《语言教学的流派》课程教案

《语言教学的流派》课程教案《语言教学的流派》课程教案课程介绍：对外汉语教学是一门新兴的学科，属于应用语言学，狭义的应用语言学指的就是语言教学，因此对外汉语教学要从外语教学的研究中吸取营养。国外的外语教学研究较早，成果丰富，我们一定要去借鉴，才可能根据汉语特点来推动对外汉语教学法的研究。这门课程是对外汉语专业本科生的专业选修课，其目的在于让学生直接阅读外文资料，并在学习的过程中学习理论分析的方法，提高理论和学术素养。要求：1、熟悉每章的keywords2、MakepresentationinEnglish3、积极参加课堂讨论4、认真预习和完成课后作业5、期末考查方式：passagetranslation(英译汉)教材介绍：20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。JackC.Richard和TheodoreS.Rodgers所著的ApproachesandMethodsinLanguageTeaching一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。ApproachesandMethodsinLanguageTeaching1、Approachandmethod2、Languageteaching---secondlanguageteachingorforeignlanguageteachingThisbookisabookonthehistoryoflanguageteaching,butit’smorethanthat.Accordingtotheauthors,theaimofthisbookistopresentanobjectiveandcomprehensivepictureofaparticularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfandallowsreaderstomaketheirownappraisals.Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductiontocommonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemethods.Thegoalistoenableteacherstobecomebetterinformedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions.第一章Abriefhistoryoflanguageteaching外语教学简史本章主要介绍20世纪以前的外语教学简史通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。在这章中，我们将了解两种传统的教学法：TheGrammar-TranslationMethod（语法翻译法）和TheDirectMethod（直接法）第二章Thenatureofapproachesandmethodsinlanguageteaching外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框架中，教学法包括三个部分：1、Approach（理论）：语言理论和学习理论2、Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用3、Procedure（教学步骤）Thischapterwillpresentamodelforthedescription,analysis,andcomparisonofmethods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。第三章TheOralApproachandSituationalLanguageTeaching口语法和情景法第四章TheAudiolingualmethod听说法第五章CommunicativeLanguageTeaching交际法第六章TotalPhysicalResponse全身反应法第七章TheSilentWay沉默法第八章CommunityLanguageLearning社团学习法第九章TheNaturalApproach自然法第十章Suggestopedia暗示法Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirstsectionofthechapter.Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethodisconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions.第十一章教学法的比较和评估这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。Thischapterexaminesmethodsfromabroaderframeworkandpresentacurriculum-developmentperspectiveonmethodology.第一章Abriefhistoryoflanguageteaching外语教学简史Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.Changesinlanguageteachingmethodsthroughouthistoryhavereflecteda.Recognitionofchangesinthekindofproficiencylearnersneed(oralproficiencyorreadingcomprehension)b.Changesintheoriesofthenatureoflanguageandoflanguagelearning.一、500年前：1、拉丁语的地位2、拉丁语的教学法3、thedeclineofLatin4、受拉丁语教学法影响的modernlanguage（如英语、德语、法语等等）的教学法这种方法就是TheGrammar-TranslationMethod二、TheGrammar-TranslationMethod1、对这种方法的评价2、这种教学法的主要特点：7点thegoalofforeignlanguagelearningreadingandwriting/speakingandlisteningvocabularyselectionsentenceaccuracygrammarthestudent’snativelanguage3、对这种教学法的批评三、Languageteachinginnovationsinthe19thcentury1、Increasedopportunitiesforcommunication:oralproficiency2、Individuallanguageteachingspecialists:C.Marcel:emphasizedtheimportantmeaninginlearningT.Prendergast:proposedthefirst“structuralsyllabus”F.Gouin:“series”四、TheReformMovement1、语言学的发展：TheInternationalPhoneticAssociation（1886年）2、Reformer的观点HenrySweet:ThePracticalStudyofLanguages（1899年）WilhelmVietor:LanguageTeachingMustStartAfresh共同的观点：6点thespokenlanguagephoneticshearthelanguagefirstwordsandsentencestherulesofgrammartranslation3、naturalmethods的兴起，其中一种就是众所周知的DirectMethod五、TheDirectMethod1、倡导者：Gouin；Sauveurfoundation:naturallanguagelearningprinciples2、BerlitzMethod:principlesandproceduresguidelines3、drawbacks六、TheColemanReport：1929intheUnitedStates七、method到底是什么？