语言教学流派第二版思维导图

新编简明英语语言学教程第2版思维导图第五章本章要点：1.The definition and main branches of linguistics study语言学的定义和研究的范围2.Important distinctions in Linguistics语言学的一些重要区分3.The definition and the design features of language语言的定义与识别特征4.Functions of language语言的功能本章考点：1.有关语言学的常考考点语言学的定义；语言学中几组重要区别，每组两个概念的含义、区分及其意义；普通语言学的主要分支学科及各自的研究范畴；宏观语言学及应用语言学的主要分支及各自的研究范畴。

2.有关语言的常考考点语言的定义；语言的识别特征（任意性、能产性、二重性、移位性、文化传递）；语言的功能。

本章内容索引：I.The definition of linguisticsII.The scope of linguistics1.Micro—linguistics2.Macro—linguisticsIII.Some important distinctions in linguistics1.Descriptive vs.Prescriptive2.Synchronic vs.Diachronic3.Speech vs.Writingngue vs.ParoleThe definition of linguistics（语言学的定义）Linguistics is generally defined as the scientific study of language.It is a scientific study because it is based on the systematic investigation of linguistic data，conducted with reference to some general theory of language structure.语言学通常被定义为对语言进行科学性研究的学科。

《语言教学的流派第二版》自己整理的笔记第一章 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 inwhich principles of grammatical and lexical gradation are used and new teachingpoints are presented and practiced through meaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows:1. Language teaching begins 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 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、Approach○1a type of British “structuralism”.○2 One distinctive feature: structures must be linked to situations in which they could be used○3 Language was viewed as purposeful activity related to goals and situations in the real world.a type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation(2).An inductive approach is 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、Design(1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.(1) A structural syllabus—a list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns(1) SLT employs a situational approach to presenting new sentence patterns and a 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, substitution activities, pair practice(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learningThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.(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 sentenceRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Choral 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 theteaching of speaking and listening before reading and writing (b) uses dialoguesand drills. (c) discourages use of the mother tongue in the classroom (d) oftenmakes use of contrastive analysis. The audiolingual method was prominent in the1950s and 1960s, especially in the United States, and has been widely used in manyother 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. The 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 behavioral 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned 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 deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、DesignShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responses a reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’ performanceTextbookTape 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 lesson 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 expectation.2、the theoretical attack: Noam Chomsky’s t heory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordinationof speech and action. This method of learning was developed by James Asher, aprofessor of psychology at San Jose 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 foreign language at an introductorylevel二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program>the central role of comprehension in language 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 other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning and should reflectthe same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally andeffortlessly out of it.4. Adults should use right-brain motor activities, while the left hemisphere watchesand learns.三、Designoral proficiency at a beginning levelSpecific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPR 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 itsImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackNo 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 reversalReading 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.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makesuse of gesture, mime, visual aids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) that the teacher uses to help thestudents to talk. The method takes its name from the relative silence of the teacherusing these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachArtificial approachThe self of the learnerLearning to learn三、DesignAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageLearners exert a strong influence over each other’s learning.To teach, to test, to get out of the wayCreate an environmentThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel 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, 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 CharlesCurran. CLL is an application of counseling learning(咨询学习法)to second andforeign language teaching and learning. It uses techniques developed in groupcounseling to help people with psychological and emotional problems. The methodmakes use of group learning in small or large groups. These groups are the“Community”. The method places emphasis on the learners’ personal feelings andtheir reactions to language learning. Learners say things which they want to talkabout, in their native language. The teacher (known as “Counselor”) translatesthe learners’ sen tences into the foreign language, and the learner then repeats thisto other members of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachLanguage as social processThe interactional view of language: interaction between equals, interaction between unequalsThe whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、Designnot defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageTopic-based courseTeacher’s responsibility： teacher transfers knowledge and proficiency to the learner Goal: attenting near-native like mastery of the target language.Translation, Group Work, Recording, Transcription, Analysis,members of a communitybecome counselors to other learnersSpecific teacher roles are keyed to the five development stages.providing a safe environmentMaterials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、 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 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Question 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 (暗示法/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 practiselanguage, and in particular, makes use of music, visual images, and relaxationexercises 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、Approachwhole meaningful textsix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concertpseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern 三、Designdeliver advanced conversational proficiency quicklytime duration——30 dayseach uniteach unitexpected teacher behaviorsExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts. The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;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。

