Second Language Pedagogy--二语教学part 1

SecondLanguagePedagogyN.S.PrabhuOxfordUniversityPressOxfordUniversityPress,WaltonStreet,OxfordOX26DPOxfordNewYorkTorontoMadridDelhiBombayCalcuttaMadrasKarachiKualaLumpurSingaporeHongKongTokyoNairobiDaresSalaamCapeTownMelbourneAucklandandassociatedcompaniesinBerlinIbadanoxfordandoxfordenglisharetrademarksofOxfordUniversityPressISBN0194370844©N.S.Prabhu1987Firstpublished1987Ximpression0000Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmitted,inanyformorbyanymeans,electronic,mechanical,photocopying,recording,orotherwise,withoutthepriorpermissionofOxfordUniversityPress.Thisbookissoldsubjecttotheconditionthatitshallnot,bywayoftradeorotherwise,belent,re-sold,hiredoutorotherwisecirculatedwithoutthepublisher’spriorconsentinanyformofbindingorcoverotherthanthatinwhichitispublishedandwithoutasimilarconditionincludingthisconditionbeingimposedonthesubsequentpurchaser.Theauthorandpublisherswouldliketothankthefollowingforpermissiontoreproducethematerialbelow:AlanBerettaandAlanDaviesforthearticle‘EvaluationoftheBangaloreProject’(copyrightOxfordUniversityPress)(AppendixVI).TheBritishCouncilfortheunpublishedreport‘Proceduresinteachingthestructures“thegreenlineisverylong,thewhiteoneisveryshort”’byS.Durairaj(AppendixIb).A.GilpinandB.Kumaravadivelu,andEstherRamani,forthelessontranscripts(AppendixVI).TheIndianExpressforthearticle‘LearningEnglishWithoutTears’(AppendixIa).TheRegionalInstituteofEnglish(Bangalore)fortheextractsfromRIEBulletin,SpecialSeriesNo.2,andRIENewsletters1/1and1/2(AppendixII).TheRegionalLanguageCentre(Singapore)oftheSoutheastAsianMinistersofEducationOrganizationfortheextractfromN.S.Pradhu:‘TheteachingofEnglishandnotionsaboutcommunication’(AppendixII).TypesetbyJ&LCompositionLtd,Filey,NorthYorkshirePrintedinXContentsAcknowledgementsviChapter1TheContext1Notes6Chapter2TheProject10BackgroundTheStructural-Oral-Situationalmethod10Preparatorydiscussion12Initialperception14Classestaught18Teachers21PrinciplesandproceduresTeachinginthefirstyear22Taskandpre-task23Languagecontrol26Meaning-focusedactivity27Teachinginsubsequentyears29Reviewseminars31Evaluation31Illustrativetasks1Railwaytimetables322Instructionstodraw343Interpretingrules354Beginners’tasks37Tasksequencing40Notes41Chapter3Teaching46Reasoning-gapactivity46Pre-taskandtask53Reasonablechallenge56Teacher’slanguage58Learners’language60Incidentalcorrection62Notes64Chapter4Learning69Linguisticcompetence69Acquisitionanddeployment70System-development72Rule-focusedactivity73Plannedprogression74Pre-selection74Meaningfulpractice75Languageawareness77Comprehensionandproduction80Groupwork82Notes84Chapter5SyllabusandMaterials87Syllabusasanoperationalconstruct87Syllabusasanilluminativeconstruct90Syllabusasaninstrumentoforganizationalcontrol92Syllabusasadocumentofpublicconsent92Simpleandsophisticatedsyllabuses93Materials95Coverage97Teachingaids99Teachers’competence99Notes101Chapter6Pedagogicchange105Senseofplausibility105Impactofinnovations107Languageteachingspecialism109Eclecticism110Notes111Bibliography114AppendiceslaDescriptionsofS-O-Spedagogy116lb119IIInitialperceptionsoftheproject112IIISchoolsinvolvedintheproject124IVaTranscriptsofprojectlessons125IVb133VListoftask-typesusedontheproject140VI‘EvaluationoftheBangaloreProject’byAlanBerettaandAlanDavies(originallypublishedintheELTJournal,Volume39/2April1985.)146AcknowledgementsIwishtoacknowledgemydeepsenseofindebtednesstothefollowing:TheRegionalInstituteofEnglish,Bangalore(inparticular,V.C.Devasundaram,itsdirectoratthetime)forprovidinginitialsponsorshipandsupporttotheCommunicationalTeachingProject.TheBritishCouncil,forenablingmetoworkontheprojectandforprovidingsupportinanumberofways.Theteachersandspecialistswhojoinedtheprojectteamatvar-ioustimesandcontributedgenerouslyoftheirtimeandthought.Theyare:A.Arulpragasam,K.SubrahmanyaBhat,M.N.K.Bose,DavidCarroll,S.Damodaran,SisterM.Eleanora,T.Elia,FrancisJayachandran,GeoffreyKaye,I.S.Nagaraja,LalithaObed,C.Radha,EstherRamani,S.Renganayaki,T.R.KeshavaRao,V.Saraswathi,R.VadiveluandVanamalaVishwanatha.Themanyappliedlinguistswhotookaninterestintheproject,helpedtofurthermythinkingthroughdiscussion,andgavemevaluableadviceandsupport.Amongthemare:DickAllwright,RobertBellarmine,AlanBeretta,ChristopherBrumfit,AlanDavies,ArleneGilpin,A.P.R.Howatt,KeithJohnson,B.Kumaravadivelu,YasmeenLukmani,MariaPavesi,R.Shan-thakumari,H.G.Widdowson,andReginaWinert.TheCharlesWallaceIndiaTrust,theHornbyTrust,andOxfordUniversityPressforfinancialassistanceinwritingthisbook.TheUniversityofEdinburghforprovidingmewithfacilitiesfordoingthewriting.N.S.P.1TheContextThisbookaimstopresentaparticularviewofsecondlanguagepedagogy,togetherwithanaccountofafive-yearprojectofexploratoryteachingwhichhelpedtoarticulatethatviewandtodevelopproceduresofteachingconsistentwithit.1TheprojectconsistedofteachingEnglishtoasmallnumberofclassesinprimaryandsecondaryschoolsinsouthernIndia,overperiodsoftimevaryingbetweenoneandthreeyears.Theteach-ingwasplanned,carriedout,andreviewedregularlybyagroupofinterestedt