语言教学的流派

语言教学的流派(第2版)(当代国外语言学与应用语言学文库)(ApproachesandMethodsinLanguageTeaching)PrefacexxxiiiPartIMajortrendsintwentieth-centurylanguageteaching11ABriefHistoryofLanguageTeaching32TheNatureofApproachesandMethodsinLanguageTeaching183TheOralApproachandSituationalLanguageTeaching364TheAudiolingualMethod50PartIIAlternativeapproachesandmethods715TotalPhysicalResponse736TheSilentWay817CommunityLanguageLearning908Suggestopedia1009WholeLanguage10810MultipleIntelligences11511NeurolinguisticProgramming12512TheLexicalApproach13213Competency—BasedLanguageTeaching141PartIIICurrentcommunicativeapproaches15114CommunicativeLanguageTeaching15315TheNaturalApproach17816CooperativeLanguageLearning19217Content—BasedInstruction20418Task—BasedLanguageTeaching22319ThePost-methodsEra244Authorindex257Subjectindex261序言Thisisarevisedandreorganizedversionofthefirstedition．originallypublishedin1986．Morethanhalfofthecontentsofthisneweditionhas-beenspeciallywrittenforthisedition．Sincethefirsteditionwaspub．1ished．ithasbecomeoneofthemostwidelyreferredtobooksonteachingmethods．Sincethen，however,agreatdealhashappenedinlanguageteaching．Inplanningthisnewedition，wehavethereforemadeanumberofsubstantialchanges．Wehavedividedthebookintothreemainparts：PartIdealswithmajortrendsintwentieth．centurylanguageteaching．Thechaptersinthissectionaresubstantiallythesameasthoseinthefirsteditionbutincludeanupdatedlistofreferences．PartIIdealswithalternativeapproachesandmethods．Thissectiondescribesapproachesandmethodsthathaveattractedsupportatdifferenttimesandindifferentplacesthroughoutthelast30orsoyears．buthavegenerallynotbeenwidelyacceptedor,insomecases，havenotmaintainedsubstantialfollowings．ThechaptersonTotalPhysicalResponse，theSilentWay,CommunityLanguageLearning，andSuggestopediaareshorterversionsofchaptersfromthefirstedition．AdditionalandmorerecentreferenceshavebeenaddedtOthesechapters．Becausethesemethodsarenolongerwidelyused，ashortertreatmentseemedappropriate．Readersrequiringfullerdiscussionofthesemethodsshouldconsultthefirstedition．NewchaptersonWholeLanguage．MultipleIntelligences，NeurolinguisticProgramming，theLexicalApproach，andCompetencyBasedLanguageTeachingcompletePartII．Althoughtheselatterappr6achessharesomefeatureswithcommunicativeapproachesinPartIII．wefeelthattheyareSufficientlydistincttobegroupedwiththeotherapproachesdiscussedinPartII．4TheAudio-lingualMethodBackgroundTheColemanReportin1929recommendedareading-basedapproachtoforeignlanguageteachingforuseinAmericanschoolsandcolleges（Chapter1）．Thisemphasizedteachingthecomprehensionoftexts．Teacherstaughtfrombookscontainingshortreadingpassagesintheforeignlanguage，precededbylistsofvocabulary．Rapidsilentreadingwasthegoal，butinpracticeteachersoftenresortedtodiscussingthecontentofthepassageinEnglish．ThoseinvolvedintheteachingofEnglishasasecondlanguageintheUnitedStatesbetweenthetwoworldwarsusedeitheramodifiedDirectMethodapproach．areading．basedapproach，orareading‘oralapproachfDarian1972）．UnliketheapproachthatwasbeingdevelopedbyBritishappliedlinguistsduringthesameperiod，therewaslittleattempttotreatlanguagecontentsystematically．Sentencepatternsandgrammarwereintroducedatthewhimofthetextbookwriter．Therewasnostandardizationofthevocabularyorgrammarthatwasincluded．Neitherwasthereaconsensusonwhatgrammar,sentencepatterns，andvocabularyweremostimportantforbeginning，intermediate，oradvancedlearners．ButtheentryoftheUnitedStatesintoWorldWarIIhadasignificanteffectonlanguageteachinginAmerica．TosupplytheU．S．governmentwithpersonnelwhowerefluentinGerman，French，Italian，Chinese，Japanese，Malay,andotherlanguages，andwhocouldworkasinterpreters．code-roomassistants，andtranslators，itwasnecessarytosetupaspeciallanguagetrainingprogram．ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramsformilitarypersonnel．ThustheArmySpecializedTrainingProgram（ASTP）wasestablishedin1942．Fifty．fiveAmericanuniversitieswereinvolvedintheprogrambythebeginningof1943．