(完整版)《语言教学的流派第二版》自己整理的笔记.doc

1、第 一 章Ab r i e fh i s t o r yo fl a n g u a g et e a c h i n g第二章 The nature of approaches and methods前两章很简单，详见前面中文导读第三章The oral approach and situational language teachingThe oral approach (situational language teaching) isa grammar-based method in which principles of grammatical and lexical gradatio

2、n are used and new teaching points are presented and practiced through meaningful situation-based activities.一、Background1. Two of the leaders wereHarold palmer and .2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe main characteristics of the approach w

3、ere as follows:1.Language teaching begins with the spoken language.Material is taughtorally.2.The target language is the language of the classroom.3.New language points are introduced and practicedsituationally .4. Vocabulary selection procedures are followed to ensure that anessential general servi

4、ce vocabulary is covered.5. Items ofgrammar are graded by their complexity.6. (three processes in learning a6. Reading and writing are introducedonce a sufficient lexical andgrammatical basis is established.三、 Approach1、 Theory of language1a type of British“structuralism”.2One distinctivefeature : s

5、tructuresmust be linked to situationsin which they could be used3 Language was viewed aspurposeful activity related to goals andsituations in the real world.2、Theory of learninga type of behaviorist habit-learning theory language)(1). Language learning as habit formation(2).An inductive approach is

6、used to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、 Design1、Objectives:(1). Practical command of the four basic skills of language(2).Accuracy in both pronunciationand grammaris regarded as crucial.(3).Automati

7、c control of basic structuresand sentence patterns is fundamental.(4). Writing derives from speech.2、The syllabus(1)A structuralsyllabus a listof the basic structuresand sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns 3、Types of learning and teaching activit

8、ies(1) SLT employsa situational approachto presenting new sentence patternsand a drill-based mannerto practicing the new sentence patterns(2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures(3) Practice techniques: guided repetition, substitution

9、activities, pair practice4、Learner roles(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learning5、Teacher rolesThreefold:a model、 a skillfulmanipulator 、on the lookout for errorsThe teacher is essential to the success of the method.6、The role of instr

10、uctional materials(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The teacher is expected to be the master of his textbook.五、 ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentencepattern

11、s to their automatic use in speech, reading and writing.The teaching of a structure: four partsPronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesThe sequence of

12、 activities:Listening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking andlist

13、ening before reading and writing (b) uses dialogues and drills. (c) discourages use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely used in many other

14、 parts of the world.一、BackgroundThe combination of aural-oral procedures,structural linguistic theory, and behaviorist psychologycontrastive led to theanalysis, AudiolingualMethod.情境法与听说法的异同Therearemany similaritiesbetweensituationallanguageteachingandaudiolingualism.1. The order in which language s

15、kills are introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that c

16、haracterize audiolingualism. The similarities of the two methods reflectsimilar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.二、Approach1、Theory of languageStructural linguistics(1950s): a reaction to traditi

17、onal grammarThe primary mediumof language isoral: speech is language.2Theory of learningBehavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to

18、 be learned inthe target language are presented in sporken form before they are seen in written form.3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.The meaning of word can be

19、learned in a linguistic and cultural context and not in isolation.三、Design1ObjectivesShort-range objectives：Listening comprehension、accuratepronunciation, reading comprehension and production of correctsentences in writing.Long-range objectives：To develop in the students the same typesof abilities t

20、hat native speakers have2The syllabusA linguistic syllabus:phonology, morphology, and syntax of the languageA lexical syllabusof basic vocabularyLanguage skills:listening, speaking, reading, writing3Types of learning and teaching activitiesDialoguesDrills - Various kinds of drills : repetition, infl

21、ection, replacement 4 Learner rolesOrganisms that can be directed by skilled training techniques to producecorrect responsesa reactive role, have little control5、Teachers rolesCentral and activeModels the target languageControls the direction and pace of learningMonitorsand corrects the learners per

22、formance6、The role of instructional materialsTextbookTape recorders and audiovisual equipment四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lessonthe following procedures will beobserved:a. Recogni

23、tion;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、Criticism on two fronts: the theoretical foundations（both in language andlanguage learning） and the practical results fell short of expectation.2、the theoretical attack: Noam Chomskys theory of

24、 transformational grammar第五章 Total Physical ResponseTotal Physical Responseis a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jose State University,California.一、Background1、the “trace th

25、eory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach5、a tradition: the use of physical actions to teach a foreign language at an introductory level二、Approach1、Theory of languagestructura

26、list or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions) <Bio-program> the central role of comprehension in language learninglanguage can be internalized as wholes or chunks2、Theory of learningReminiscent of the views of behavioral psychology: a stimulus

27、-responseviewLearning hypotheses ( to facilitateor inhibitforeignlanguage learning)According to Asher, the language learning theories are similar to thoseof otherbehavioralpsychologists.The principalsthathelp elaboratehisidea are:1. Second language learning isparallelto first languagelearning andsho

