英语教学法流派英语PPT课件

1、.,1,英语教学法流派Approaches and Methods in Language Teaching,.,2,Traditional Approach Structuralist Approach Humanistic Approach Development of Communicative Approach:,Grammar-Translation Method,Direct Method,Situational Approach,Audiolingual Approach,Community Language Learning,Total Physical Response,Th

2、e Silent Way,Suggestopedia,Communicative Language Teaching,Task-Based Language Teaching,Content-Based Instruction,Overview of ELT Methodology,.,3,Grammar-Translation Method,.,4,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages

3、,.,5,The Grammar-Translation Method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.,Definition ：,.,6,It was first used in the teaching of the classical languages of Latin and Greek. In the 16th century ，grammar

4、 analysis became the basic way in foreign language teaching in Europe. Until the 19th century, grammar translation method became widely approved and used in the whole world.,Background,.,7,1. Understanding and memorization of complicated grammatical rules of languages were regarded as important mean

5、s of development mentality. 2. Grammar is regarded as the core of language ,grammar is the main content in classroom.,Theoretical base,.,8,3. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.,.,9,1. The focus on classroom is teaching and

6、practices of grammar of the target language. 2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening. 3. The native language is overused. There is little use of the target language. 4. the teacher emphasizes accuracy rather than f

7、luency .,Characteristics,.,10,1. 复习：默写单词；个别与集体背诵上一课课文第几段等等。 2. 教授新词：教师课前将本课新词的英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。 3. 讲授语法（规则动词现在进行时）：教师讲解动词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。,Procedure,.,11,4. 讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生的错误。 5. 巩固新课：学生跟教师逐句

8、朗读课文后，教师根据课文提问，学生按课文内容回答。 6. 布置作业：拼写单词；语法填空；背诵某段课文。,.,12,This method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor.,Procedure,.,13,Grammar thus provi

9、ded the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated.,.,14,E.g.:ThenextmorningIhadabadaccidentwiththe sledandhurtmyleg.Icould

10、ntstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowI hadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetent andlaydownoutofthecoldwind.,.,15,Eventually, entire texts would be tra

11、nslated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language.,.,16,Advantages,1.It can help students to have a better un

12、derstanding of the meaning of abstract words and complicated sentences. 2.It can foster students ability of reading comprehension and producing grammatically correct sentences and develop students ability of analyzing and solving problems.,.,17,3. The Grammar-Translation makes few demands on teacher

13、s although it often creates frustration for students.,.,18,Disadvantage,1.The method by definition has a very limited scope of objectives. 2.Through grammar translation, students lacked an active role in the classroom.,.,19,The direct Method,.,20,1.Definition 2. Background 3. Theory 4. The principal

14、 characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,21,Definition,The Direct Method is the learning of language in a relevant setting. No translation is allowed. Meaning is to be conveyed directly into the second language through demonstration and visual aids.,.,22,Background,In

15、 the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching. It was developed as a response to the Grammar-Translation method. One

16、 of the revolutionists was Francois Gouin.,.,23,Use the natural way to communicate, like a baby learning its mother tongue. The learning of grammar/ translating skills should be avoided because they involve the application of the MT.,Theoretical base,.,24,Classroom instruction was conducted exclusiv

17、ely in the target language. Only everyday vocabulary and sentences were taught. Grammar was taught inductively. New teaching points were introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas. 6. The learne

18、r is actively involved in using the language in realistic everyday situations. 7. Students are encouraged to think in the target language.,Characteristics,.,25,1. 讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。 2. 语法练习： 通过学生生活进行。教师先

19、请一学生（张三）起立，然后用动词现在进行时描述：,Procedure,.,26,T: Zhang, please stand up. (After Zhang stood up.) T: (To the class): Now Zhang is standing, but you are all sitting. T: (To Zhang): Zhang, please go to the door. T: (To the class, while Zhang is walking to the door): Now Zhang is walking to the door.,.,27,用不同

20、的动词做了类似的练习后，教师总结规则与不规则的动词现在分词变化规律及动词现在进行时的构成与意义。 3. 根据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。 4. 教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。 5. 学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。,.,28,Advantage,Ss correct pronunciation and better oral skills are developed because no native language is used.,.,29

21、,Disadvantage,1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2It takes much ti

22、me for teachers to explain complicated words.,.,30,The Audio-Lingual Approach,.,31,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,32,Definition,It emphasizes the teaching of listening and speaking before reading and writi

23、ng. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom,.,33,Background,1. developed in the U.S. during the Second World War 2. The government commissioned American universities to develop foreign langu

24、age program to supply the war . Army Specialized Training Programmer (ASTP) 3. The objectives of the programmer were for students to attain conversational proficiency,.,34,.,35,Structural Linguistics and Behaviorism,Theoretical base,.,36,1. It features memorization of dialogues, pattern drills, and

