Foreign Language Teaching Theories.外语教学理论

1、Foreign Language Teaching Theories,Chapter 4 Survey of FLT Approaches,A Linguistic input B Psychological input C Other inputs 1 Linguistic theories 1 Psychological theories Sociological 2 Pedagogical presen- 2 Pedagogical presen- Pedagogical tation of linguistic tation of psychological etc theories

2、theories 3 Selected elements 3 Selected elements from A2: from B2: Applied linguistics Psycholinguistics Approach Syllabus Method Materials The Genesis of an Approach,4.1 Introduction,The need for educational facilities for large groups of learners did not occur until the ever-growing demand for FLT

3、 beginning the 19th century. In ancient Greece and Rome when only a few sought to learn an L2, the common procedure was to hire a private tutor. In the Middle ages, Latin was taught to the non-initiated in an intensive and direct way: it was the medium of instruction for all subjects right from the

4、beginning.,In the Renaissance, people who wanted to learn an L2 were sent to the country in question, to acquire the necessary practical skills through direct contact with speakers of that language. FLT in classical times, in the Middle Ages and in the Renaissance showed in its approaches aspects wh

5、ich can also be found in later approaches. But a real sense of approach/method could only occur when the demand for FLT increased dramatically in the 19th century.,Generally the preference in the 18th c and a major part of the 19th c was for the grammar-translation method, and that the direct method

6、 became the vogue round about 1900. It is interesting to note that the change in methods is little time bound and for our days the two methods continue to exist in some form or other.,There have been some attempts at the classification of methods. Some classifications relate to the what of FLT: form

7、al vs functional; the formal approach considers knowledge about a language to be more important than practical skills in that language, whereas the functional approach considers practical skills, esp. oral skills, to be the main objective.,Some classifications relate to the how in the FLT: analytic

8、vs synthetic; in the former the learner is expected to achieve a command of the rules of the language directly from contact with samples of the language, while in the latter, he/she attains such a command indirectly, i.e. via explicit instruction in the rules of the language to be learned. Similar d

9、istinctions are: direct vs indirect, inductive vs deductive, empiricist vs rationalist.,4.2 The approaches / methods,4.2.1 The grammar- translation method A method which emphasizes the teaching of L2 grammar and translation practices from and into the L2 L is a system of rules to be observed in text

10、s and to be related to L1 rules and meanings. L learning is an intellectual activity involving logical analysis of the language, extensive memorization of complicated rules and paradigms, and the application of these rules and paradigms in translation exercises Little thought was given to teaching a

11、ural/oral communication,4.2.2 The direct method A method that emphasizes direct association of L2 utterances with denoted objects, actions, and persons. L is spoken. L teaching should be based on phonetics. L learning is analogous to L1 acquisition, which should give emphasis on sounds and simple se

12、ntences and direct association of language with objects and persons of the immediate environment.,4.2.3 The reading approach,A method that deliberately restricts the goal of language teaching to training in reading comprehension. A method which puts stress on autonomous silent reading and individual

13、 reading rate, characterized by detailed instructions on reading strategies, vocabulary control, graded reading materials, and rapid reading techniques.,4.2.4 The audio-lingual approach,An approach which emphasizes the primacy of the audiolingual over the graphic skills L is a system of conventional

14、 signs, a set of habits. L is virtually a stream of speech sounds. Bloomfield: L learning is over learning: anything less is of no use. The natural sequence of the four skills in learning the native language is strictly followed.,Following the prevailing notions of physical scientists, the structura

15、list linguists adopted a strongly empirical and inductive approach to the description of language. The paralell with physics is very clear: physical objects cut into smaller and smaller pieces until the ultimate the atom is reached. The structuralist procedure called immediate constituent analysis o

16、r IC analysis is to cut the components of the sentences into their immediate constituents, one cut at a time, until the process cannot be continued and the fundamental building-blocks of the sentence the morphemes have been reached: The Germans changed money at the bank,Cut,1 The Germans changed mon

17、ey at the bank 2 The Germans changed money at the bank 3 The Germans changed money at the bank 4 The Germans changed money at the bank 5 The Germans changed money at the bank 6 The Germans changed money at the bank 7 The Germans changed money at the bank 8 The Germans changed money at the bank Cut 6

18、 8 1 7 3 2 4 5,The analysis is a taxonomy which can show syntactic relationship in a clear way by means of slots and fillers of those slots: the slot directly before such items as Germans and bank etc can have fillers like the, this, those, some, many The categories are arrived at in a purely mechan

