英语教学论文稿.ppt

1、Chapter12,schools of EnglishTeaching Methodology 08(1)班 张欢 030801041,.The grammar-Translation Method .The Direct Method . The Oral Approach . The Audio-lingual Method . The Cognitive Approach . The Natural Approach . The Communicative Approach . Task-based Language Teaching,The grammar-Translation M

2、ethod,Background Grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century. The modern language provided one of the conditions for grammar analysis and the application of grammatical rules in translation eercises in teaching Lation . The sec

3、ong impetus for the procedures of grammar analysis and translation in teaching Lation came from the social needs of European countries. In the 19thcentury more experts of foreign languages teaching adopted the strategy of combing grammar rules with translation.,Theoyetical Basis,Theoretical of langu

4、age The theoretical of language underlying the grammar-translatin Method was derived from Comparative Historical Linguistics,Theory of learning The theory of learning underlying The grammar-Translation Method was FacultyPsychology Viewed from the nature and the purpose of education , The grammar-Tra

5、nslation Method was an experision of classical humanism,Basic Principles,Main features The grammar-Translation Method emphasizes the teaching of the second languang grammar Grammar is regarded as the core of languang ,so it is the main content in foreign language classroom The process of learning gr

6、ammar is an important means of training mental abilities The teacher emphasizes accuracy rather than fluency,Objectives An ultimate purose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and translate its liteature The other objectives of the metho

7、ds are to provide students with good mental exercise that helps develop there minds,Techniques,Reading Translation Deductive teaching of grammar Analysis and comparison Memorization Reading comprehension questions Written work,Exemplification,Phase one The teacher reads and explains the new words an

8、d expressions in the first languages .Students listen to the teacher .take notes and repeat after the teacher . The teacher teaches the new grammar with deductive method .Studentslisten to the teacher and take notes,Phase two Students are asked to read a few sentences out aloud and translate them in

9、 to the first language .The teacher correct the mistakes of studentspronunciationand translation. The teacher analyses some diffcult sentences and translated them in to there native language firstly then freely .Students listen to the teacher ang take notes . The studentsread the studied part of the

10、 passage silently and ask the teacher questions they can not answer by themselves.,Phase three Students are asked to write the answers to the questions about the reading passage The teacher checked the students work. Students are asked to do other written work that is meant to reinforce the new gram

11、mar items and vocabulary.,Advantage and Disadvantage,Advantage The first language is maintained as the reference system in the learning of the second language .Comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences .

12、Systematic study of grammatical rules plays an important role in fostering studentsability for reading comprehension and grammtical production. .,The Grammar-Translation Method makes few demands on teachers although it often creates frustrations for students .It is relatively easy to happy. The focu

13、s on understanding literary texts provides the situation in which reading and writing abilities are well trained. Systematic study of grammatical rules plays an important role in fostering studentsability for reading comprehension and grammtical production.,Disadvantage Overemphasis on translation c

14、an never emancipate the learners from dependence on the first language .Students should learn to understand the target language Students should learn to understand the target language and to exprese themselves in the target language without referring to their mother tongue .,Deductive teaching of gr

15、ammar always starts with definition ,followed by examples .Knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation. It puts to much emphasis on reading and writing texts are mostly taken from literary works, The language lear

16、ners often doesnt meet the practical needs of the learners . Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language .and neglects listening and speaking .,The Direct Method,Background The Direct method got its name from the assumpt

17、ion that meanings are to be corrected directly with target language . In the middle and late 19th century .European industry developed rapidly .The Direct method emerged as a result of the innovations . The new word in the late19th century made The Direct method not only the necessity but also a pos

18、sibility . Toward the end of the 19th century ,these ideals and methods received widespread support or attention .,Basic Principles,Main features This method aims at developing the studentsability to communicate in the target language .The first language and translation exercises are completely avoi

19、ded . Grammar is learned inductively through listening and speaking activities. The syllabus used in the Directed Method is arranged semantically according to situations to topics .Thr unit in a language is the sentence.,Objectives The objectives of the Direct Method are to foster sudents ability to

20、 communicate in the target language The general goal af the language programme is to teach conservation skills . The purpose of the exclusive ues of the foreign language in the Direct Method is to enable the students to think in the target lanuage .so that they can use it to express them directly wi

21、thout referring to there mother language .,Techniques,Direct association New language items are presents by associating meaning with target languange directly . New language items are presented by associating meanings with the target language . Question and answer exercises . The teacher answers stu

