgrammaticallexicalgradationareusedandnewpointsarepresentedandthroughactivities。一1.ofleaderswere

Haroldpalmer

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。S.Hornby2。control3。二Thecharacteristicsofapproachasfollows:1。Languageteaching2。Thelanguage

beginswiththespokenMaterialistaughtorally.islanguageoftheclassroom.3。languagepointsintroducedandpracticed

situationally。4.

Vocabularyaretoensurethatanessentialgeneralservicevocabularycovered.5.Itemsof

grammararegradedbytheircomplexity.6。andwritingareintroducedestablished.三、1、Theoryof

oncea

sufficientlexicalandis错错

aof“structuralism”.Onefeature：mustbetosituationsnwhichcouldbeused错Languagewasviewedasrelatedtogoalssituationsintherealworld。2learningatypebehavioristhabit-learning(threeprocessesinlearninglanguage)(1)。Languagelearninghabitformation

(完word版《言教学的流》笔记(2)。Aninductiveapproachusedtotheteachingofgrammar（3)。Theprocessedarethoughttooccurbothinchildlearningandinsecondlanguagelearning.四、Design1：（1).Practicalcommandofthefourbasicskillsoflanguage(2）.inpronunciationandiregardedascrucial(3Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.(4Writingderivesfromspeech.2、Thesyllabus（1)Astructural—alistofthebasicstructuresandpatterns(2)Situation：mannerofpresentingandpracticingpatterns3、Typesofandteachingactivities（1)SLTemploys

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topresentingnewsentence

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topracticingthenewsentencepatterns(2）Situationtheuseof

concreteobjects，and(3）Practicetechniquesrepetition，substitutionactivities，practice4、Learnerroles（1），repeatrespondstoquestionsandcommands(2)nooverthecontentoflearning5、TeacherrolesThreefolda、amanipulatoronlookoutforTheteacheressentialtothesuccessthemethod.

(完word版《言教学的流》笔记6、Theroleofinstructionalmaterials（1)Textbook：containsorganizedlessons（2)Visualconsistsofwallchartsflashcards，pictures,stickfiguresTheteacherexpectedtobethemasteroftextbook.五、ProcedureAim：tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticinspeech，readingandwriting。Theteachingofa：partsPronunciationRevision（toprepareforworkifnecessary)PresentationstructureorvocabularyOralpractice(drilling)Readingofmaterialon，orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildingupnewmodelElicitationSubstitutiondrillingQuestion-answerdrillingCorrection

(完word版《言教学的流》笔记第四章TheAudiolingualMethodItofforeignorsecondlanguage）emphasizeslisteningbeforereadingandwriting（bdialoguesanddrills。discouragesuseoftongueoftenmakesuseofcontrastiveanalysis。TheaudiolingualwasprominentintheandespeciallyintheUnitedStates,andbeenwidelyinotherpartsworld。一Thecombinationstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures，andbehavioristpsychologytheAudiolingualMethod.二1languageStructural（1950s):areactiontotraditionalgrammarThe

primarymedium

oflanguageis

oral:speechlanguage。2learningBehavioralpsychology:stimulus-responsechainsLearningprinciples:1.Foreignlanguagelearningbasicallyaprocessofmechanicalhabitformation。2.Languageskillsarelearnedmoreeffectivelyifitemsbelearnedthetargetlanguagepresentedinbeforeareinwrittenform.3.Analogyprovidesabetterfoundationforlanguagelearning。Hencetheapproachtheofgrammaressentiallyinductiveratherthandeductive。4.Themeaningwordcanbelearnedalinguisticandculturalnotinisolation.三1、Objectives

(完word版《言教学的流》笔记objectives:Listeningcomprehensionpronunciationreadingcomprehensionandproductionofcorrectsentencesinwriting.Long-rangeobjectives:Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave2、ThesyllabusAlinguisticsyllabusphonology，morphology，andsyntaxlanguageAsyllabus

ofbasicvocabularyLanguagelistening，speaking,，writing3、TypesofandteachingactivitiesDialoguesDrills—-Variouskindsofdrills：repetitioninflection，replacement…4、LearnerrolesOrganisms

thatbedirectedbyskilledtrainingtechniquestoproducecorrectresponsesa，havelittlecontrol5、TeachersrolesCentralactiveModelstargetlanguageControlsdirectionandpaceoflearningMonitorscorrectslearners’performance6、TheroleofinstructionalmaterialsTextbookTaperecordersandaudiovisualequipment四1、Theprocessteachinginvolvesextensiveoralinstruction2、Theteachershouldadopt（Brook）