19、ical manner. Hence noun is defined as any item which can occur in the slot immediately after the.,4.2.5 Situational language teaching or oral approach,A method in which the selection, organization and presentation of language items is based on situations New teaching points are presented and practis

20、ed through situations,4.2.6 The audiovisual method,A method that makes an integrated use of the visual component filmstrip - and the audial component tape Linguistically it is oriented towards structuralism, but it does not only center around the linguistic structures, but also the situations in whi

21、ch the structures are inseparably embedded.,4.2.7 The cognitive-code approach,A language teaching approach that lays emphasis on the conscious cognition and control of language as a meaningful system L is a body of knowledge. L is a rule-governed creative activity. L learning is an intellectual acti

22、vity, a process of acquiring the phonological, grammatical, and lexical patterns of an L2.,In contrast with structuralist linguistics, TG is to be a set of overtly-stated, ordered rules by means of which we can manipulate symbols which, ultimately, through further rules, become sentences. In this wa

23、y, The Germans changed money at the bank is generated from more abstract and general symbols:,- NP VP NP - D N (AP) D - The, N - German, money, bank AP - adverb, PP PP - prep N Prep - at, in, on, of adverb - fast, next, here VP - V NP V - aux V aux - tense (m), (have+en), (be+ing) m - can, may, must

24、, shall, will V - change,Audiolingual approach Structural linguistics Behaviorism: S-R, S-R-R L as a system of conventional signs L as a set of habit Emphasis on mechanical training, on mastering sentence patterns through repeated pattern drills Four skills highly sequenced Inductive learning; learn

25、ing by analogy Rejection of MT,Cognitive-code approach Transformational-generative linguistics Cognitivism: genetic epistemology, meaningful learning L as a body of knowledge L as a rule governed creative activity Emphasis on comprehension of linguistic rules, esp. grammatical rules Four skills simu

26、ltaneously studied Deductive learning; learning by analysis Use of MT when needed,4.2.8 Functional approach,An approach that emphasizes the communicative competence as the goal of language learning; developed as a reaction away from the grammar-based approaches. Theory of language (based on sociolin

27、guistics, psycholinguistics, TG): 1. Language is a system for the expression of meaning. 2. The primary function of language is for interaction and communication.,3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely grammatical

28、and structural features, but categories of functional and communicative meaning as exemplified in discourse. (L is a dynamic, open system by means of which members of a community exchange information),Theory of learning: ( two seemingly opposing views ) Language learning comes about through using la

29、nguage communicatively, rather than through practicing language skills. The acquisition of communicative competence in a language is an example of skill development, which involves both a cognitive and a behavioral aspect. The cognitive aspect involves the internalization of plans for creating appro

30、priate behavior; the behavioral aspect involves the automation of these plans so that they can be converted into fluent performance in real time, through practice.,Teaching materials used with a communicative approach often 1. teach the language needed to express and understand different kinds of fu

31、nctions, such as enquiring, requesting, describing, informing, greeting, expressing likes and dislikes, etc. 2. are based on a notional syllabus ( one in which the content is arranged in terms of meaning of time, location, space, quantity, etc.) 3. emphasize the processes of communication, such as u

32、sing language appropriately in different types of situation; using language to perform different kinds of task, eg to solve puzzles, to get information, etc; using language for social interaction with other people.,Audio-lingual Approach Structure and form is attended more than meaning Language lear

33、ning is learning structures, sounds, or words Mastery or over-learning is sought Communicative activities only come after a long process of rigid drills and exercises Use of NT is forbidden Reading and writing are deferred till speech is mastered Language is habit, so errors must be prevented at all

34、 costs Teachers control learners and prevent them from doing anything that conflicts with the theory Accuracy is the primary goal,Communicative Language Teaching Meaning is paramount Language leaning is learning to communicate Effective communication is sought Attempts to communicate may be encourag

35、ed from the very beginning Judicious use of NT is accepted where feasible Reading and writing can start from the first day, if desired Language is created often through trial and error Teachers help learners in any way that motivates them to work with the language Fluency and acceptable language is the primary goal,4.3 The present situation: some new methods,4.3.1 The Silent Way A method developed by Caleb Gattegno (1972) which makes use of gestures, mime, visual aids, colorful wall charts, and in particular Cuisinere rods ( wooden sticks of different lengths and