22、dents questions and asks students to answer her questions in complete sentences .,Conversational practice When students are clearly about the meaning of the new language items by asking and answering questions ,they are incouraged to ask each other questions using the grammatical structures they hav

23、e practiced,Exemplication,Presentation by direct association The teacher presents sections of a text or the whole text The teacher deals with specific language items Consolidation In the Direct method ,the most frequently used techniques of consolidation,Oral practice in the target language The teac

24、her asks comprehension questions about the text The teacher asks students questions about everyday life Students are asked to fill in the blacks with grammar rules,Advantage and Disadvantage,Advantages The use of the target language contributes greatly to forming the habit of thinking in the target

25、language The emphasis on practice with new language items and on language skills is important in achieving automaticaity of using the target language,The emphasis on spoken language conforms to the objects of modern language teaching Using complete sentences as teaching units makes foreign language

26、learning more natural and efficient for students to understand a new text and acquire a language,Disadvantages Overemphasizing the similarities between naturalistic first language acquistion and classroom foreign language leraning results in the exclusive tongue occasionally troubles the Direct Meth

27、od in teaching the meaning of abstract concepts,Without explict grammar explanation ,students lack the necessary knowledge of the target language As a result ,they tend to produce utterances with o lot of grammatical mistakes in them , . It is difficult for them to safeguards against mistakes and se

28、lf-correct The Direct Method places in a high demand on the teacher,The oral Approach,Background This approach originated with the work of British linguists who developed this pricipled approach to language teaching methodology Two of the most important and influential figures of the movement were H

29、arold Palmer and S.T.Hornby,Theoretical Basis Theory of language The theory of language underlying the Oral Appoach Language Teaching can be characterized as a type of British structiuralism In correspondance with these views of language ,this approach ephasized the provision of situations in the pr

30、esentation of a new structure and in tealing with the integration of vocabulary work,Theory of learning The Oral Approach Language Teaching believes in theory of learning that is based on a type of behaviorist habit-formation theory .Foreign language learning was considered basically a process of ha

31、bit formation Like the Direct Method ,the Oral Approach teaches grammar inductively,Basic principles,Main features Language teaching begins with the spoken language .Material is taught orally before it is presented in written form The target language is the language of the classroom .Translation sho

32、uld be avoided,New language points are introduced and practiced situationally Vocabulary selection producers are followed to insure that an essential general services vocabulary is convered Items of grammar are graded following the principles that simple forms should be taught before complex ones Re

33、ading and writing are intoduced once a sufficient lexical and grammatical basis is established,Objects Like many approaches of foreign language teaching,the objectives of the Oral Appoach Language Teaching are to help students to get a practical command of the four skills of language,Techniques The

34、Oral Approach Language Teaching employs situations for presenting new sentences patterns and drill-based manner of practicing them,Exemlification,Procedures at any level aim to move from controlled to freer practices of structures and from oral use of sentence patterns to their automatic Listening p

35、ractice Choral practice Individual imitation Building up to a new model Elicitations Substitution drilling Correction,Advantage and Disadvantage,Advantages The Oral Approach Language Teaching has made the first attempts to estabilsh theoretical principles to develop a methodological framework for te

36、aching English as a foreign language in ELT history This attempts mark the beginning of the disciple of applied linguistics,The branch of language study concerned with scientific study of second and foreign language teaching and learning In language teaching practice ,this approach has also made up

37、some shortcomings of the Direct Method,Disadvantage However ,this approach is not concerned necessarily with appropriateness or grammatical pointsman which have been isolated for study in a practical lesson .the situations are merely the vehicle through which the syllabus is conveyed .Therefore ,thi

38、s approach is still largely a grammatical based one,The Audio lingual Method,Background The Audio lingual Method is in origin mainly American It was developed in the U.S .during the Second World War .At that time there was a need for people to learn foreign language rapidly for military purpose Sinc

39、e fhe USA entered the war ,the U.S.goverment found it a great necessity to set up a special language training programme to supply the war with language personnel,The method used was sometimes known as informatics method This approach known variously as the Aural Approach and the Structure Approach ,

40、influenced the way languages were taught in the U .S.through the 1950s,Theoretical Basis,Theory of language The theory of language underlying ,Audiolinguism was derived a view proposed by American linguists in the 1930s and the 1940s The view then came to be known as structural linguistics which vie

41、ws language as a system of structurally rlated eiements for the expression of meaning,Theory of learning A method of teaching can not be based simply on a theory of language .It also need to refer to the psychology of learning and to a learning theory The ideal of conditioning is based on the theory

