听说法

Chapter4TheAudiolingualMethod听说法听说法是20世纪40年代产生于美国的第二语言教学法。强调通过反复的句型结构操练培养口语听力能力，又称“句型法”或“结构法”。I、BackgroundTheAudio–lingualMethodisinoriginmainlyAmerican.ItwasdevelopedintheU.S.duringtheSecondWorldWar.Atthattimetherewasaneedforpeopletolearnforeignlanguagerapidlyformilitarypurpose.听说法是在第二次世界大战期间的美国发展起来的。当时，美国政府感到很有必要建立一套专门语言训练计划来满足军事上对外语人员的需求。因此，美国政府委托几所美国大学来承担培养军事外语人才的工作。于是在1942年制订了《军队专门训练方案》。背景：二战提高了美国的国际地位，扩大了美国的影响，留学生和移民的增多，英语作为第二语言教学（ESL）的需求增加。密歇根大学TheUniversityofMichigan最先成立英语教学机构。机构主任佛里斯（Fries）主张：1.将结构作为教学起点，2.强调对学习者进行语音和句型的强化训练。反映了一种结构主义语言观。II、TheoreticalBasis(理论基础)1.TheoryoflanguageThetheoryoflanguageunderlying,AudiolinguismwasderivedaviewproposedbyAmericanlinguistsinthe1930sandthe1940sTheviewthencametobeknownasstructurallinguisticswhichviewslanguageasasystemofstructurallyrelatedelementsfortheexpressionofmeaning。语言学基础：美国结构主义Maincharacteristicsofthetheory(教材P55)(1)ElementsinaLanguagewerethoughtofasbeinglinearlyproducedinarule-governed(structural)way.(2)Lsamplescouldbeexhaustivelydescribedatanystructurallevelofdescription(phonetic,phonemic,morphological,etc.)(3)Linguisticlevelswerethoughtofassystemswithinsystems,thatis,asbeingpyramidallystructured;phonemicsystemsledtomorphemicsystems,andtheseinturnledtothehigherlevelsystemsofphrases,clauses,andsentences.语言被认为是一个结构化的元素组成的系统，用来表达意义，这些元素就是音素、词素、单词、结构和句型。所谓的结构化就是指：（a）语言中的元素是线性产生的；（b）语言样本可以被详尽地解释到任何一个结构层面（语音学、音素学、形态学等）；（c）语言是由一个个系统组成的，作为金字塔结构，由音到词，再到词组、从句和句子。2.Theoryoflearning:behavioralpsychology.Theidealofconditioningisbasedonthetheorythatyoucantrainananimaltodoanythingifyoufollowacertainprocedure,whichhasthreemajorstages:stimulusresponseandreinforcement.（教材P56）心理学基础：行为主义心理学对于行为主义者来说，人类是一个有着广泛的行为技能的有机体。这些行为的出现主要是依靠学习中的三个主要元素：刺激，它能引起行为的发生；由刺激引起的一种反应；强化，它可以表现出反应是否恰当。强化在学习过程中是至关重要的要素，因为它能增加这种行为再次出现和最终成为习惯的可能性。3.Design:typesoflearningandteachingactivitiesDialogueanddrillsformthebasisofaudiolingualclassroompracticeTheuseofdrillsandpatternpracticeisadistinctivefeatureoftheAudiolingualMethod.Variouskindsofdrillsareused.操练和模式练习的使用是听说法的一个独特的特征1.Repetition.2.Inflection.3.Replacement.4.Restatement.5.Completion.6.Transposition.7.Expansion.8.Contraction.9.Transformation.10.Integration.11.Rejoinder.12.Restoration.QUESTIONS:1.DisadvantagesandAdvantagesoftheAudiolingualMethod？Disadvantages1)ThetheoreticalbasisoftheAudiolingualMethodwasfoundtobeweak.Thebehavioristtheorycouldnotpossiblyserveasamodelofhowhumanslearnlanguage,sincemuchofhumanlanguageisnotimitatedbehavior,butiscreatedanewfromunderlyingknowledgeofabstractrules.2)Techniquessuchaspatternpractice,drilling,memorization,etc.mightleadtolanguagelikebehavior,buttheyarenotresultingincompetence.3).Learnersplayareactiverolebyrespondingtostimuli,andthushavelittlecontroloverthecontent,paceorstyleoflearning.Theyarenotencouragedtoinitiateinteraction,becausethismayleadtomistakes.4).Theteacher’sroleiscentralandactiveintheAudiolingualMethod.Itistheteacherwhoalwaysdominatestheclass.Theteachermodelsthetargetlanguage,controlsthedirectionandpaceoflearning,andmonitorsandcorrectsthelearner’sperformance.AdvantagesoftheAudiolingualMethod:1).Itstateslanguageisastructuredsystemandrulegoverned.Iflanguagelearningwereorganizedaccordingtoitsstructure,languagelearningwouldbeeasier,especiallytoadultlearners.2)TheAudiolingualMethodconsiderslanguageabilitymadeupoffourskillsandtheseskillscanbetaughtseparately.Sincethenaturalorderofskillacquisitionislistening,speaking,readingandwriting,theMethodgivestheprimarystresstothefirsttwoofthefourskills.Intheclassroom,thelanguageskillsaretaughtintheorderoflistening,speaking,readingandwriting.3)UsingpatterndrillsisthecenterofpracticeinAudiolingualMethod.Itcanhelpstudentsnotonlygaincontrolovergrammaticalstructures,butalsodeveloptheiroralability.4)TheAudiolingualMethodalsoprovideslanguageteacherswithmanyusefultechniques.例子Teacher:Iatethesandwich.Student:Iatethesandwiches.Teacher:Heboughtthecarforhalf-price.Student:Heboughtitforhalf-price.Teacher:Tellmenottosmokesooften.Student:Don'tsmokesooften!Thefollowingexampleillustrateshowmorethanonesortofdrillcanbeincorporatedintoonepracticesession:“Teacher:There'sacuponthetable...repeatStudents:There'sacuponthetableTeacher:SpoonStudents:There'saspoononthetableTeacher:BookStudents:There'sabookonthetableTeacher:OnthechairStudents:There'sabookonthechairetc