(完整版)《语言教学的流派第二版》自己整理的笔记

1、第一章Abriefhistoryoflanguageteaching第二章Thenatureofapproachesandmethods前两章很简单，详见前面中文导读第三章TheoralapproachandsituationallanguageteachingTheoralapproach(situationallanguageteaching)isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthr

2、oughmeaningfulsituation-basedactivities.一、Background1. TwooftheleaderswereHaroldpalmerand.2. Vocabularycontrol3. Grammarcontrol二、TheOralApproachandSituationalLanguageTeachingThemaincharacteristicsoftheapproachwereasfollows:1. Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.2. Thet

3、argetlanguageisthelanguageoftheclassroom.3. Newlanguagepointsareintroducedandpracticedsituationally.4. Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.5. Itemsofgrammararegradedbytheircomplexity.6. Readingandwritingareintroducedonceasufficientlexicala

4、ndgrammaticalbasisisestablished.三、Approach1、TheoryoflanguageatypeofBritishastructuralism”.(2Onedistinctivefeature:structuresmustbelinkedtosituationsinwhichtheycouldbeused(3Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.2、Theoryoflearningatypeofbehavioristhabit-learnin

5、gtheory(threeprocessesinlearningalanguage)(1) .Languagelearningashabitformation(2) .Aninductiveapproachisusedtotheteachingofgrammar(3) .Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.四、Design1、Objectives:(1) .Practicalcommandofthefourbasicskillsoflanguage(2)

6、.Accuracyinbothpronunciationandgrammarisregardedascrucial.(3) .Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.(4) .Writingderivesfromspeech.2、Thesyllabus(1) Astructuralsyllabusalistofthebasicstructuresandsentencepatterns(2) Situation:themannerofpresentingandpracticingsentencepatte

7、rns3、Typesoflearningandteachingactivities(1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns(2) Situation：theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures(3) Practicetechniques:guidedrepetition,substitut

8、ionactivities,pairpractice4、Learnerroles(1) Listen,repeatandrespondstoquestionsandcommands(2) Havenocontroloverthecontentoflearning5、TeacherrolesThreefold:amodelaskillfulmanipulator、onthelookoutforerrorsTheteacherisessentialtothesuccessofthemethod.6、Theroleofinstructionalmaterials(1) Textbook:contai

9、nsorganizedlessons(2) Visualaids:consistsofwallcharts,flashcards,pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、ProcedureAim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.Theteachingofastructure:fou

10、rpartsPronunciationRevision(topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure,orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitution

11、drillingQuestion-answerdrillingCorrection第四章TheAudiolingualMethodItisamethodofforeignorsecondlanguageteachingwhich(a)emphasizestheteachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesanddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theau

12、diolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.一、BackgroundThecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.情境法与听说法的异同Therearemanysimilarit

13、iesbetweensituationallanguageteachingandaudiolingualism.1. Theorderinwhichlanguageskillsareintroduced2. Focusonaccuracythroughdrillandpracticeinthebasicstructures3. SectencepatternsofthetargetlanguageHowever,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtie

14、stolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.二、ApproachStructurallinguistics1、Theoryoflanguage(1950s):areactiontotr

15、aditionalgrammarTheprimarymediumoflanguageisoral:speechislanguage.2、TheoryoflearningBehavioralpsychology:stimulus-responsechainsLearningprinciples:1. Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.2. Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguag

16、earepresentedinsporkenformbeforetheyareseeninwrittenform.3. Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.4. Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.三、Design1、Object

17、ivesShort-rangeobjectives:Listeningcomprehension、accuratepronunciation,readingcomprehensionandproductionofcorrectsentencesinwriting.Long-rangeobjectives:Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave2、ThesyllabusAlinguisticsyllabus:phonology,morphology,andsyntaxofthelanguageAlex

18、icalsyllabusofbasicvocabularyLanguageskills:listening,speaking,reading,writing3、TypesoflearningandteachingactivitiesDialoguesDrills-Variouskindsofdrills:repetition,inflection,replacement4、LearnerrolesOrganismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponsesareactiverole,havelitt

19、lecontrol5、TeachersrolesCentralandactiveModelsthetargetlanguageControlsthedirectionandpaceoflearningMonitorsandcorrectsthelearners'performance6、TheroleofinstructionalmaterialsTextbookTaperecordersandaudiovisualequipment四、Procedure1、Theprocessofteachinginvolvesextensiveoralinstruction2、Theprocedu