(完word版《言教学的流》笔记3、Inaaudiolinguallessonthefollowingprocedureswillbe：a.Recognition;ImitationandrepetitionPatternsdrillFollow-upactivities五1、Criticismontwofrontsthetheoreticalfoundationslanguagelanguagelearningandthepracticalresultsfellshortof。2、theattackNoamChomsky’stheoryoftransformationalgrammar情境法与听说法的异同Theremanysimilaritiesbetweensituationallanguageandaudiolingualism.1。orderinwhichlanguageskillsintroduced2.Focusonaccuracythroughdrillandpracticeinbasicstructures3.SectencepatternsthelanguageHowever,situationalteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualismThesimilaritiesofthemethodsreflectsimilarviewsaboutthenatureoflanguagelearning,throughtheseviewswerefactdevelopmentdifferenttraditions.第五章CommunicativeTeaching又称：功能—意念法（The—NotionalApproachTheapproachtoorlanguageteachingemphasizesthatoflanguageiscommunicativeTeachingmaterialsusedtheCommunicativeoftenteachthelanguageneeded

(完word版《言教学的流》笔记toandunderstanddifferentkindsfunctionsapproachfollowsasyllabusemphasizesthecommunicationtoinformation,andlanguageforsocialinteractionwithotherpeople.一TheoriginstheCLTarefoundinchanges

inBritishlanguagetraditiondatingthelate1960s。Inthelatesixties，thecurrent

SLTquestioned.

Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-

communicativepotentialoflanguage.

Scholarsarguedforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures。二、TheorylanguageTheofprimarybehindthecommunicativemethod.ascommunicationThecharacteristicsthecommunicativeviewof1.Languageisasystemthe

expressionof2.

primaryfunctionlanguageisinteractioncommunication.3.structureoflanguagereflectsits

funciationalandcommunicative4。Theprimaryunitslanguagearenotmerelyitsgrammaticalstructuralfeatures,discourse.、Theorylearning

categoriesoffunctionalandcommunicativemeaningexemplifiedElementsofunderlyinglearningmeaningfulnessprinciple三、Objectives

(完word版《言教学的流》笔记Piepho’sdiscussion(generalobjectives）1。anintegrativeandcontentlevel(

languageasofexpression）2.anlinguisticandinstrumentallevel（languageassystemanoflearning3。anaffectiveinterpersonalrelationshipsand(languageofexpressingvaluesjudgmentsaboutoneself。)4。alevelofindividuallearningneeds

learningonanalysis)5.aeducationalofextra-linguisticlearningwithintheschoolcurriculum）Nodefinedparticularobjectives、ThesyllabusNotionalsyllabuswhichthesemantic-grammaticalcategoriesandthecategoriescommunicativefunctionthatlearners。learningandactivitiesClassroomactivitiesareunlimited。Littlewood(functionalcommunicationactivitiesandsocialinteractionactivities)1。Functionalcommunicationactivities:aimedatdevelopingcertainlanguageskillsfunctions，butwhichinvolvecommunication,and2。Socialinteractionactivities，suchasconversationdiscussiondialoguesroleplays、Learnernegotiatorcommunicator

(完word版《言教学的流》笔记contributor④anindependentlearner、Teacher①afacilitatorofthecommunication②anindependentwithinthelearning—teachinggroup③Needanalystandinformally）④Counselor⑤Groupprocessmanager、TheofinstructionalmaterialsText—basedmaterialsTask-basedmaterialsRealia实物教具四Descriptiontypicalclassroomproceduresusedlessonbasedonprinciplesisfeasible。CommunicativeLanguageTeachingbestapproachratherthanamethod.ItappearedatatimewhenBritishlanguagereadyforashift。CLTtowhosoughtmorehumanisticapproachoneinwhichtheinteractiveprocessescommunicationreceivedpriority。NowthattheinitialenthusiasmhaspassedsomeoftheclaimsofCLTarebeinglookedatcritically.第六章TotalResponseTotalPhysicalResponseismethodoncoordinationofandaction.ThisoflearningwasAsher,professorofpsychologyatStateUniversity，。一

(完word版《言教学的流》笔记1theory"ofmemoryinpsychology2psychology:childfirstlanguageacquisition3、humanisticpsychology：theroleofaffective4Approach5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel二、Theorylanguagestructuralistgrammarviewslanguagedetailedcognitivemap(abstractionsandnonabstractions）thecentralroleofcomprehensioninlanguagelearninglanguagebeinternalizedaswholesorchunks、TheorylearningReminiscentviewsofbehavioralpsychology:—responseviewLearninghypotheses（facilitateorinhibitforeignlanguagelearning)AccordingtoAsherthelanguagelearningthoseofotherbehavioralpsychologists.Theprincipalselaborateideaare:1。Secondlanguagelearningparalleltofirstlearningshouldreflectsamenaturalisticprocesses.2.Listeningshoulddevelopbeforespeaking。3.listeningcomprehension，speechdevelopsnaturallyandeffortlesslyoutofit。4。Adultsshoulduse—brainactivities，lefthemispherewatcheslearns.三、ObjectivesThegeneralobjectives:toteachproficiencyatabeginninglevelSpecificinstructionalobjectivesarenotelaborated.