25、emphasis on pronunciation. 2. It emphasizes transform practice and repeated practice, forming language habits. 3. Foreign language teaching should as far as possible reducing or limiting native language interference. 4. Electronic teaching method is widely used.,Characteristics,.,37,Recognition Imit

26、ation and repetition 3. Pattern drills 4. Follow-up activities,Procedure,.,38,讲授新词与对话（课文）结合： 教师进入课堂后在黑板上画一个女孩（Sally）和一个男孩（John），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单的图画说明，动词现在进行时包含在对话中）。教师边表演对话边解释语言难点，再让学生听两遍录音。 2. 熟悉课文： 教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完毕后请几对学生上讲台对话。,.,39,3. 句型操练

27、： （1) 教师简单讲解动词现在进行时的构成后说，“Now Sally is talking to John.”，并给出动词词组：ask John a few questions, wait for her sister, plan to buy lots of things要求学生根据动词现在进行时的构成做替换练习。 （2)教师给出主语Sally, Mary, Cathy, David, Tim, she, he, we, they等，要求学生做主语替换练习。先单个学生做，再两人一组做并互相检查。,.,40,（3)用同样方法做动词现在进行时的问题和否定形式操练，直到学生能比较熟练地掌握这种句

28、型为止。 4. 听一遍录音后，要求背诵课文对话。,.,41,Advantages,1. Making language teaching possible to large groups of learners 2. Developing simple techniques and making use of language lab 3. Developing the separation of the language skills 4. It can improve students oral English.,.,42,Disadvantage,1. Boredom caused by

29、 endless pattern drills, make most of the students lose interest in learning English 2. Learners having little control over their learning 3. no language environment to study,.,43,Situational Approach,.,44,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6.

30、 Advantages and disadvantages,.,45,Definition,Situational Approach combines audio with listening, stressed in certain contexts auditory perception and visual perception combined. 来源于直接法和听说法，它是在听说法的基础上，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。,.,46,Situational Language Teaching,developed by B

31、ritish applied linguists in the 1930s to the 1960s,.,47,Background,In the 1950s situational approach produced in France . Along with the rapid development of mass media tools, foreign language teaching widely used broadcast ,movie , videotape , record and so on. Namely using modern equipment connect

32、 language and image to set up the direct connection between foreign language and objective things , combined visual perception and auditory perception.,.,48,It is based on behaviourist cognitive theory.,Theoretical base,.,49,1. It closely combines the foreign language with the situations. Meaning, c

33、ontext, situation are given a prominent place. 2. Dialogues in everyday life situations are the centre of teaching. 3. The practice techniques consist of guided repetition and substitution activities.,Characteristics,.,50,move from controlled to free practice of structures, from oral use of sentence

34、 patterns to automatic use in speech, reading and writing. perception（感知）:construct picture, bring in situations and shape representations. comprehension(理解):let students go deep into situations, understanding the text and comprehending the emotion. practice (练习):Give students a related topic and as

35、k them practice it. use(活用):Let students use it consciously in their daily life.,Procedure,.,51,Advantages,Modern technological equipment of sound, light and electricity has been widely used in teaching to make an organic combination of language and image. The language materials are chosen and arran

36、ged in terms of everyday life situations, which meet the students needs of communication. Students can learn standard pronunciation and intonation naturally.,.,52,Disadvantage,It over-emphasizes the language form and ignores the cultivation of communicative ability. It over-stress the integrate stru

37、cture and ignores the analysis and explanation of the foreign language.,.,53,Community Language Learning,.,54,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,55,Definition,Community Language Learning draws on the counselin

38、g metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.,.,56,Background,Influenced by Carl Rogers humanistic psychology , Curran, a specialist in counseling and a professor of psychology at Loyola University, Chicago, found that adults of

39、ten feel threatened by a new learning situation or fear that they will appear foolish. so it is called Counseling Learning .,.,57,It is based on the theory of humanism psychology and student-centered education.,Theoretical base,.,58,1. Community Language Learning advises teachers to take their stude

40、nts as “whole person.” 2. Whole person learning means that teachers consider not only the students intellect but also their feelings. 3. Teachers become “language counselors”. Learning happened in a harmonious environment. 4. No competition. NO pressure. 5. Depend on mother tongue, then transit to t

41、he foreign language.,Characteristics,.,59,社团语言学习法的教学实例： 步骤1: 学生围坐成圈，教师在圈外等候学生的询问。 步骤2: 学生甲举手，问教师：我想知道英文如何说“我喜欢 蓝色”。 教师：I like blue. 学生甲复述“I like blue”，录下学生甲的复述。 步骤3: 学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红 色。” 教师：I dont like blue. I like red. 学生乙复述“I dont like blue. I like red.”，录下学生乙的复述。 步骤4: 其他学生重复以上步骤，录下一定数量的对话后

42、，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。,Procedure,.,60,Advantages,Arouse students positivity Cultivate collaboration spirit It breaks up the tradition in which teacher is the center, and students reveal their main function.,.,61,Disadvantages,Arbitrary / unsystematic Impair teachers guidance function, increase