第一章A b r i e f h i s t o r y o f l a n g u a g e t e a c h i n g 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) isa grammar-based method in which principles ofgrammatical and lexical gradation are used and newteaching points are presented and practiced throughmeaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and .2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows:1. Language teaching begins 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 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、Approach○1 a type of British “structuralism”.○2 One distinctive feature: structures must be linked to situations in which they could be used○3 Language was viewed as purposeful activity related to goals and situations in the real world.a type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation(2).An inductive approach is 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、Design(1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.(1) A structural syllabus—a list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns(1) SLT employs a situational approach to presenting new sentence patterns and a 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, substitution activities, pair practice(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learningThreefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method.(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The 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 sentencepatterns to their automatic use in speech, reading and writing.PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesListening 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 teachingwhich (a) emphasizes the teaching of speaking andlistening before reading and writing (b) usesdialogues and drills. (c) discourages use of the mothertongue in the classroom (d) often makes use ofcontrastive analysis. The audiolingual method wasprominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many otherparts 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. The 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 behavioral 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned 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 deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、DesignShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the language A lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’ performanceTextbookTape 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 lesson 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 expectation.2、the theoretical attack: Noam Chomsky’s theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning methodbased on the coordination of speech and action. Thismethod of learning was developed by James Asher, aprofessor of psychology at San Jose 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 foreignlanguage at an introductory level二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program> the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent 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 other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning andshould reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech developsnaturally and effortlessly out of it.4. Adults should use right-brain motor activities, while the lefthemisphere watches and learns.三、DesignThe general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPRclassesA 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 activitiesA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo 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 reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second languageacquisition.It represents a useful techniques and is compatible with other approaches第六章The Silent WayIt is a method of foreign-language teaching developedby Gattegno which makes use of gesture, mime, visualaids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) thatthe teacher uses to help the students to talk. Themethod takes its name from the relative silence of theteacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachVocabulary as a central dimensionSurrenderArtificial approachThe self of the learnerLearning to learn三、DesignThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageTeach learners how to learn a languagea basically structural syllabusvocabularysimple linguistic tasksresponses to commands, questions and visual cuesLearners are expected to develop independence, autonomy andresponsibility.Learners exert a strong influence over each other’s learning.Playing varying rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.The pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel 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, 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 languageteaching developed by Charles Curran. CLL is anapplication of counseling learning(咨询学习法)tosecond and foreign language teaching and learning. Ituses techniques developed in group counseling to helppeople with psychological and emotional problems. Themethod makes use of group learning in small or largegroups. These groups are the “Community”. The methodplaces emphasis on the learners’ personal feelingsand their reactions to language learning. Learners saythings which they want to talk about, in their nativelanguage. The teacher (known as “Counselor”)translates the learners’ sentence s into the foreignlanguage, and the learner then repeats this to othermembers of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals,interaction betweenunequalsinteraction between learners and knowers, interaction betweenlearners.Contracted with traditional views (a putative learning view, thebehavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention andreflection)D(discrimination)the personal commitments三、DesignExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.No conventional language syllabusTopic-based courseTeacher’s responsibility： teacher transfers knowledge and proficiencyto the learnerGoal: attenting near-native like mastery of the target language.Combines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversationmembers of a communitybecome counselors to other learnersFive stagesCounselorSpecific teacher roles are keyed to the five development stages.providing a safe environmentNote two “asides” in the discussion of learning security.A 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、? 