42、 that you can train an animal to do anything if you follow a certain procedure ,which has three major stages :stimulus response and reinforcement,Basic principles,Main feathers Separation of language skills into listening ,speaking ,reading and writing ,with emphasis on the teaching of listening and

43、 speaking berore reading and writing ; Use of dialogues as the chief means of presenting the language Emphasis on certain practice techniques :mimicry memorization and pattern drills Discouraging the use of the nother tongue in the classroom Use of language laboratory,Objectives The general Objectiv

44、e of the Audio lingual Method is to enable the students to use the target language communicatively,Techniques Repetition drill Simple substitution drill Progressive drill Transformation drill Question and answer drill Expansion drill Clause combination drill Backward build up drill Chain drill Mini

45、dialogue,Exemplification,In a typical audio lingual lesson the following procedures will be observed Recognition Imitation and Repetition Patter Drill Follow-up Avtivities,Advantages and Disadvantages,Advantages First ,it is among the first theories to recommend the development of a language teachin

46、g theory on declared linguistic and psychological principles Second ,it attempts to make language learning accessible to large groups of ordinary learners,Third ,while previous methods tend to be preoccupied with vocabulary and morphology ,the Audio-lingual Method stresses syntactic progression and

47、uses pattern drills to help the students gain control over grammatical structures ,which is a much more interesting way of learning grammar than working through written exercises Fourth ,it leads to the development of simple techniques of varied graded and intensive practice of specific features of

48、the language Last ,it develops the separation of the language skills into a pedagogical device,Disadvantages First ,its theoretical basis was found to be weak Techniques used in the Audio-lingual Method are also found faultly The main arguments are :pattern practice ,drilling ,memorization ,etc. Fin

49、ally ,individual differences in students received fresh consideration,The Cognitive Approach,Background The Cognitive Approach developed as an alternative ,in response to the ccriticism leveled against audiolingualism It was an attempt to bring to language teaching the new insights of psychology ,ps

50、ycholinguistics ,and modern developmentals in linguistics The decade of the 1960s saw a revolution in linguistic theory . Cognitive psychology studies process of the mind,Theoretical basis,Theory of language The Cognitive Approach looks for a rational in linguistics and psychology Cognitive theory r

51、eflects the theoretic reorientation in linguistics and psycholinguistics that was initiated by Chomshy in the 1960s,Theory of learning Cognitive psychology dels with the study of the nature and the learning of systems of knowledge ,particularly those process involved in thought ,perception comprefen

52、sion ,memory and learning In recent years cognitive psychology has been related to mentalistic approaches to linguistics ,which links language structure to the nature of human cognitive processes,Basic Principles,Main features The Cognitive Approach concentrates on the learners process of knowing ra

53、ther than on mechanistic procedures imposed upon him by the teacher The basic tenet pf the Cognitive Approach which is different from the Audio lingual Method ,teachers were warned not to tell the learner about the language ,that is ,not to teacher grammar ,in the Cognitve Approach ,teachers are req

54、uired to tell the learner about the language ,because knowledeg of the language rules facilities learning,The Approach believes that learners play a decisive role in foreign language learning Diffderent from the Audio lingual Method ,the Cognitive Approach give equal importance to all the four skill

55、s The Cognitive Approach holds that mistakes are unavoidable in the creative use of language,Objectives Broadly speakng ,The goal of the Cognitive Approach is to develop in the students the same type of abilities possessed by native speakers,Techniques The Cognitive Approach emphasizes the conscious

56、 teaching of grammar or of language rules .It does not avoid the presentations of reading and writing in association with listning and speaking,Exemplification,Introduction of new materials The first step in the classroom ,there is usually no preparing period ;students see the written text from the

57、very beginning ;students are given reading assignment after their first leason,Exercises The first step in the class is to present all new soundsmith ,vocabulary and structures in a manner meaningfui to each student,Application activities Exercises are designed to concolidate the understanding of th

58、e new material ,to help the students learn to manipulate and to remember these forms,Advantages and Disadvantages,Advantages The text advantage is to gives students opportuinties to develop functional performance skills The great contribution of the Cognitive Approach is that it draws on the latest

59、development of linguistics and psychology and studies foreign language teaching from the point of view of educational psychology ,linguistic psychology and foreign language theories hence makeshift itself more scientific,Disadvantages Aiming at meaningful learning ,teachers find difficult to select and prepare meaningful presentations Students who are slow to comprehend do not work successfully with the method because the learning depends a lot an analysis and understanding,Another weak point that needs to be noted is that there are not yet complete and systemai