英语教学法流派Approaches-and-Methods-in-Language--Teachin

英语教学法流派ApproachesandMethodsinLanguageTeaching外国语学院TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:Grammar-TranslationMethodDirectMethodSituationalApproachAudiolingualApproachCommunityLanguageLearningTotalPhysicalResponseTheSilentWaySuggestopediaCommunicativeLanguageTeachingTask-BasedLanguageTeachingContent-BasedInstructionOverviewofELTMethodologyGrammar-TranslationMethod1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.AdvantagesanddisadvantagesTheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.ItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.Inthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.Untilthe19thcentury,grammar–translationmethodbecamewidelyapprovedandusedinthewholeworld.Background1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.1.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.1.复习：默写单词；个别与集体背诵上一课课文第几段等等。2.教授新词：教师课前将本课新词的英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。3.讲授语法（规则动词现在进行时）：教师讲解动词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。4.讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生的错误。5.巩固新课：学生跟教师逐句朗读课文后，教师根据课文提问，学生按课文内容回答。6.布置作业：拼写单词；语法填空；背诵某段课文。Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudents’abilityofanalyzingandsolvingproblems.3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.Disadvantage1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.ThedirectMethod1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.AdvantagesanddisadvantagesDefinitionTheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.BackgroundInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.OneoftherevolutionistswasFrancoisGouin.Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.1.Classroominstructionwasconductedexclusivelyinthetargetlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Grammarwastaughtinductively.4.Newteachingpointswereintroducedorally.5.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.1.讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。2.语法练习：通过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.用不同的动词做了类似的练习后，教师总结规则与不规则的动词现在分词变化规律及动词现在进行时的构成与意义。3.根据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。4.教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。5.学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。AdvantageSs’correctpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.Disadvantage1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.TheAudio-LingualApproach1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.AdvantagesanddisadvantagesDefinitionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.MothertongueisdiscouragedintheclassroomBackground1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalp