语言教学流派第三版部分流派重点整理ppt课件

1、What Approach is it,It is an approach which put emphasis on the drill-based manner of the sentence pattern practice orally in a given situation,Situational Approach,Listening practice Choral imitation Individual imitation Isolation Building up to a new model Elicitation Substitution drilling Questio

2、n-Answer drilling Correction,What Approach is it,It emphasizes the teaching of listening and speaking before reading and writing. Dialogues is the main form of language presentation and drills as the main training techniques,The Audio-Lingual Approach,phonlogical and grammatical,Drill and pattern-pr

3、actice exercises: repetition restatement transformation integration rejoinder restoration,completion inflection replacement transposition expansion contraction,sentence,word,Listening practice Repetition and memorization of the dialogue ( pronunciation/intonation/fluency/correction) Drills of the ce

4、rtain structures minimized grammatical explanation Substitution activity by students (their interest) Follow up activities(language laboratory,Early practice focus on mastery of phonological and grammatical structures rather than on mastery of vocabulary, beacause the structure is the important and

5、unique part of the language. meaning : linguistic and cultural context,What Approach is it,It is one possible solution to bridge the gap between classroom language teaching and real-life language use. The goal is to develop students communicative competence. It includes both the knowledge about the

6、language and the knowledge about how to use the language appropriately in communicative situations,Communicative Language Teaching,v,instrumental/personal/imaginative/regulatory/representational/interactional/heurisitc,match of speaker intention and hearer interpretation: paraphrase/confirmation/fee

7、dback,integrated and content level linguistic and instrumental level affective level individual learning needs curriculum,step1. Presentation of dialogue related to the learners experience with the discussion of the function and situation step2. Oral practice of each utterance of the dialogue step3.

8、 Questions and answers based on the dialogue step4. Questions and answers related to the students personal experience but centered around the dialogue theme step5. Study one of the basic communicative expressions in the dialogue or one of the structures which shows the function. step6. Learner disco

9、very activities (the functional expression or structure) four points,oral and written forms/ position in the utterance/ formality or informality/grammatical function and meaning step7.Oral intepretation activities step8.Oral production activities-proceeding from guided to freer communication activit

10、ies. pre-communicative activities: structural activities Quasi-communicative activities communicative activities: functional communication activities social interaction activities,What Approach is it,It is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s

11、 and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious grammar study and explicit correction of student errors. The natural approach is a method of language teaching devel

12、oped by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end,The Natural Approach,1. time 2. focus on form 3. knowledge of rules,Four main issue of the input hypothesis -acquisition-I+1-fluenc

13、y-sufficient comprehensive input -foreigner talk,presentation of comprehensible input learner speech after preparation one-word answers answers using the words they have heard used by the teacher(realia is the focal point for questions) acquisition activities -the discussion of the whole classroom o

14、r groups or pairs, role plays, games in which students shares personal information and opinoins,What Approach is it,It claims that real language learning immerses Ss not merely in comprehensible input but also output in tasks that require them to negotiate meaning and engage in naturalistic and mean

15、ingful communication. It focus on learning process, not product. Tasks are the core unit of instruction in language,TaskBased Language Teaching,Gradation of tasks: the difficulty of a task: many factors, such as previous experience of the learner, the complexity of the task, the language required to

16、 undertake the task, the degree of support available,Syllabus,selection of the tasks: real-world tasks (information gap) 2. Communicative desire; (real need) 3. Content VS form; (message) 4. Variety of language; (not just one language form, free to improvise/create) 5. No teacher intervention; 6. No

17、 material control,TIPS,Background,1. The situational approach was questioned. creativity and uniqueness of individual sentences linguistic variation becomes the focus of the materials and methodology 2. the emphasis on the functional and communicative potential of language VS the mere mastery of str

18、uctures 3. Wilkins described two types of meaning, the notional categories and categories of communicative functions,Background,1. ASTP value of an intensive, oral-based approach to foreign language learning the aural-oral procedures 2. Changes of international status the emergence of American appro

19、ach to ESL Charles Fries: the Oral Approach structural linguistic theory and contrastive analysis 3. the launching of the first Russian satellite,combination of structural linguistic theory, contrastive analysis, aural-oral procedures and Behaviorist psychology,Communicative,focus on communicative a

20、nd contextual factors learner-centered and experience-centered view preconceptions (otherwise confusion or resentment) interaction with classmates rather than teachers coorperation no text no presentation of grammar rules nonstandard classroom arrangenment correction of errors is absent or infrequen

21、t,The role of the learner negotiator, communicator, contributor, interdependent the role of teachers facilitator of the communication process(participants, activities, texts) independent participant: organizer of the resourses and as a resourse himself guide researcher and learner needs analyst the meshing of speaker intention and hearer i