(完整版)3Theoralapproachandsituationallanguageteaching口语法和情景法课件

1、Chapter 3 The Oral Approach and Situational Language TeachingLi JingnaEnglish Department, College of Foreign Languages, OUCQuizTrue or False (write out the word)1) People did not study Latin after it was not spoken in daily life.2) The focus of the Grammar Translation Method is oral communication.3)

2、 During the Reform Movement, linguists decided that language should be taught in the target language.4) The goal of the Direct Method is Daily Communication.QuizDecide what of the three is related to the following statement: The Grammar Translation Method, The Reform Movement or The Direct Method5)

3、Which did not have an emphasis on good pronunciation?6) Which used demonstration to teach vocabulary?7) Which was not used in the classroom?Answers to the Quiz1) False2) False3) True4) True5) Grammar-Translation Method 6) Direct Method,7) Reform MovementThe Oral or Situational ApproachDeveloped and

4、used in Britain during the 1930s-1960sLong lasting impact on the design of EFL/ ESL textbooks and coursesStreamline English (Hartley & Viney, 1978)Access to English (Coles & Lord, 1975)Kernel Lessons Plus (ONeil, 1973)New Concept English (Alexander, 1967)It is important to understand its principles

5、and practicesBackground of the approachDissatisfied with the Direct Method, two of the leading British linguists, Harold Palmer and A. S. Hornby, developed the foundation for a more scientific approach.The work of the British phonetician Daniel Jones and the Danish linguist Otto Jespersen laid theor

6、etical foundation for a systematic study of an oral approach. The development: Vocabulary controlBelief among linguists as Palmer: vocabulary was one of the most important aspects of FL learning.Reading skill was emphasized by Michael West as the goal of FL learning in some countries, as US and Indi

7、a.Vocabulary was seen as an essential component of reading proficiency.They selected about 2,000 words based on frequency counts and produced a guide for teaching EFL, The Interim Report on Vocabulary Selection and revised as A General Service List of English Words.The development: Grammar controlBa

8、sed on his work of developing basic grammatical patterns through an oral approach in Japan, Palmer viewed grammar as the underlying sentence patterns of the spoken language.Palmer, Hornby and others analyzed and classified the English grammatical structures into sentence patterns.Those sentence patt

9、erns were incorporated into the first dictionary Advanced Learners Dictionary of Current English.The development: Grammar controlEnglish Grammar was described as in A Grammar of Spoken English on a Strictly Phonetic Basis, A Handbook of English Grammar, and Guide to Patterns and Usage in English.Wit

10、h the pioneer linguists efforts, a comprehensive methodological framework for the OA was established. The principles of OA Selection the procedures by which lexical and grammatical content was chosenGradation principles by which the organization and sequencing of content were determinedPresentation

11、techniques used for presentation and practice of items in a courseThese general principles were different from the Direct Method, which lacked a systematic basis in applied linguistic theory and practice.The impact of OA on LTThe principles of Oral Approach, accepted as British approach, were descri

12、bed in many textbooks of the 1950s-60s, as Oxford Progressive English Course for Adult Learners.An Australian, George Pittman and his colleague Gloria Tate, based on situations, developed their own teaching materials, which were widely used in Australia, New Guinea and the Pacific territories and pu

13、blished for world-wide use as The Situational English.The characteristics of the approach (1) Teaching begins with oral language.(2) Target language is the medium.(3) New language are items taught situationally.(4) Service vocabulary is covered.(5) Grammatical items are graded and taught from simple

14、 to complex ones.(6) Reading and writing are introduced on the basis of sufficient vocabulary and grammar.Why the situational language teaching?Increasing use of the term “situation” and the third principle made a key feature of OA, and Structural Situational Approach and Situational Language Teachi

15、ng become commonly used, thus Situational Language Teaching was born. “Situation” refers to the manner of presenting and practicing sentence patterns. Focused on sentence patterns as Statements, Questions, Requests, Commands, etc.Approach: Theory of LanguageStructuralism word order, structural words

16、, inflection, content wordsPrincipal classroom activity oral practice of structures based on situationsCompared with American structuralism, British structuralism reflects the functional trend, by which meaning, context, and situation were emphasized.“Nobody says anything if there is no purpose.”App

17、roach: Theory of LearningBehaviorist habit-learning theory: Three conditions: Receiving knowledge and materialsFixing them in memory by repetitionUsing them in actual practiceLearning language is to learn speech habitsUse of blind imitative drillsLike the Direct Method, the inductive approach was ad

18、opted; no explanation or translation by Teachers; learners deduce meanings of structures and vocabulary from situationsDesign: ObjectivesAll skills are important, but they are all increased through structure;Accuracy regarded crucial and errors to be avoided;Automatic control of basic structures and

19、 sentence patterns through speech work;Strong teacher control until the students really understand somethingDesign: The syllabusStructural with a word listBasic structures and sentence patterns arranged in their order of presentationStructures taught through sentencesVocabulary taught as needed for

20、sentences Example given by Frisby on p.42Design: Types of learning and teaching activitiesSituation means teacher creating a situation of introducing a new language item, with concrete objects, pictures, realia (教具), and even with actions and gestures;The form of new language items introduced with e

21、xamplesDrills used to practice themMeaning deduced not through translation but by visual aidsPractice techniques: guided repetition and substitution activities, including chorus repetition, dictation, drills, oral reading and writing, and even pair and group work.Design: Learner rolesInitially-simpl

22、y listen and repeat or respond to questions and commandsNo control over course contentAvoid errors or incorrect habits at all costLater-more active participation; initiate responses and ask each other questionsDesign: Teacher rolesPresentation phase, act as modelThen, a conductor or skillful manipul

23、ator to pull information out of students using questions, commands, etc.Lessons are teacher directed. Practice phase less controlling, but always looking for errors to add to future lessonsTeachers responsibilities summarized by Pittman on P.44.Design: The role of instructional materialsDependent on

24、 textbook and visual aidsTextbooks contains tightly organized lessons based on grammatical structures.Visual aids consist of wall charts, flashcards, pictures, stick figures (简笔画), and so on.Teacher expected to be “master of the textbook” ProcedureClassroom procedures at any level aim to:move from m

25、ore controlled to freemove from oral use to automatic use in speech, reading and writingA typical lesson plan and detailed information about procedures and activities are given on pp.44-46.ProcedureClassroom procedures at any level aim to:move from more controlled to freemove from oral use to automatic use in speech, reading and writingA typical lesson plan and detailed information about procedures and activities are given on