《语言教学的流派第二版》自己的笔记

1、第一章 A brief history of language teaching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) is a grammar-based method in which principles of grammatical and lexical gradation are used and new

2、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 were as follows:1. L

3、anguage teachingbegins with the spoken language. Material is taught orally.2. The target language is the language of the classroom.3. New language points are introduced and practiced situationally.4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary

4、is covered.5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.三、Approach1、 Theory of language1 a type of British " structuralism ” .2 One distinctive feature: structures must be linked to situat

5、ions in which they could be used3 Language was viewed asourposeful activity related to goals and situations in the real world.2、Theory of learninga type of behaviorist habit-learning theory (three processes in learning a language)(1) . Language learning as habit formation(2) .An inductive approach i

6、s 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 pronunciation and grammar is regarded as crucial.(3) .

7、 Automatic control of basic structures and sentence patterns is fundamental.(4) . Writing derives from speech.2、The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、Types of learning and tea

8、ching activities(1) SLT employs a situational approach to presenting new sentence patterns and drill-based manner to 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,

9、 substitution 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 skillful manipulator、 on the lookout for errorsThe teacher is essential to the success of the method.6、T

10、he role of instructional materials(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe 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 s

11、entence patterns 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 exercises

12、The sequence of 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

13、speaking and listening 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 analysisThe audiolingual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely use

14、d in many other parts of the world.一、BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.情境法与听说法的异同There are many similarities between situational language teaching and audiolingualism.1. Th

15、e order in which language skills 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 b

16、ehavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar 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 (

17、1950s): a reaction to traditional grammar The primary medium of language isoral: speech is language.2、Theory of learningBehavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned

18、more effectively if the items to be learned in the 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 deduct

19、ive.4. The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design1、Objectives.Short-range objectives： Listening comprehension, accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives : To develop in

20、 the students the same types of abilities that native speakers have2、The syllabusA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writing3、Types of learning and teaching activitiesDialoguesDri

21、lls - Various kinds of drills : repetition, inflection, replacement4、Learner rolesOrganisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little control5、Teachers rolesCentral and activeModels the target languageControls the direction and pace

22、 of learningMonitors and corrects the learners ' performance6、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 l

23、esson the following procedures will be observed:a. Recognition;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 and language learning and the practical results fell short of ex

24、pectation.2、the theoretical attack: Noam Chomsky ' s theory of transformational grammar 第五章 Total Physical ResponseTotal Physical Response is 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

25、 at SanJose State University, California.一、Background1、the “trace theory " 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 foreig

26、n language at an introductory level二、Approach1、Theory of languagestructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstraction<Bio-program> the central role of comprehension in language learning language can be internalized as wholes or chunks2、Theory

27、of learningReminiscent of the views of behavioral psychology: a stimulus-response viewLearning hypotheses ( to facilitate or inhibit foreign language learning )According to Asher, the language learning theories are similar to those of otherbehavioral psychologists. The principals that help elaborate

28、 his idea are:1. Second language learning is parallel to first language learning and should 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. Adults should us

29、e right-brain motor activities, while the left hemisphere watches and learns.三、Design1、ObjectivesThe general objectives: to teachoral 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 TP

30、R classesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of its organizationImperative drills are the major classroom activity.Role plays： center on everyday situationSlide presentationsReading and writing

31、 activities4、Learner rolesA primary role : listener and peformer Have little influence over the content Monitor and evaluate their own progress5、Teacher rolesActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity;

32、having too narrow a tolerance for errors6、The role of instructional materialsNo basic text, materials and realia play an increasing role in later learning stages. Student kits that focus on specific situations (supporting materials)四、ProcedureAsher' s account of a course:ReviewNew commandsRole r

33、eversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.It represents a useful techniques ands compatible with other approaches to teaching.4 .Trait1. It uses psych

34、omotor systems to teach.5 2. It support kinesthetic learning style, which is good for those who need to be active in thclass.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. I

35、t is a lot of fun, students enjoy it and it can be a real stirrer in the 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 C

36、uisiniere rods (wooden sticks of differentlengths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the l

37、earner discovers or creates. (discovery learning)Learning is facilitated by accompanying 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

38、 the way each language is Composed of phonological and suprasegmentalA structural approachVocabulary as a central dimension2、Theory of learningSurrenderArtificial approach The self of the learner Learning to learn三、Design1、ObjectivesThe general objectives: to give beginning level students oral and a

39、ural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageTeach learners how to learn a language2、 The syllabusa basically structural syllabus vocabulary3、Types of learning and teaching activitiessimple linguistic tasks responses to c

40、ommands, questions and visual cues4、Learner rolesLearners are expected to develop independence, autonomy and responsibility.Learners exert a strong influence over each other' s learning.Playing varying roles5、Teacher rolesTeacher silence is the most demanding aspect of the Silent Way. To teach,

41、to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.6、The role of instructional materialsThe pronunciation charts The colored cuisenaire rods The vocabulary or word charts Other materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation c

42、harts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lesson Fidel chartConclusion:The actual practices of the Silent Way are much less revolutionary than might be expected.The innovations derive from the manner in which classroom activities are organized

43、, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.第七章 Community Language Learning社团语言学习法It is a method of second and foreign language teaching developed by Charles Curran. CLL is an a

44、pplication of counseling learning第询学习法)to second and foreign language teaching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group learning in small or large groups. These groups are the“Community” . T

45、he method places emphasis on the learners' personal feeltheir reactions to language learning. Learners say things which they want to talk about, in their native language. The teacher (known as “Counselor")translates the learners ' sentences foreign language, and the learner then repeats

46、 this to other members of the group.一、Background1、Rogerian counselingCharles A. Curren2、Humanistic techniques the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals, interaction betwee

47、n unequals interaction between learners and knowers, interaction between learners.2、Theory of learningContracted 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 refle

48、ction)D(discrimination) the personal commitments三、Design1、 ObjectivesExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target language Specific objectives are not addressed.2、The

49、syllabusNo conventional language syllabusTopic-based courseTeacher' s responsibility teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.3、Types of learning and teaching activitiesCombines innovative learning tasks and activit

50、ies with conventional ones. Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversation4、 Learner rolesmembers of a communitybecome counselors to other learnersFive stages5、Teacher rolesCounselorSpecific teacher roles are keyed to the five de

51、velopment stages. providing a safe environmentNote two “asides “ in the discussion of learning security.6、 The role of instructional 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、

52、 classical CLL and personal interpretations of it2、 the description of some typical activities in CLL classed3、 a protocol of what a first day' s CLL class coveredConclusion:Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner

53、communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.自己想法：学校英语角活动Ques

54、tion 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 （i示法/罗扎诺夫法）It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations and translation to present and practise language, and in particular,

55、makes use of music, visual images, and relaxation exercises to make learning more comfortable and effective.一、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning二、Approach1、Theory of

56、 languagelexis is central whole meaningful text a language to be its vocabulary and the grammar rules for organizing vocabulary2、Theory of learninga desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-pas

57、sivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Design1、Objectivesdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problems2、The syllabuscourse descriptiontime duration30 dayseach u

58、nitthe whole course3、Types of learning and teaching activitiesimitation, question and answer, role playeach unitlistening activities4Learner rolesThe mental state of the learners critical to success, mind-altering infantilization5、Teacher rolesthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in actin