(完word版《言教学的流》笔记、The:BeinferredfromananalysisofexerciseemployedinclassesAsentence-basedsyllabusAfixednumberofitemsbeintroducedatatimeAttentionbothglobalmeaningoflanguagethefinerdetailsofitsorganizationlearningandactivitiesImperativedrillsaretheclassroomactivity。Roleplays：centereverydaysituationSlidepresentationsReadingwritingactivities、LearnerAprimaryrole:andperformerHavelittleinfluenceoverthecontentMonitorevaluatetheirprogress、TeacherActivedirectWellpreparedwellorganizedTeachersfollowtheofparentsgivingfeedbackCautionsillusionofsimplicityhavingnarrowtoleranceerrors、TheofinstructionalmaterialsNobasictext,materialsandrealiaplayincreasingrolelaterlearningstages.Studentfocusonspecificsituations（supportingmaterials)

(完word版《言教学的流》笔记四Asher’saccountcourse:ReviewNewcommandsRolereversalReadingwritingTotalPhysicalResponseenjoyedsomepopularitybecauseofsupportbythosewhoemphasizetheroleofcomprehensioninsecondlanguage。Itrepresentsusefultechniquesandiscompatiblewithotherapproachestoteaching。41。Itusespsychomotorsystemstoteach.TraitsItsupportkinestheticlearningstyle,isgoodforwhoneedbeactiveintheclass。3.Commandformsused4。Itworkswellmixed—ability5.Itisverymemorable,andstudentstorememberorwords.6。Itislotoffun，studentsenjoyitandcanberealstirrertheclass。7.Itisveryeffectivewithteenagersyounglearners.第七章SilentItofforeign-languageteachingdevelopedbyGattegnowhichusegesture，visualcharts,andinCuisiniererodsofdifferentlengthsand）thatteacheruseshelptalk.Themethodtakesnamefromtherelativesilenceofteacherusingtechniques.

(完word版《言教学的流》笔记一ThepremisetheSilentWayThelearninghypothesesLearningfacilitatedifthelearnerdiscoversorcreates。（discoverylearningLearningisfacilitatedbyaccompanyingphysicalobjects。Learningisfacilitatedbyproblemsolving二、TheorylanguageGattegnoviewslanguageasasubstitute。By"spirit”oftheGattegnoreferringtoeachlanguageisComposedofphonologicalandsuprasegmentalAstructuralapproachVocabularyacentraldimension、TheorylearningSurrenderArtificialapproachTheofthelearnerLearningtolearn三、ObjectivesThegeneralobjectives:togivebeginninglevelstudentsoralandauralfacilityAnimmediateobjectivestoprovidethelearnerwithabasicpracticalknowledgeofgrammarofthelanguage

(完word版《言教学的流》笔记Teachlearnerslearnalanguageabasicallystructuralsyllabusvocabularylearningandactivitiessimplelinguisticresponsescommands，questionsandvisualcues、LearnerLearnersexpectedtodevelopindependence,autonomyresponsibility。Learnersexertastronginfluenceovereachlearning。Playingvaryingroles、TeacherTeachersilencethemostdemandingaspectoftheSilentWay.Toteach，totest，tooutofthewayCreateanenvironmentTeacherlikesthecompletedramatist.、TheofinstructionalmaterialsThepronunciationchartsThecoloredcuisenaireThevocabularyorwordchartsOthermaterials四AstandardformatPracticeofthe(usingthepronunciationcharts)

(完word版《言教学的流》笔记Practiceofsentencepatterns，structure,andvocabulary(usingrodsandcharts）AsamplelessonConclusion：TheactualpracticesoftheSilentaremuchlessrevolutionarythanmightbeexpectedTheinnovationsderivefromthemannerinwhichclassroomactivitiesareorganized,indirecttheteacherisrequiredtoassumeindirectingandmonitoringlearnerperformancetheresponsibilityplaceduponlearners，andthematerials。第八章CommunityLanguageLearningItofsecondandforeignlanguageteachingdevelopedby。isancounselinglearning（咨习)toandforeignlanguageand。Itusestechniquesdevelopedincounselingtopeoplewithpsychologicalandemotionalproblems.Themethodmakesuseoflearninginorgroups.ThesegroupsaremethodplacesthelearnersfeelingsandreactionstolanguageLearnerssaythingswhichtheywanttoabout,intheirnativelanguage.Theastranslatesthelearners'sentencesintoforeign，learnerthenthismembersof一1、Rogeriancounseling2、Humanistictechniques：thewholeperson3、Languagealternation二、TheorylanguageTraditionalstructuralistposition

