英语教学方法

英语教学法流派ApproachesandMethodsinLanguageTeaching何东方TheGrammar-TranslationMethodDefinition:Itmeanstotranslatefrommothertonguetotargetlanguage.Thatistosay,themethodteachesforeignlanguagewithgrammarexplainationandtranslationexercise.FeaturesDeductivemethodisusuallyusedinthestudyingprogress:esplainthegrammarrulesfirst,thenuseexamplestoclarity,andconsolidatetheruleswithpractice;Inductivemethod:useexamplesfirstandthenconclidethegrammartules.Usemother-tonguetoteachmainly.Review外语教学简史一、500年前，15世纪以前，在西欧、拉丁语处于主流地位，不仅用于日常口语交际，而且是教育、商务和政府的通用语言。拉丁语是外语，外语教学的历史在公元前就存在了。二、16世纪一19世纪从16世纪起，法语、意大利语、英语开始受到重视，成为口语交际的主要媒体。三、19世纪直接法的出现不以其它母语为媒介，直接学习一种语言;像儿童学习母语一样学习目的语的口语。19世纪50,60年代的西欧国家酝酿着一场外语教学的革新运动，但是也有发展，其矛头是语法翻译法。改革动力来自社会需求:资本主义发展，国际贸易增多，要使用口语交流。外语教学简史1886年国际语音学会成立和国际音标的制定推动了直接法的形成和发展。四、二十世纪20世纪人类社会科学技术突飞猛进，特别是电子计算机出现以后，以微电子技术为核心的知识、技术技术密集型产业发展很快。听说法是20世纪40年代末在美国形成的外语教学法。二战期间，美国军队进驻很多国家，军人急需掌握外语，特别是通过军队外语培训等教学活动，创立了听说法。20世纪60年代末70年代初，随着另一门新兴学科社会语言学的诞生，社会语言学家提出了“交际能力”的概念，在外语教学界引起了强烈的反响，交际教学法学派随即迅速崛起。在交际法的带动下，20世纪70年代还兴起了人文主义教学法，主要包括沉默法（thesilentway）、提示法（suggestopedia）、社区式语言学习（communitylanguagelearning）和全身反应教学法（thetotalphysicalresponsemethod）等新型的外语教学法。这些教学法的共同特点是强调学生是教学的主体。除了分析学生的需要和学习过程外，还注意学生学习外语的心理特点，努力创造条件，排除学生学习外语时的心理障碍。Grammar-Translation17thCentury18thCentury19thCentury16thCentury20thCenturyTheOralApproachandSituationalLanguageTeaching1920s-1930sTheAudiolingualMethod1950s1960sCommunityLanguageLearningCommunicativeLanguageTeachingTotalPhysicalResponseSuggestopedia1970sTheSilentWay1980sTheNaturalApproach外语教学法的发展DevelopmentsinEnglishLanguageTeachingMethodologyTheDirectMethodTaskBasedLanguageTeachingTheDirectMethodwelcometousethesePowerPointtemplates,NewContentdesign,10yearsexperienceTime:Mid-19thtoearly20thcenturyDefinition：Itisamethodofforeignorsecondlanguageteachingwhichinsiststhatonlythetargetlanguageshouldbeusedinclassandmeaningshouldbecommunicated“directly”byassociatingspeechformswithactions,objects,gesturesandsituations.Itemphasizestheimportanceofspokenlanguage.Thereforeholdsthatreadingandwritingshouldbetaughtonlyafterspeaking.DirectMethodMaincharacteristics:a.Studentslearntothinkinthetargetlanguage.b.Meaningisprestentedbyrelateddirectlytothephysicalworld.c.Targetlanguageisthelanguageofinstructionandcommunicationintheclassroom.d.Correctpronunciationisemphasized.e.Spokenlanguageispreferredtowrittenlanguage.f.Thebasicunitoflanguageisthesentence.CasestudyTask-BasedLanguageTeaching(TBLT)DefinationofTBLTThismethodreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguage.Whatisthetask?Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage.Eg:ListeningtoaweatherforecastanddecidingwhattowearwelcometousethesePowerPointtemplates,NewContentdesign,10yearsexperienceThecomponentsofatask目标(Goals)信息输入(InputData)活动(Activities)结果(Outcome)TBLTdoingthingsbylanguagelearningbydoinglearningforusinglearningbyusinglearningthenusingInvolvementInquiryInductionIncorporationFourdimensionsofteachingandlearningtasksrepresentedbythefoureyes:Involvement(参与),Inquiry(探究),Induction(归纳),Incorporation(整合).FeaturesofTBLT1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调通过用目标语交流来学会交际2.Theintroductionofauthentictextsintothelearningsituation.将真实的语言材料引入学习的环境FeaturesofTBLT3.Provisionofopportunitiesforlearnerstofocus,notnolyonlanguageitself,butalsoonthelearningprocess.关注语言的本身，也关注学生的过程。4.Anenhancementofthelearners'ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.学习者的个人经历对语言学习具有重要意义AdvantagesandDisadvantagesTheclassroomefficiencyislow,itisdifficulttoguaranteethebigclassteachingtask.Theclassroomorganizationandtaskdesignandimplementationrelyonteacher'sabilityandteachinglevel.AdvantagesDisadvantagesItpaysattentiontorealsituations,inordertoachievethegoalorientedlanguagecommunicativeactivitiesclearly.Itistopromoteteachers'teachingdominant,withstudentsasthemainteachingactivaties.TheAudio-lingualMethodTime:Mid-20thcenturyMainCharacteristics:ThismethodalsosawthespokenlanguageasthefundamentalformoflanguageandinsistedthatonlytheL2shouldbeusedintheclassroom.Itdivideduplanguageintoparts,eachrepresentinganitemwithinthesystemofthesecondlanguagestructures.Defintion:Thismethodisamethodofforeignlanguageteachingwhichenphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom.TheAudio-lingualMethodBackground:P44Theory:P48-P51BehaviorismTeachingprocedure:P57Theprincipalcharacteristics:1.Separationoflanguageskillsintolistening,speaking,readingandwriting,withemphasisontheteachingoflisteningandspeakingbeforereadingandwriting;(把语言分成听、说、读、写四种技能，在教学中强调先听说，后读写)2.Useofdialoguesasthechiefmeansofpresentingthelanguage;(对话是语言教学中的主要形式)3.Emphasisoncertainpracticetechniques:mimicry,memorizationandpatterndrills:(强调模仿、记忆、和句子操练)4.Discouragingtheuseofthemothertongueintheclassroom;(在课堂教学中避免使用母语)5.Useoflanguagelab.(使用语言实验室)CommunicativeLanguageTeach