thegoalsoflanguageteachingthebasicnatureoflanguagetheselectionoflanguagecontentprinciplesoforganization,sequencingandpresentationtheroleofthenativelanguageprocessbestteachingtechniquesandactivitiesandcircumstancesParticularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods.Questionfordiscussion:从语法翻译法到直接法，有了哪一些进步？500yearsago,Latinwasthedominantlanguageofeducation,commerce,religion,andgovernmentintheWesternworld.ButLatinwasnotalanguageofspokenandwrittencommunication.Itwasadeadlanguage.ChildrenentergrammarschooltolearnLatininordertoreadclassicalworksoffamousLatinwriterssuchasVirgil,Ovid,andCiceroandtodevelopintellectualabilities.Latinwastaughtthroughrotelearningofgrammarrules,translationandpracticeinwritingsamplesentences.Ineighteenthcentury,“modern”languagessuchasEnglish,FrenchandItalianbegantoenterEuropeanschools,andtheyweretaughtusingthesamewaythatwereusedforteachingLatin.Textbooksconsistedofabstractgrammarrules,listsofvocabulary,andsentencesfortranslation.Thesesentenceswereconstructedtoshowthegrammarrulesandhadnorelationtothelanguageofrealcommunication.Bythenineteenthcentury,thisapproachbasedonthestudyofLatinhadbecomethestandardwayofstudyingforeignlanguagesinschools,whichbecameknownastheGrammar-TranslationMethod.WhatweretheprincipalcharacteristicsofGrammar-TranslationMethod?1、thegoalofforeignlanguagestudyistolearnalanguageinordertoreaditsliteratureorinordertobenefitformthementaldisciplineandintellectualdevelopmentthatresultfromforeignlanguagestudy.2、Readingandwritingarethemajorfocus.3、Vocabularyselectionisbasedsolelyonthereadingtexts,andwordsaretaughtthroughbilingualwordlist,dictionarystudy,andmemorization.4、Thesentenceisthebasicunitofteachingandlanguagepractice.Thisfocusonthesentenceisadistinctivefeatureofthemethod.5、Accuracyisemphasized.6、Grammaristaughtdeductively---bypresentationandstudyofgrammarrules,whicharethenpracticedthroughtranslationexercises.7、Thestudent’snativelanguageisthemediumofinstruction.Explainnewitemsandmakecomparisonsbetweenthetwolanguages.ThegoalHowtoteachwords?Howtoteachgrammar?Whatisemphasized?TheroleofthesentenceTheroleofnativelanguageInthemid-andlatenineteenthcentury,theGrammar-TranslationMethodwasquestionedandrejectedinEuropeancountries.Inthemidnineteenthcentury,increasedopportunitiesforcommunicationamongEuropeanscreatedademandfororalproficiencyinforeignlanguages,butthepubliceducationsystem,thatissecondaryschools,wasseentobefailinginitsresponsibilities.InGermany,England,France,newapproachestolanguageteachingweredevelopedbyindividuallanguageteachingspecialists.Eachofthemuseaspecificmethodforreformingtheteachingofmodernlanguages.Marcel,Prendergast,GouinEducatorsrecognizedtheneedforspeakingproficiencyratherthanreadingcomprehension,grammar,orliteraryappreciationasthegoalofforeignlanguageprograms;thereareaninterestinhowchildrenlearnlanguages,whichpromptedattemptstodevelopteachingprinciplesfromobservationandreflectionsaboutchildlanguagelearning.ButtheideasandmethodsoftheseinnovatorssuchasMarcel,Prendergast,Gouinweredevelopedoutsidethecontextofestablishedcirclesofeducation,sotheirideasfailedtoreceivewidespreadsupportorattention.Bytheendofthenineteenthcentury,teachersandlinguistsbegantowriteabouttheneedfornewapproachestolanguageteaching.ThiseffortbecameknownastheReformMovementinlanguageteaching.Fromthe1880s,thedisciplineoflinguisticswasrevitalized.Phonetics—thescientificanalysisanddescriptionofthesoundsystemsoflanguages—wasestablished.Linguistsemphasizedthatspeech,ratherthanthewrittenwords,wastheprimaryformoflanguage.In1886,theInternationalPhoneticAssociationwasfounded,theInternationalPhoneticAlphabetwasdesigned.TheIPAwastousedtorecordaccuratelythesoundsofanylanguageinwrittenforms.Oneoftheearliestgoalsoftheassociationwastoimprovetheteachingofmodernlanguage.Itadvocated:1、studythespokenlanguage2、phonetictraining—toestablishgoodpronunciationhabits3、theuseofconversationtextsanddialogues4、grammaristaughtinductively5、teachingnewmeaningthroughestablishingassociationwithinthetargetlanguageratherthanbyestablishingassociationwiththemothertongueLinguiststoobecameinterestedinthecontroversiesthatemergedaboutthebestwaytoteachforeignlanguages.HenrySweetthoughtthatteachingapproachesshouldbebasedonascientificanalysisoflanguageandastudyofpsychology.Hesetforthfourprinciplesforthedevelopmentofteachingmethod:1、selectcarefullywhatistobetaught2、imposinglimitsonwhatistobetaught3、arrangingwhatisbetaughtintermsofthefourskills4、gradingmaterialsfromsimpletocomplexGermanscholarWelhemVieterstronglycriticizedtheinadequaciesofGrammar-TranslationMethodandstressedthevalueoftrainingteachersinthenewscienceofphonetics.Hearguedthattraininginphoneticswouldenableteacherstopronouncethelanguageaccurately.Inhisopinions,speechpatterns,ratherthangrammar,werethefundamentalelementsoflanguage.Althoughthereformersinthelatenineteenthcenturyoftendifferedinthespecificprocedurestheyadvocatedforteachingalanguage,ingeneraltheybelievedthat:1、thespokenlanguageisprimary,methodologyshouldbeoral-based2、phoneticsshouldbeappliedtoteachingandtoteachertraining3、listeningfirst4、wordsshouldbepresentedinsentences,sentencesshouldbepracticedinmeaningfulcontext5、grammarshouldbetaughtinductively6、notranslationTheseprinciplesprovidedthetheoreticalfoundationsforaprincipledapproachtolanguageteaching.Theyalsoreflectthebeginningsofthedisciplineofappliedlinguistics-----thatbranchoflanguagestudyconcernedwiththescientificstudyofsecondorforeignlanguageteachingandlearning.Andatthesametime,therewasaninterestindevelopingprinciplesforlanguageteachingoutofnaturalisticprinciplesoflanguagelearning,suchasareseeninfirstlanguageacquisition.ThisledtonaturalmethodsandthedevelopmentofwhatcamebeknownastheDirectMethod.Infactatvarioustimesthroughthehistoryoflanguageteaching,attemptshavebeenmadetomakesecondlanguagelearningmorelikefirstlanguagelearning.MontaignedescribedhowhewasentrustedtoaguardianwhoaddressedhimexclusivelyinLatinforthefirstyearsofhislife,sinceMontaigne’sfatherwantedhissontospeakLatinwell.Inthenineteenthcentury,L.Sauveurusedintensiveoralinteractioninthetargetlanguage,employingquestionsasawayofpresentingandelicitinglanguage.HismethodwasreferedtoastheNaturalMethod.Sauveurarguedthataforeignlanguagecouldbetaughtwithouttranslation,ortheuseofthelearner’snativetongue,ifmeaningwasconveyeddirectlythroughdemonstrationandaction.In1884,theGermanscholarFrankewroteonamonolingualapproachtoteaching.AccordingtoFranke,alanguagecouldbestbetaughtbyusingitactivelyintheclassroom.Ratherthatusinganalyticalproceduresthatfocusonexplanationofgrammarrulesinclassroomteaching,teachermustencouragedirectandspontaneoususeoftheforeignlanguageintheclassroom.Learnersareabletoinducerulesofgrammar.Theteacherreplacethetextbookintheearlystagesoflearning.Knownwordswouldbeusedtoteachnewwords,usingdemonstrationandpictures.DirectMethodwasthemostwidelyknownofthenaturalmethods.ItwasofficiallyapprovedinFranceandGermanyattheturnofthecenturyandbecamewidelyknownintheUnitedStatesthroughitsusebySauveurandMaximilianBerlitzinsuccessfulcommerciallanguageschools.Inface,BerlitzreferredtothemethodinhisschoolsastheBerlitzMethod.Principlesandprocedures:1、targetlanguageonly2、everydayvocabularyandsentencesweretaught3、oralcommunicationskillswerebuildupinacarefullygradedprogressionorganizedaroundquestion-and-answerexchangesbetweenteachersandstudentsinsmall,intensiveclasses4、grammarwastaughtinductively5、newteachingpointswereintroducedorally.6、Concretevocabularyandabstractvocabulary7、Speechandlisteningcomprehension8、CorrectpronunciationandgrammarwereemphasizedGuidelinesforteachingorallanguageincontemporaryBerlitzschools.TheDirectMethodwasquitesuccessfulinprivateschoolsbecauseofthehighmotivationofpayingclientsandtheuseofnative-speakingteachers.Butitoveremphasizedanddistortedthesimilaritiesbetweennaturalisticfirstlanguagelearningandclassroomforeignlanguagelearningandfailtoconsiderthepracticalrealitiesoftheclassroom.Also,itlackedasoundbasisinappliedlinguistictheory,andforthisreasonitwasoftencriticizedbythereformersoftheReformMovement.Itrequiredteacherswhowerenativespeakersorhadnative-likefluencyintheforeignlanguage.Itwaslargelydependentontheteacher’sskills,andnotallteacherswereproficientenoughintheforeignlanguage.Criticsalsopointedoutthatsometimeasimplebriefexplanationinthestudentsnativetonguewouldhavebeenamoreefficientwaytocomprehension.Bythe1920s,useoftheDirectMethodinnoncommercialschoolsinEuropehasdeclined.InFranceandGermanyitwasmodifiedintoversionsthatcombinedsomeDirectMethodtechniqueswithmorecontrolledgrammar-basedactivities.Astudybegunin1923onthestateofforeignlanguageteachingconcludedthatnosinglemethodcouldguaranteesuccessfulresults.Thegoaloftryingtoteachconversationskillswasconsideredimpracticalinviewoftherestrictedtimeavailableforforeignlanguageteachinginschools,thelimitedskillsofteachers,andtheperceivedirrelevanceofconversationskillsinaforeignlanguagefortheaverageAmericancollegestudent.Thestudy—publishedastheColemanReport—advocatedthatamorereasonablegoalforaforeignlanguagecoursewouldbeareadingknowledgeofaforeignlanguage,achievedthroughthegradualintroductionofwordsandgrammaticalstructuresinsimplereadingtexts.ThemainresultofthisrecommendationwasthatreadingbecamethegoalofmostforeignlanguageprogramsintheUnitedStates.ToBritishappliedlinguistHenrySweet,theDirectMethodofferedinnovationsattheleverofteachingproceduresbutlackedathoroughmethodologicalbasis.Itsmainfocuswasontheexclusiveuseofthetargetlanguageintheclassroom,butitfailedtoaddressmanyissuesthatSweetthoughtmorebasic.In1920sand1930sappliedlinguistssystematizedtheprinciplesproposedearlierbytheReformMovementandsolaidthefoundationsforwhatdevelopedintotheBritishapproachtoteachingEnglishasaforeignlanguage.SubsequentdevelopmentsledtoAudiolingualismintheUnitedStatedandtheOralApproachorSituationalLanguageTeachinginBritain.Wehaveseenfromthishistoricalsurveysomeofthequestionsthatpromptedinnovationsandnewdirectionsinlanguageteachinginthepast:1、Whatshouldthegoaloflanguageteachingbe?Conversationalproficiency,reading,translation,orsomeotherskills2、Whatisthebasicnatureoflanguage?3、Whataretheprinciplesfortheselectionoflanguagecontent?4、Whatprinciplesoforganization,sequencing,andpresentationbestfacilitatelearning?5、Whatshouldtheroleofthenativelanguagebe?6、Whatprocessesdolearnersuseinmasteringalanguage?7、Whatteachingtechniquesandactivitiesworkbestandunderwhatcircumstance?Particularmethodsdifferinthewaytheyaddresstheseissues.Inthenextchapterwepresentamodelforthedescription,analysis,andcomparisonofmethods.Thismodelwillbeusedasaframeworkforoursubsequentdiscussionandanalysesofparticularlanguageteachingmethodsandphilosophies.第二章外语教学法理论和方法的性质Inthischapter,wewillclarifytherelationshipbetweenapproachandmethodandpresentamodelfordescription,analysis,andcomparisonofmethods.Andthismodelwillbeusedasaframeworkforoursubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.一、Approachandmethod1、themodelofEdwardAnthony（1963）approach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearningmethod:anoverallplanfortheorderlypresentationoflanguagematerialtechnique:whichactuallytakesplaceinaclassroomAnthony’smodelservesasausefulwayofdistinguishingbetweendifferentdegreesofabstractionandspecificityfoundindifferentlanguageteachingproposals.2、themodelofMackey（1965）Mackey’smodeloflanguageteachinganalysisconcentratesonthedimensionsofselection,gradation,presentation,andrepetitionunderlyingamethod.