20、restheteachershouldadopt(Brook)3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved:a. Recognition;b. Imitationandrepetitionc. Patternsdrill:d. Follow-upactivities五、ThedeclineofAudiolingualism1、Criticismontwofronts:thetheoreticalfoundations(bothinlanguageandlanguagelearning)andthepract

21、icalresultsfellshortofexpectation.2、thetheoreticalattack:NoamChomsky'stheoryoftransformationalgrammar第五章TotalPhysicalResponseTotalPhysicalResponseisalanguagelearningmethodbasedonthecoordinationofspeechandaction.ThismethodoflearningwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniv

22、ersity,California.一、Background1、the“tracetheory”ofmemoryinpsychology2、developmentalpsychology:childfirstlanguageacquisition3、humanisticpsychology:theroleofaffectivefactors4、ComprehensionApproach5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel二、Approach1、Theoryoflangua

23、gestructuralistorgrammar-basedviewsoflanguagedetailedcognitivemap(abstractionsandnonabstractions)<Bio-program>thecentralroleofcomprehensioninlanguagelearninglanguagecanbeinternalizedaswholesorchunks2、TheoryoflearningReminiscentoftheviewsofbehavioralpsychology:astimulus-responseviewLearninghypo

24、theses(tofacilitateorinhibitforeignlanguagelearning)AccordingtoAsher,thelanguagelearningtheoriesaresimilartothoseofotherbehavioralpsychologists.Theprincipalsthathelpelaboratehisideaare:1.Secondlanguagelearningisparalleltofirstlanguagelearningandshouldreflectthesamenaturalisticprocesses.2.Listeningsh

25、oulddevelopbeforespeaking.3. Oncelisteningcomprehensionhasbeendeveloped,speechdevelopsnaturallyandeffortlesslyoutofit.4. Adultsshoulduseright-brainmotoractivities,whilethelefthemispherewatchesandlearns.三、Design1、ObjectivesThegeneralobjectives:toteachoralproficiencyatabeginninglevelSpecificinstructio

26、nalobjectivesarenotelaborated.2、Thesyllabus|：BeinferredfromananalysisoftheexercisetypesemployedinTPRclassesAsentence-basedsyllabusAfixednumberofitemsbeintroducedatatimeAttentiontoboththeglobalmeaningoflanguageandthefinerdetailsofitsorganization3、TypesoflearningandteachingactivitiesImperativedrillsar

27、ethemajorclassroomactivity.Roleplays:centeroneverydaysituationSlidepresentationsReadingandwritingactivities4、LearnerrolesAprimaryrole:listenerandperformerHavelittleinfluenceoverthecontentMonitorandevaluatetheirownprogress5、TeacherrolesActiveanddirectroleWellpreparedandwellorganizedTeachersfollowthee

28、xampleofparentsgivingfeedbackCautions:illusionofsimplicity;havingtoonarrowatoleranceforerrors6、TheroleofinstructionalmaterialsNobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.Studentkitsthatfocusonspecificsituations(supportingmaterials)四、ProcedureAsher'saccountofacourse:Re

29、viewNewcommandsRolereversalReadingandwritingConclusion:TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythosewhoemphasizetheroleofcomprehensioninsecondlanguageacquisition.Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching.4. Trait1.Itusespsychomotorsystemstote

30、ach.s2.Itsupportkinestheticlearningstyle,whichisgoodforthosewhoneedtobeactiveinclass.3. Commandformsusedtoconveyinformation.4. Itworkswellwithmixed-abilityclasses.5. Itisverymemorable,anditreallyhelpsstudentstorememberphrasesorwords.6. Itisalotoffun,studentsenjoyitanditcanbearealstirrerintheclass.7.

31、 Itisveryeffectivewithteenagersandyounglearners.第六章TheSilentWayItisamethodofforeign-languageteachingdevelopedbyGattegnowhichmakesuseofgesture,mime,visualaids,wallcharts,andinparticularCuisiniererods(woodensticksofdifferentlengthsandcolors)thattheteacherusestohelpthestudentstotalk.Themethodtakesitsna

32、mefromtherelativesilenceoftheteacherusingthesetechniques.一、BackgroundThepremiseoftheSilentWayThelearninghypothesesLearningisfacilitatedifthelearnerdiscoversorcreates.(discoverylearning)Learningisfacilitatedbyaccompanyingphysicalobjects.Learningisfacilitatedbyproblemsolving.二、Approach1Theoryoflanguag

33、eGattegnoviewslanguageasasubstituteforexperience.Bythe"spirit"ofthelanguageGattegnoisreferringtothewayeachlanguageisComposedofphonologicalandsuprasegmentalAstructuralapproachVocabularyasacentraldimension2、TheoryoflearningSurrenderArtificialapproachTheselfofthelearnerLearningtolearn三、Design