(完word版《言教学的流》笔记LanguageassocialprocessTheinteractionalviewoflanguage：interactionbetweenequals,interactionbetweenunequals、TheorylearningContractedtraditionalviews（aputativelearningthebehavioralview)Thewhole—personlearningstages）ConsensualvalidationS（secure)A(attentionandaggression）R（retentionandreflection)D（discrimination)thepersonalcommitments三ObjectivesExplicitlinguisticorcommunicativeobjectivesare。Teachertransfersknowledgeandproficiencytothelearner.Goal:attainingnear-nativelikemasteryofthetargetlanguageSpecificobjectivesarenot、ThesyllabusNoconventionallanguagesyllabusTopic-basedcourseTeacher’sresponsibilitylearningandactivitiesCombinesinnovativelearningtasksandactivitieswith。

(完word版《言教学的流》笔记TranslationGroupWorkRecording，Transcription,Analysis，Reflectionandobservation，，FreeconversationLearnermembersofacommunitybecomecounselorstolearnersFivestages、TeacherCounselorSvidingasafeenvironmentNote“asides"indiscussionoflearningsecurity。instructionalmaterialsAtextbookisconsideredanecessarycomponent.Materialsbedevelopedbyteacherascoursetheofteachingmachines四1、classicalandpersonalinterpretationsofit2、thedescriptionsometypicalactivitiesinclassed3、aprotocoloffirstday'sCLLclasscoveredConclusion:CommunityLanguageLearningismostresponsiveofthemethodswehavereviewedintermsofitssensitivitycommunicationintentplacesunusualdemandsonlanguageteachers。CriticsCommunityLearningquestionaspects

(完word版《言教学的流》笔记ofSupportersofCLLemphasizepositivebenefitsofamethodthatcenteredonlearnerstressesthehumanisticsideoflanguagelearning。Questiondiscussion:社团学习法把语言学习过程比作是咨询过程，你们觉得这个比喻合适吗？为什么？第九章TheNaturalItisaanapproachproposedtodevelopteachingprincipleswhich（a）naturalcommunicationratherthanformalgrammarof（c）informalacquisitionoflanguagerules.一1、TracyStephenKrashen2、NaturalApproachandtraditionalapproaches3、TheNaturalApproachandNaturalMethod二、TheorylanguagecommunicationprimaryfunctionoflanguagegivelittleattentiontoatheoryoflanguageTheimportanceofvocabularystressed.viewlanguagelearningmasteryofstructuresbystages(I+1)aviewoflanguageconsistsoflexicalitems，structure,and2ofKrashen'slanguageacquisitiontheoryTheAcquisition/Learninghypothesis

(完word版《言教学的流》笔记ThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis三、ObjectivesExpectationSpecificobjectivesuponlearnerneedsandskillandlevelbeingtaught.Itisimportanttocommunicatetolearnerscanexpectofacourseaswellaswhatshouldexpect.TwopointsofapproachcourseorganizationContentselectionlearningandactivitiesCommand—basedactivitiesDirectMethodactivitiesSituation—basedpracticeofpatternsGroup—workactivitiesthecharacteristicstheApproachLearneraprocessorofcomprehensibleinputLearners’roleschangeaccordingtotheirstagesoflinguisticdevelopment。

(完word版《言教学的流》笔记Learnerkindsof。、TeacherThreecentralrolesa.theprimarysourceofcomprehensibleinputb.createaclassroomatmospherec。chooseandorchestrateaclassroomactivitiesinstructionalmaterialstheprimarygoalofmaterialstheprimaryaimofmaterialsotherrecommendedmaterialsgames四TheNaturalApproachadoptstechniquesactivitiesfreelyfromvariousmethodsources.ExamplesConclusion:TheNaturalApproachbelongsatraditionlanguagemethodsbasedonobservationandinterpretationofacquirebothfirstsecondlanguagesinnonformal。Itsclaimoriginalitynottechniquesitemploysbutintheirmethodemphasizescomprehensibleandmeaningfulpracticeactivities,thanproductionofgrammaticallyperfectutterancessentences.Questiondiscussion：