(textbooks)3、Anthony’smodel的不足：a)Nothingissaidabouttherolesofteachersandlearners.b)Itfailstoaccountforhowanapproachmayberealizedinamethod,orforhowmethodandtechniquearerelated.4、Ourmodel(revisedandextendedAnthony’smodel)approach---design---procedureAmethodistheoreticallyrelatedtoanapproach,isorganizationallydeterminedbyadesign,andispracticallyrealizedinprocedure.二、Approach:thenatureoflanguageandlanguagelearning1、Theoryoflanguage:threedifferenttheoreticalviewsoflanguageandthenatureoflanguageproficiencyStructuralview:languageisasystemofstructurallyrelatedelementsThetargetoflanguagelearningisseentobethemasteryofelementsofthissystem.Functionview:languageisavehiclefortheexpressionoffunctionalmeaningmeaningandfunctionInteractionalview:languageisavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.patternsofexchangeandinteractionortheinclinationsoflearners2、TheoryoflanguagelearningAlearningtheoryunderlyinganapproachormethodrespondstotwoquestions:a.Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?Process-orientedtheories:habitformation;induction;inferencing;hypothesistesting;generalizationb.Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?Condition-orientedtheories:thenatureofthehuman;physicalcontextinwhichlanguagelearningtakesplace举例说明：NaturalApproach(processandcondition)Counseling-learning(conditions)TotalPhysicalResponse(processandcondition)SilentWay(conditions)三、Design1、ObjectiveDifferenttheoriesoflanguageandlanguagelearninginfluencethefocusofamethod.Linguisticallyorientedorproduct-orientedobjectives:oralskillsgeneralcommunicationskillsbasicgrammarandvocabularyProcess-orientedobjectives判断教学法的objectives是process-orientedorproduct-oriented需要考虑两个因素：a、howmuchemphasisisplacedonvocabularyacquisitionandgrammaticalproficiencyb、howgrammaticalorpronunciationerrorsaretreatedinthemethod2、Contentchoiceandorganization:thesyllabussubjectmatter(whattotalkabout)andlinguisticmatter(howtotalkabout)contentissues:theprinciplesofselectionandgradationapriorsyllabusesandaposteriorisyllabuses3、Typesoflearningandteachingactivitiestheuseofdifferentkindsofactivitiesdifferentusesforparticularactivitytypesactivitytypes4、Learnerrolesthetypesofactivitieslearnerscarryoutthedegreeofcontrollearnershaveoverthecontentoflearningthepatternsoflearnergroupingsadoptedthedegreetowhichlearnersinfluencethelearningofotherstheviewofthelearnerasprocessor,performer,initiator,problemsolver5、TeacherrolesTeacherrolesarerelatedtothefollowingissues:thetypesoffunctionsteachersareexpectedtofulfillthedegreeofcontroltheteacherhasoverhowlearningtakesplacethedegreetowhichtheteacherisresponsiblefordeterminingthecontentofwhatistaughttheinteractionalpatternsthatdevelopbetweenteachersandlearnerslearner-teacherrelationships:asymmetricalkindssymmetricalkinds6、Theroleofinstructionalmaterialstheprimarygoalofmaterialstheformofmaterialstherelationofmaterialstoothersourcesofinputtheabilitiesofteachers四、procedurethreedimensions:theuseofteachingactivities(drills,dialogues,information-gapactivities)topresentnewlanguageandtoclarifyanddemonstrateformal,communicative,orotheraspectsofthetargetlanguagethewaysinwhichparticularteachingactivitiesareusedforpracticinglanguagetheproceduresandtechniquesorcontentoftheirutterancesorsentencesClassroomtechniques,practices,andbehaviorsobservedwhenthemethodisusedresourcesintermsoftime,space,andequipmentusedbytheteacherinteractionalpatternsobservedinlessonstacticsandstrategiesusedbyteachersandlearnerswhenthemethodisbeingused在第二章讲解结束后，对第二章提出的教学法分析的基本理论框架做一总结，并要求学生一定要把握这一理论框架，因为这是后面进行教学法流派分析的基础。第三章TheoralapproachandsituationallanguageteachingThetermsOralApproachorSituationalLanguagereferanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfrom1930stothe1960s.