34、1、ObjectivesThegeneralobjectives:togivebeginninglevelstudentsoralandauralfacilityAnimmediateobjectives:toprovidethelearnerwithabasicpracticalknowledgeofthegrammarofthelanguageTeachlearnershowtolearnalanguage2、Thesyllabusabasicallystructuralsyllabusvocabulary3、Typesoflearningandteachingactivitiessimp

35、lelinguistictasksresponsestocommands,questionsandvisualcues4、LearnerrolesLearnersareexpectedtodevelopindependence,autonomyandresponsibility.Learnersexertastronginfluenceovereachother'slearning.Playingvaryingroles5、TeacherrolesTeachersilenceisthemostdemandingaspectoftheSilentWay.Toteach,totest,to

36、getoutofthewayCreateanenvironmentTeacherlikesthecompletedramatist.6、TheroleofinstructionalmaterialsThepronunciationchartsThecoloredcuisenairerodsThevocabularyorwordchartsOthermaterials四、ProcedureAstandardformatPracticeofthesounds(usingthepronunciationcharts)Practiceofsentencepatterns,structure,andvo

37、cabulary(usingtherodsandcharts)AsamplelessonFidelchartConclusion:TheactualpracticesoftheSilentWayaremuchlessrevolutionarythanmightbeexpected.Theinnovationsderivefromthemannerinwhichclassroomactivitiesareorganized,theindirectroletheteacherisrequiredtoassumeindirectingandmonitoringlearnerperformance,t

38、heresponsibilityplaceduponlearners,andthematerialsused.第七章CommunityLanguageLearning社团语言学习法ItisamethodofsecondandforeignlanguageteachingdevelopedbyCharlesCurran.CLLisanapplicationofcounselinglearning(咨询学习法)tosecondandforeignlanguageteachingandlearning.Itusestechniquesdevelopedingroupcounselingtohelpp

39、eoplewithpsychologicalandemotionalproblems.Themethodmakesuseofgrouplearninginsmallorlargegroups.Thesegroupsarethe“Community.Themethodplacesemphasisonthelearners'personalfeelingsandtheirreactionstolanguagelearning.Learnerssaythingswhichtheywanttotalkabout,intheirnativelanguage.Theteacher(knownas&

40、quot;Counselor”)translatesthelearnerssentencesintotheforeignlanguage,andthelearnerthenrepeatsthistoothermembersofthegroup.一、Background1、RogeriancounselingCharlesA.Curren2、Humanistictechniques:thewholeperson3、Languagealternation二、Approach1、TheoryoflanguageTraditionalstructuralistpositionLanguageassoc

41、ialprocessTheinteractionalviewoflanguage:interactionbetweenequals,interactionbetweenunequalsinteractionbetweenlearnersandknowers,interactionbetweenlearners.2、TheoryoflearningContractedwithtraditionalviews(aputativelearningview,thebehavioralview)Thewhole-personlearning(fivestages)Consensualvalidation

42、S(secure)A(attentionandaggression)R(retentionandreflection)D(discrimination)thepersonalcommitments三、Design1、ObjectivesExplicitlinguisticorcommunicativeobjectivesarenotdefined.Teachertransfersknowledgeandproficiencytothelearner.Goal:attainingnear-nativelikemasteryofthetargetlanguageSpecificobjectives

43、arenotaddressed.2、ThesyllabusNoconventionallanguagesyllabusTopic-basedcourseTeacher'sresponsibility:teachertransfersknowledgeandproficiencytothelearnerGoal:attentingnear-nativelikemasteryofthetargetlanguage.3、TypesoflearningandteachingactivitiesCombinesinnovativelearningtasksandactivitieswithcon

44、ventionalones.Translation,GroupWork,Recording,Transcription,Analysis,Reflectionandobservation,Listening,Freeconversation4、LearnerrolesmembersofacommunitybecomecounselorstootherlearnersFivestages5、TeacherrolesCounselorSvidingasafeenvironmentNot

45、etwo“asides"inthediscussionoflearningsecurity.6、TheroleofinstructionalmaterialsAtextbookisnotconsideredanecessarycomponent.Materialsmaybedevelopedbytheteacherasthecoursedevelops.theuseofteachingmachines四、Procedure1、?classicalCLLandpersonalinterpretationsofit2、?thedescriptionofsometypicalactivit