43、teachers burden Largely depend on teachers ability,.,62,Total Physical Response,.,63,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,64,Definition,TPR (Total Physical Response) is a kind of language teaching method that co

44、mbine language with action to learn a language through the body movement.,.,65,Background,It is developed by psychology professor James J. Asher at San Jose State University, California in the 1960s.,.,66,1. Psychology “memory trace”(记忆痕迹） theory. The more often a memory connection is traced, the st

45、ronger the memory will be. 2. Human brain has a biological program used to acquire any natural language on earth.,Theoretical base,.,67,1.Listening should develop before speaking 2. Students should develop their intellect by physical response to language . 3. Teachers dont force students to speak.,C

46、haracteristics,.,68,1.Teachers speak and act, students just listen and watch 2.Teacher speak , students act together with the teacher 3.Teacher and the students speak and act together 4 .Teacher speak without act, students act 5 .Teacher act without speaking ,student speak 6 .Check,Procedure,.,69,步骤

47、1: 教师在黑板上贴上有不同动物的彩色卡片； 步骤2: 教师边说“Point to the little dog.”边指出卡片上的小狗。学生只听不做。 步骤3: 教师再说“Point to the golden fish.”并指出卡片上画的金鱼。学生仍旧只听不做。 步骤4: 重复以上步骤，教其他动物名称。 步骤5: 教师示范多遍后，教师发命令，学生做动作。 步骤6: 教师可以适当变换方式，比如唱歌做动作等。 （学生的理解力达到一定程度后，可以让学生自己下命令，自己做动作。）,.,70,Advantages,1. It is fun and easy. 2. It is good for lea

48、rners who need to be active in the class. 3. Attract students to take part in the environment and remove their nervous. 4. It is memorable. Actions help strengthen the connections in the brain.,.,71,Disadvantages,1. Abstract words and sentences can not be explained easily 2. Accuracy is not focused

49、3. Only suitable for young students 4. It can be a challenge for shy students.,.,72,The Silent Way,.,73,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,74,Definition,Created by Caleb Gattegno , Silent Way is based on the p

50、remise that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible . The objective is for students to work as autonomous language learners.,.,75,Background,1. Caleb Gattegno founded The Silent Way as a method for languag

51、e learning in the early 70s, sharing many of the same essential principles as the cognitive code and making good use of the theories underlying discovery learning. 2. Basic principle: Teaching should be subordinated to learning. Teaching is to serve learning process rather than to dominate it.,.,76,

52、Discover rather than remembers or repeat Aided by physical objects Problem-solving focused,Theoretical base,.,77,The most prominent characteristic of the method was that the teacher typically stayed silent most of the time, as part of his/her role as facilitator协助者 and stimulator.,Characteristics,.,

53、78,Teaching Procedure,Teacher models a word, phrase, or sentence and then elicits learner responses. Learners then go on to create their own utterances by putting together old and new information. Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is minimal, alth

54、ough much of the activity may be teacher directed.,.,79,Advantages,respect the individual and an awareness of the individuals extraordinary cognitive powers 2. It encourages learners both to listen more carefully and then to experiment with their own production of the utterance.,.,80,Disadvantages,H

55、igh demand for teachers 2. Lack of real communication in the approach, with only highly motivated learners being able to generate real communication.,.,81,Suggestopedia,.,82,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,

56、83,Definition,Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively.,.,84,Background,保加利亚心理治疗学家罗萨诺夫（G。Losanov）根据心理治疗的一些原则提出了这一外语教学法（1978）。它的基本观点是，外语学习是有意识学习与无意识学习结合的过程，必须排除各种心理障碍，特别是消除焦虑、紧张和烦躁等情绪。因此，学生进入课堂时，周围的环境应十分

57、和谐：有令人愉快的图画和音乐相伴。教师注意使自己的态度和语言亲切，以便学生上课时进入最佳的思维与心理状态。罗萨诺夫认为，正是在这种轻松愉快的气氛和无意识之中学生能发挥最大的学习潜力。,.,85,Language learning needs involving to the whole person in the learning process: both the conscious and the unconscious self. For this to take place, a relaxing, co-operative atmosphere is necessary.,Theor

58、etical base,.,86,1.Comfortable environment 2.The use of music 3.Free Errors 4.Homework is limited,Characteristics,.,87,Teaching process,1.Presentation 2.Concert 3.Practice,.,88,Advantages,1. Learning Environment: relaxed 2. Thinking highly of students feeling 3. Arousing students interests and poten

59、tial to memorize 4. The emphasis of interaction 5. The treatments to students mistakes,.,89,Disadvantages,1. limited by the curriculum, students motivation, financial limitation, number of students, etc. 2.它要求学生有较强的自觉性，如使用不当，容易产生学生自流或语言基础知识掌握不牢固的后果。,.,90,Communicative Language Teaching,.,91,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,.,92,Definition,CLT is one possible solution to bridge the gap between classroom language teaching and real-life language use. The