一、Background1、HaroldPalmerandA.S.Hornby：asystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguage.2、Vocabularycontroltheroleofvocabularyacoreof2000orsowordsoccurredfrequentlyinwrittentexts1、GrammarcontrolPalmer:grammarastheunderlyingsentencepatternsofthespokenlanguageHornby:sentencepatternsintothefirstdictionaryforstudentsofEnglishasaforeignlanguage-----TheAdvancedLearner’sDictionaryofCurrentEnglish二、TheOralApproachandSituationalLanguageTeachingtheOralApproach(nottobeconfusedwiththeDirectMethod)SituationalLanguageTeaching(1960s)maincharacteristics三、Approach1、TheoryoflanguageatypeofBritishstructuralism:speech/structurethenotionofsituationoneofthedistinctivefeatures:structuresmustbelinkedtosituationsinwhichtheycouldbeusedthefunctionaltrendinBritishlinguisticssincethe1930s(J.R.FirthandM.A.K.Holliday:languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.)2、Theoryoflearningatypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)habitformationaninductiveapproachtotheteachingofgrammarsameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning四、Design1、Objectives:toteachapracticalcommandofthefourbasicskillsoflanguageAccuracyinbothpronunciationandgrammarisregardedascrucial.Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.Writingderivesfromspeech.2、Thesyllabusastructuralsyllabus—alistofthebasicstructuresandsentencepatternsawordlistsituation:themannerofpresentingandpracticingsentencepatterns3、Typesoflearningandteachingactivitiesasituationalapproach——presentingnewsentencepatternssituation:theuseofconcreteobjects,picturesandrealia,actionsandgestures(Pittman)adrill-basedmanner——practicingthenewsentencepatternspracticetechniques:guidedrepetition,substitutionactivities,pairpractice4、Learnerroleslisten,repeatandrespondstoquestionsandcommandshavenocontroloverthecontentoflearning5、TeacherrolesThreefold:amodel—thepresentationstageaskillfulmanipulatoronthelookoutforerrors—thepracticephaseteacher’sresponsibilitiesTheteacherisessentialtothesuccessofthemethod.6、TheroleofinstructionalmaterialsTextbook:containsorganizedlessonsVisualaids:consistsofwallcharts,flashcards,pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、Procedureaim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.theteachingofastructure:fourpartsthesequenceofactivities:listeningpracticechoralimitationindividualimitationisolationbuildinguptoanewmodelelicitationsubstitutiondrillingquestion-answerdrillingcorrectionConclusion:Inthemid-sixties,theviewoflanguage,languagelearning,andlanguageteachingunderlyingSituationalLanguageTeachingwascalledintoquestion.ButbecausetheprinciplesofSituationalLanguageTeaching,withitsstrongemphasisonoralpractice,grammar,andsentencepatterns,conformtotheintuitionsofmanypracticallyorientedclassroomteachers,itcontinuestobewidelyusedinthe1980s.Questionfordiscussion:在我们学习英语的过程中，我们的英语教师是否用到了情景法，如果用到了，你从学生的角度来谈谈这样的教学法是否有效？ThetermsoralapproachorsituationallanguageteachingrefertoanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfromthe1930stothe1960s.Theimpactoftheoralapproachhasbeenlonglasting,andithasshapedthedesignofmanywidelyusedEFL/ESLtextbooksandcourses,includingmanystillbeingusedtoday(forexamples:manyofL.G.Alexander’swidelyusedtextbooks).Thismethodiswidelyusedatthetimeofwriting.BackgroundTheoriginsofthisapproachbeganwiththeworkofBritishappliedlinguistsinthe1920sand1930s.TwooftheleadersinthismovementwereHaroldPalmerandA.S.Hornby.TheyattemptedtodevelopamorescientificfoundationforanoralapproachtoteachingEnglish.Theresultwasasystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguagecourse.Vocabularycontrol(lexicalcontentofalanguagecourse)Oneofthefirstaspectsofmethoddesigntoreceiveattentionwastheroleofvocabulary.Inthe1920sand1930sseverallarge-scaleinvestigationsofforeignlanguage