《语言教学的流派第二版》自己整理的笔记

第一章Abriefhistoryoflanguageteaching第二章Thenatureofapproachesandmethods前两章很简单，详见前面中文导读第三章TheoralapproachandsituationallanguageteachingTheoralapproach(situationallanguageteaching)isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.一、Background1.TwooftheleaderswereHaroldpalmerandA.S.Hornby.2.Vocabularycontrol3.Grammarcontrol二、TheOralApproachandSituationalLanguageTeachingThemaincharacteristicsoftheapproachwereasfollows:1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.2.Thetargetlanguageisthelanguageoftheclassroom.3.Newlanguagepointsareintroducedandpracticedsituationally.4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.5.Itemsofgrammararegradedbytheircomplexity.6.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.三、Approach1、Theoryoflanguage○1atypeofBritish“structuralism”.○2Onedistinctivefeature:structuresmustbelinkedtosituationsinwhichtheycouldbeused○3Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.2、Theoryoflearningatypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)(1).Languagelearningashabitformation(2).Aninductiveapproachisusedtotheteachingofgrammar(3).Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.四、Design1、Objectives:(1).Practicalcommandofthefourbasicskillsoflanguage(2).Accuracyinbothpronunciationandgrammarisregardedascrucial.(3).Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.(4).Writingderivesfromspeech.2、Thesyllabus(1)Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns(2)Situation:themannerofpresentingandpracticingsentencepatterns3、Typesoflearningandteachingactivities(1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns(2)Situation:theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures(3)Practicetechniques:guidedrepetition,substitutionactivities,pairpractice4、Learnerroles(1)Listen,repeatandrespondstoquestionsandcommands(2)Havenocontroloverthecontentoflearning5、TeacherrolesThreefold:amodel、askillfulmanipulator、onthelookoutforerrorsTheteacherisessentialtothesuccessofthemethod.6、Theroleofinstructionalmaterials(1)Textbook:containsorganizedlessons(2)Visualaids:consistsofwallcharts,flashcards,pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、ProcedureAim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.Theteachingofastructure:fourpartsPronunciationRevision(topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure,orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitutiondrillingQuestion-answerdrillingCorrection第四章TheAudiolingualMethodItisamethodofforeignorsecondlanguageteachingwhich(a)emphasizestheteachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesanddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.一、BackgroundThecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.情境法与听说法的异同Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.1.Theorderinwhichlanguageskillsareintroduced2.Focusonaccuracythroughdrillandpracticeinthebasicstructures3.SectencepatternsofthetargetlanguageHowever,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.二、Approach1、TheoryoflanguageStructurallinguistics(1950s):areactiontotraditionalgrammarTheprimarymediumoflanguageisoral:speechislanguage.2、TheoryoflearningBehavioralpsychology:stimulus-responsechainsLearningprinciples:1.Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.2.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinsporkenformbeforetheyareseeninwrittenform.3.Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.4.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.三、Design1、ObjectivesShort-rangeobjectives：Listeningcomprehension、accuratepronunciation,readingcomprehensionandproductionofcorrectsentencesinwriting.Long-rangeobjectives：Todevelopinthestudentsthesametypesofabilitiesthatnativespeakersh