46、iesinCLLclassed3、?aprotocolofwhatafirstday'sCLLclasscoveredConclusion:CommunityLanguageLearningisthemostresponsiveofthemethodswehavereviewedintermsofitssensitivitytolearnercommunicationintent.Itplacesunusualdemandsonlanguageteachers.CriticsofCommunityLanguageLearningquestionmanyaspectsofCLL.Supp

47、ortersofCLLemphasizethepositivebenefitsofamethodthatcenteredonthelearnerandstressesthehumanisticsideoflanguagelearning.自己想法：学校英语角活动Questionfordiscussion: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/LozanovMethod（暗示法/罗扎诺夫法）Itisamethodofforeign-languageteachingdevelopedbytheBulgar

48、ianLozanov.Itmakesuseofdialogues,situationsandtranslationtopresentandpractiselanguage,andinparticular,makesuseofmusic,visualimages,andrelaxationexercisestomakelearningmorecomfortableandeffective.一、Background1、Suggestology2、themostconspicuouscharacteristicsofSuggestopedia3、Sovietpsychology4、mentalsta

49、tes5、thecentralityofmusicandmusicalrhythmtolearning二、Approach1、Theoryoflanguagelexisiscentralwholemeaningfultextalanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary2、Theoryoflearningadesuggestive-suggestivesensesixprincipaltheoreticalcomponents:authority,infantilization,double-planedn

50、ess,intonation,rhythm,concertpseudo-passivenessthetypeofmusictherateofpresentationofmaterialtobelearnedwithintherhythmicpattern三、Design1、Objectivesdeliveradvancedconversationalproficiencyquicklyincreasedaccesstounderstandingandcreativesolutionsofproblems2、Thesyllabuscoursedescriptiontimeduration30da

51、yseachunitthewholecourse3、Typesoflearningandteachingactivitiesimitation,questionandanswer,roleplayeachunitlisteningactivities4LearnerrolesThementalstateofthelearneriscriticaltosuccess,mind-alteringinfantilization5、Teacherrolestheprimaryroleoftheteacherexpectedteacherbehaviorsneedsthreetosixmonthstra

52、ininginacting,singing,andpsychotherapeutictechniques6TheroleofinstructionalmaterialsExpectedteacherbehaviorsDirectsupportmaterials:textandtapeIndirectsupportmaterials:classroomfixturesandmusic四、ProcedureBancroft'sdescription:afour-hourlanguageclasshasthreedistinctparts.reviewsectionThefirstpart:

53、anoralThesecondpart:newmaterialispresentedanddiscussedThethirdpart:theseanceorconcertsessionConclusion:Suggestopediahasprobablyreceivedboththemostenthusiasticandthemostcriticalresponseofanyoftheso-callednewmethods.Itisnotproductivetofurtherbelaborthescience/nonscience,date/double-talkissuesandinstea

54、dtrytoidentifyandvalidatethosetechniquesfromSuggestopediathatappeareffectiveandthatharmonizewithothersuccessfultechniquesinthelanguageteachinginventory.Questionfordiscussion;暗示法强调音乐的作用，那么音乐在外语学习过程中究竟起了怎样的作用？谈谈你们的看法。第九章TheWholeLanguage全语言法ThepurposeoftheWholeLanguagetheoryistopresentlanguagelearninga

55、sawholeprocessinpractice.Languageistaughtasawholethatisnotdividedintophonetics,vocabularyandgrammar.However,languagearetaughtbythewaysofthelistening,speaking,readingandwritingforlearnersinthecollegesoruniversities.源于母语Holistic一、BackgroundThetermwasinitiallycreatedin1980sbyGoodmanandagroupofU.S.educa

56、torsconcernedwiththeteachingofreadingandwritinginthenativelanguage.Asaholisticwaytoteachreading,wholelanguageargues:学生作为某种文化的一个成员与知识的创造者，应该受到尊重。Respectforeachstudentasamemberofacultureandasacreatorofknowledge.教师作为一名专业人士应该受至U尊重。Respectforeachteacherasaprofessional.Weseeitasanapproachbasedonkeyprincip

57、lesaboutlanguage(languageasawhole)andlearnig(writing,reading,listening,andspeakingshouldbeinteratedinlearning).二、Approach1. LanguageTheory:sociallyinternationalperspectiveThisperapectiveismostobviouslyasocialonethatviewslanguageasavehicleforhumancommunicationandinwhichthereisaninteractionalrelationshipbetweenreadersandwriters.Heavyemphasisinwholelanguageisplacedonauthenticity,"onengagementwiththeauthorsofwrittentexts,andalsoonconversation.psycho-linguisticallyperspectiveTheWholeLanguagealsoviewslanguagepsycholinguisticallyasa