《语言教学的流派》课程教案

1《语言教学的流派》课程教案教材介绍：20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。JackC.Richard和TheodoreS.Rodgers所著的ApproachesandMethodsinLanguageTeaching一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。ApproachesandMethodsinLanguageTeaching1、Approachandmethod2、Languageteaching---secondlanguageteachingorforeignlanguageteachingThisbookisabookonthehistoryoflanguageteaching,butit’smorethanthat.Accordingtotheauthors,theaimofthisbookistopresentanobjectiveandcomprehensivepictureofaparticularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfandallowsreaderstomaketheirownappraisals.Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductiontocommonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemethods.Thegoalistoenableteacherstobecomebetterinformedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions.第一章Abriefhistoryoflanguageteaching外语教学简史本章主要介绍20世纪以前的外语教学简史,通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。在这章中，我们将了解两种传统的教学法：TheGrammar-TranslationMethod（语法翻译法）和TheDirectMethod（直接法）第二章Thenatureofapproachesandmethodsinlanguageteaching外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框架中，教学法包括三个部分：1、Approach（理论）：语言理论和学习理论2、Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用3、Procedure（教学步骤）Thischapterwillpresentamodelforthedescription,analysis,andcomparisonofmethods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。第三章TheOralApproachandSituationalLanguageTeaching口语法和情景法第四章TheAudiolingualmethod听说法第五章CommunicativeLanguageTeaching交际法第六章TotalPhysicalResponse全身反应法第七章TheSilentWay沉默法第八章CommunityLanguageLearning社团学习法第九章TheNaturalApproach自然法第十章Suggestopedia暗示法2Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirstsectionofthechapter.Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethodisconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions.第十一章教学法的比较和评估这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。Thischapterexaminesmethodsfromabroaderframeworkandpresentacurriculum-developmentperspectiveonmethodology.第一章Abriefhistoryoflanguageteaching外语教学简史Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.Changesinlanguageteachingmethodsthroughouthistoryhavereflecteda.Recognitionofchangesinthekindofproficiencylearnersneed(oralproficiencyorreadingcomprehension)b.Changesintheoriesofthenatureoflanguageandoflanguagelearning.一、500年前：1、拉丁语的地位2、拉丁语的教学法3、thedeclineofLatin4、受拉丁语教学法影响的modernlanguage（如英语、德语、法语等等）的教学法这种方法就是TheGrammar-TranslationMethod二、TheGrammar-TranslationMethod1、对这种方法的评价2、这种教学法的主要特点：7点thegoalofforeignlanguagelearningreadingandwriting/speakingandlisteningvocabularyselectionsentenceaccuracygrammarthestudent’snativelanguage33、对这种教学法的批评三、Languageteachinginnovationsinthe19thcentury1、Increasedopportunitiesforcommunication:oralproficiency2、Individuallanguageteachingspecialists:C.Marcel:emphasizedtheimportantmeaninginlearningT.Prendergast:proposedthefirst“structuralsyllabus”F.Gouin:“series”四、TheReformMovement1、语言学的发展：TheInternationalPhoneticAssociation（1886年）2、Reformer的观点HenrySweet:ThePracticalStudyofLanguages（1899年）WilhelmVietor:LanguageTeachingMustStartAfresh共同的观点：6点thespokenlanguagephoneticshearthelanguagefirstwordsandsentencestherulesofgrammartranslation3、naturalmethods的兴起，其中一种就是众所周知的DirectMethod五、TheDirectMethod1、倡导者：Gouin；Sauveurfoundation:naturallanguagelearningprinciples2、BerlitzMethod:principlesandproceduresguidelines3、drawbacks六、TheColemanReport：1929intheUnitedStates七、method到底是什么？thegoalsoflanguageteachingthebasicnatureoflanguagetheselectionoflanguagecontent4principlesoforganization,sequencingandpresentationtheroleofthenativelanguageprocessbestteachingtechniquesandactivitiesandcircumstancesParticularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods.Questionfordiscussion:从语法翻译法到直接法，有了哪一些进步？.第二章外语教学法理论和方法的性质Inthischapter,wewillclarifytherelationshipbetweenapproachandmethodandpresentamodelfordescription,analysis,andcomparisonofmethods.Andthismodelwillbeusedasaframeworkforoursubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.一、Approachandmethod1、themodelofEdwardAnthony（1963）approach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearningmethod:anoverallplanfortheorderlypresentationoflanguagematerialtechnique:whichactuallytakesplaceinaclassroomAnthony’smodelservesasausefulwayofdistinguishingbetweendifferentdegreesofabstractionandspecificityfoundindifferentlanguageteachingproposals.2、themodelofMackey（1965）Mackey’smodelof