28、uld reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.4.Adultsshoulduse right-brainmotoractivities,whilethelefthemisphere watches and learns.三、Design1、Objectives

29、The general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated.2、The syllabus :Be inferred from an analysis of the exercise types employed in TPR classesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to b

30、oth the global meaning of language and the finer details of its organization3、Types of learning and teaching activitiesImperative drills are the major classroom activity.Role plays ：center on everyday situationSlide presentationsReading and writing activities4、Learner rolesA primary role : listener

31、and performerHave little influence over the contentMonitor and evaluate their own progress5、Teacher rolesActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions:illusionof simplicity;having too narrow a tolerancefor errors6、The role of ins

32、tructional materialsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)四、ProcedureAshers account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has

33、 enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.It represents a useful techniques and is compatible with other approaches to teaching.4.Trait1. It uses psychomotor systems to teach.s2. It support kinesthetic learning sty

34、le, which is good for those who need to be active inclass.3.Command forms used to convey information.4.It works well with mixed-ability classes.5.It is very memorable, and it really helps students to remember phrases or words.6.It is a lot of fun, students enjoy it and it can be a real stirrer in th

35、e class.7.It is very effective with teenagers and young learners.第六章 The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) thatthe te

36、acher uses to help the students to talk. Themethod takes itsnamefrom the relativesilenceof theteacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by acc

37、ompanying physical objects.Learning is facilitated by problem solving.二、Approach1、Theory of languageGattegno views language as a substitute for experience.By the " spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structur

38、al approachVocabulary as a central dimension2、Theory of learningSurrenderArtificial approachThe self of the learnerLearning to learn三、Design1、ObjectivesThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practic

39、al knowledge of the grammar of the languageTeach learners how to learn a language2、 The syllabusa basically structural syllabusvocabulary3、Types of learning and teaching activitiessimple linguistic tasksresponses to commands, questions and visual cues4、Learner rolesLearners are expected to develop i

40、ndependence, autonomy and responsibility.Learners exert a strong influence over each others learning.Playing varying roles5、Teacher rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.6、

41、The role of instructional materialsThe pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practiceof sentence patterns,structure,and vocabulary(usingthe rodsand charts)A sample

42、lessonFidel chartConclusion:The actualpracticesof the SilentWayare muchless revolutionarythan mightbe expected.The innovationsderivefrom the manner in which classroom activitiesare organized,the indirectrolethe teacheris requiredto assume in directingand monitoring learner performance, the responsib

43、ility placed upon learners,and the materials used.第七章Community Language Learning社团语言学习法Itisteachinga method of developed bysecond and foreignCharlesCurran.languageCLL isanapplication of counseling learning( 咨询学习法 )to second and foreign language teaching and learning. It uses techniques developed in

44、group counseling to help people with psychological and emotional problems. Themethod makes use of group learning in small or largegroups. These groups are the “Community”. The methodplaces emphasis on the learners personal feelings and their reactions to language learning. Learners say things which

45、they want to talk about, in their nativelanguage.The teacher(knownas“Counselor”)translates the learners sentence into the foreignlanguage, and the learner then repeats this to other members of the group.一、Background1、Rogerian counseling Charles A. Curren2、Humanistic techniques： the whole person3、Lan

46、guage alternation二、Approach1、Theory of languageTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals, interaction betweenunequalsinteraction between learners and knowers, interaction between learners.2、Theory of learningContracted

47、with traditional views (a putative learning view, the behavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、Design1、 ObjectivesExplicit linguistic or communicative objectiv

48、es arenotdefined.Teacher transfers knowledge and proficiency to the learner. Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.2、The syllabusNo conventional language syllabusTopic-based courseTeachers responsibility： teachertransfersknowledge and pr

49、oficiencyto the learnerGoal: attenting near-native like mastery of the target language.3、Types of learning and teaching activitiesCombines innovative learning tasks and activities with conventional ones. Translation, Group Work, Recording, Transcription, Analysis,Reflection and observation, Listenin

50、g, Free conversation4、 Learner rolesmembers of a communitybecome counselors to other learnersFive stages5、Teacher rolesCounselorSpecific teacher roles are keyed to the five development viding a safe environmentNote two“asides ” in the discussion of learning security.6、 The role of instruct

51、ional materialsA textbook is not considered a necessary component.Materials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、? classical CLL and personal interpretations of it2、? the description of some typical activities in CLL classed3、? a protocol of

52、 what a first days CLL class coveredConclusion:Community Language Learning is the most responsive of the methods we havereviewed in terms of itssensitivityto learnercommunication intent.Itplacesunusual demands on language teachers. Critics of Community Language Learningquestionmany aspects of CLL. Supportersof CLL emphasize the positivebenefitsof a method that centered on the learner and stresses the humanistic side oflanguage learning.自己想法：学校英语角活动Question for discussion:社团学习法把语言学习过程比作是咨询过程，你们觉得这个比喻合适吗？为什么？第八章SuggostopediaSuggestopedia/Lozanov Method ( 暗示法/ 罗扎诺夫法)Itisam