发布时间 : 星期五 文章《语言教学的流派第二版》自己整理的笔记更新完毕开始阅读b417b25929ea81c758f5f61fb7360b4c2f3f2a4e
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第一章 A brief history of language teaching 第二章The nature of approaches and methods
前两章很简单，详见前面中文导读
第三章The oral approach and situational language teaching
The oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points are presented and practiced through meaningful situation-based activities.
一、Background 1. Two of the leaders were Harold palmer and A.S.Hornby. 2. Vocabulary control 3. Grammar control
二、The Oral Approach and Situational Language Teaching The main characteristics of the approach were as follows:
1. Language teaching begins with the spoken language.Material is taught orally. 2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
5. Items of grammar are graded by their complexity.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
三、Approach 1、 Theory of language 1 a type of British “structuralism”. ○○2One distinctive feature: structures must be linked to situationsin which they could be used 3 Language was viewed as purposeful activity related to goals and situations in the real world. ○
2、Theory of learning a type of behaviorist habit-learning theory(three processes in learning a language) (1). Language learning as habit formation
(2).An inductive approach is used to the teaching of grammar
(3).The same processed are thought to occur both in child language learning and in second language learning.
四、Design
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1、Objectives: (1). Practical command of the four basic skills of language
(2). Accuracy in both pronunciation and grammar is regarded as crucial.
(3). Automatic control of basic structures and sentence patterns is fundamental. (4). Writing derives from speech. 2、The syllabus (1) A structural syllabus—a list of the basic structures and sentence patterns (2) Situation: the manner of presenting and practicing sentence patterns 3、Types of learning and teaching activities (1)SLT employs a situational approach to presenting new sentence patterns anda drill-based manner to practicing the new sentence patterns
(2)Situation: the use of concrete objects, pictures and realia, which together with actions and gestures (3) Practice techniques: guided repetition, substitution activities, pair practice 4、Learner roles (1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning 5、Teacher roles Threefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method. 6、The role of instructional materials (1)Textbook: contains organized lessons
(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The teacher is expected to be the master of his textbook.
五、Procedure Aim: to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing. The teaching of a structure: four parts Pronunciation Revision ( to prepare for new work if necessary) Presentation of new structure or vocabulary Oral practice (drilling)
Reading of material on the new structure, or written exercises The sequence of activities: Listening practice Choral imitation Individual imitation Isolation
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Building up to a new model Elicitation
Substitution drilling Question-answer drilling Correction
第四章The Audiolingual Method
It is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills. (c) discourages use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely used in many other parts of the world.
一、Background The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method. 情境法与听说法的异同
There are many similarities between situational language teaching and audiolingualism. 1. The order in which language skills are introduced
2. Focus on accuracy through drill and practice in the basic structures 3. Sectence patterns of the target language
However, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.
二、Approach 1、Theory of language Structural linguistics (1950s): a reaction to traditional grammar The primary medium of language is oral: speech is language.
2、Theory of learning Behavioralpsychology: stimulus-response chains
Learning principles:
1. Foreign language learning is basically a process of mechanical habit formation. 2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.
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3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.
4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.
三、Design 1、Objectives Short-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.
Long-range objectives：To develop in the students the same types of abilities that native speakers have
2、The syllabus A linguistic syllabus:phonology, morphology, and syntax of the language A lexical syllabus of basic vocabulary
Languageskills: listening, speaking, reading, writing
3、Types of learning and teaching activities Dialogues
Drills --Various kinds of drills : repetition, inflection, replacement… 4、Learner roles Organisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little control
5、Teachers roles Central and active
Models the target language
Controls the direction and pace of learning
Monitors and corrects the learners’ performance 6、The role of instructional materials Textbook
Tape recorders and audiovisual equipment
四、Procedure 1、The process of teaching involves extensive oral instruction 2、The procedures the teacher should adopt ( Brook)
3、In a typical audiolingual lesson the following procedures will be observed: a. Recognition;
b. Imitation and repetition c. Patterns drill:
d. Follow-up activities
五、The decline of Audiolingualism