(完word版《言教学的流》笔记自然法的自然之处在哪里?新之处又在哪里？第十章SuggostopediaSuggestopedia/LozanovMethod示罗扎诺法)isaforeignBulgarianLozanov.Itusetranslationtoandpractiselanguage，andparticular,makesuseofvisualandrelaxationexercisestolearningmorecomfortableand一1、Suggestology2mostcharacteristicsof3、Sovietpsychology4、mentalstates5centralityofmusicandmusicalrhythmtolearning二、Theorylanguagelexisiscentralwholemeaningfultextalanguagetobeitsvocabularyandthegrammarfororganizingvocabulary、Theorylearningadesuggestive—suggestivesensesixprincipaltheoreticalcomponents：authority,infantilization，double—planedness，intonation，rhythm,concertpseudo-passivenesstheoftheofpresentationmaterialtolearnedwithintherhythmicpattern三、Objectives

(完word版《言教学的流》笔记deliveradvancedconversationalproficiencyquicklyincreasedaccesstounderstandingandcreativesolutionsofproblems、syllabuscoursedescriptiontimedurationeachthewholecourselearningandactivitiesimitationquestionandanswer,playlisteningactivities4LearnerrolesThementalstateofthelearnerissuccess.mind-alteringinfantilization、Teachertheprimaryroleoftheteacherexpectedteacherbehaviorsneedsthreesixmonthstrainingacting，andpsychotherapeutictechniques6ofinstructionalmaterialsDirectsupportmaterials：textandtapeIndirectsupportmaterials:classroomfixturesandmusic四Bancroft’sdescription:alanguageclasshasthreedistinctparts.Thefirstpart：anoralreviewsectionThesecondpart:newisdiscussedThethirdpart：séanceconcertsession

(完word版《言教学的流》笔记Conclusion:Suggestopediahasprobablyreceivedboththemostenthusiasticthemostcriticalresponseofanyofso—calledmethods。Itisnotproductivetofurtherthescience/nonscience，date/double-talkissuesandinsteadtrytoidentifyandvalidatethosetechniquesfromSuggestopediaappeareffectiveandthatwithothersuccessfultechniquesinthelanguageteachinginventory.Questiondiscussion;暗示法强调音乐的作用，那么音乐在外语学习过程中究竟起了怎样的作用？谈谈你们的看法。英语教学法教程各单元教学内容即题目第一单元LanguageLearning1。dowelearnlanguages?2.arethecommonviewson？3。Whatarethecommonviewsonlanguage4.arethequalitiesofagoodteacher?5.canbecomeagoodlanguage？第二单元CommunicativePrinciplesandActivities1.Languagereallifevs。traditionalpedagogy2。Whatiscommunicativecompetence3。WhataretheimplicationsofCLTforteachingandlearning4.PrinciplesofCommunicativeLanguage（CLT5.andteachingofskills6.featurescommunicativeactivities.7。Tasklanguageteaching？

(完word版《言教学的流》笔记8.and—basedlanguageteaching9。todesigntask？10。therelimitationsCLTTBLT?第三单元TheEnglishCurriculum1.designprinciplesfortheNEC2.goalsandobjectivesfornationalEnglish。3.ChallengesEnglishlanguageteachers.第四单元LessonPlanning1isplanningnecessary？2Principlesforgoodlessonplanning3Macroplanning。microplanning4Componentsofalessonplan第五单元ClassroomManagement1。Whatrolesdoteachersplaytheclassroom?2。togiveeffectiveclassroom？3。Whatarethedifferentwaysstudentgrouping?4.canmaintaindisciplineintheclassroom?5.toeffectivequestions6.totreat’errorsinclassroom第六单元TeachingPronunciation1。roleofpronunciation2.goalteachingpronunciation3。Aspectsofpronunciation4。Practicingsounds，stressintonation

(完word版《言教学的流》笔记5.canteachershelpthestudentstopronunciation第七单元TeachingGrammar1。roleofgrammar2.Grammarpresentation3.majortypesofGrammarpractice第八单元TeachingVocabulary1。Whatdoesawordinvolve？2.Presentingnewwords3。Consolidationvocabulary4。dowehelpdevelopvocabularybuildingstrategies第九单元TeachingListening◆Whydoeslisteningseem？◆Whatdowelisteneveryday◆Characteristicslistening◆Principlesteachinglistening◆Pre-listeningactivities,while-listeningactivities，post—listeningactivities［教学要求◆Understandingcharacteristicsoflistening◆Designinglisteningactivities9．第九单元TeachingSpeaking[教学内容］◆Characteristicsofspoke