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 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Question 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 (暗示法/罗扎诺夫法)It is a method of foreign-language teachingdeveloped by the Bulgarian Lozanov. It makes use ofdialogues, situations and translation to present andpractise language, and in particular, makes use ofmusic, visual images, and relaxation exercises to makelearning 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、Approachlexis is centralwhole meaningful texta language to be its vocabulary and the grammar rules for organizing vocabularya desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problemscourse descriptiontime duration——30 dayseach unitthe whole courseimitation, question and answer, role playeach unitlistening activitiesThe mental state of the learner is critical to success, mind-altering infantilizationthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techniquesExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;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 teaching The oral approach (situational language teaching) is agrammar-based method in which principles of grammatical andlexical gradation are used and new teaching points are presentedand practiced through meaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows:1. Language teaching begins 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 is covered.5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basisis established.三、Approach○1a type of British “structuralism”.○2One distinctive feature: structures must be linked to situations in which they could be used○3Language was viewed as purposeful activity related to goals and situations in the real world.a type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation(2).An inductive approach is 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、Design(1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.(1) A structural syllabus—a list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns(1) SLT employs a situational approach to presenting new sentence patterns and a 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, substitution activities, pair practice(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learningThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.(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 sentencepatterns to their automatic use in speech, reading and writing.PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesListening 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 speaking and listening before readingand writing (b) uses dialogues and drills. (c) discourages use of themother tongue in the classroom (d) often makes use of contrastiveanalysis. The audiolingual method was prominent in the 1950s and1960s, especially in the United States, and has been widely used inmany 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. The 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 behavioral 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned 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 deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、DesignShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’performanceTextbookTape 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 lesson 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 expectation.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 thecoordination of speech and action. This method of learning wasdeveloped by James Asher, a professor of psychology at San JoseState 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 foreign language at an introductorylevel二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions andnonabstractions)<Bio-program>the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent 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 other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning andshould reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech developsnaturally and effortlessly out of it.4. Adults should use right-brain motor activities, while the lefthemisphere watches and learns.三、DesignThe general objectives: to teach oral proficiency at a beginning levelSpecific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPRclassesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer detailsof its organizationImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activitiesA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo 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 reversalReading 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 and is compatible with other approaches to teaching.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegnowhich makes use of gesture, mime, visual aids, wall charts, and inparticular Cuisiniere rods (wooden sticks of different lengths andcolors) that the teacher uses to help the students to talk. Themethod takes its name from the relative silence of the teacher usingthese techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way eachlanguage isComposed of phonological and suprasegmentalA structural approachVocabulary as a central dimensionSurrenderArtificial approachThe self of the learnerLearning to learn三、DesignThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practicalknowledge of the grammar of the languageTeach learners how to learn a languagea basically structural syllabusvocabularysimple linguistic tasksresponses to commands, questions and visual cuesLearners are expected to develop independence, autonomy andresponsibility.Learners exert a strong influence over each other’s learning.Playing varying rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.The pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel 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, 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 teachingdeveloped by Charles Curran. CLL is an application of counselinglearning(咨询学习法)to second and foreign language teaching andlearning. It uses techniques developed in group counseling to helppeople with psychological and emotional problems. The methodmakes use of group learning in small or large groups. These groupsare the “Community”. The method places emphasis on the learners’personal feelings and their reactions to language learning. Learnerssay things which they want to talk about, in their native language.The teacher (known as “Counselor”) translates the learners’sentences into the foreign language, and the learner then repeatsthis to other members of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals,interaction betweenunequalsinteraction between learners and knowers, interaction betweenlearners.Contracted with traditional views (a putative learning view, thebehavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention andreflection)D(discrimination)the personal commitments三、DesignExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.No conventional language syllabusTopic-based courseTeacher’s responsibility：teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.Combines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversationmembers of a communitybecome counselors to other learnersFive stagesCounselorSpecific teacher roles are keyed to the five development stages. providing a safe environmentNote two “asides”in the discussion of learning security.A 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、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 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Question 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 (暗示法/罗扎诺夫法)It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations andtranslation to present and practise language, and in particular,makes use of music, visual images, and relaxation exercises to makelearning 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、Approachlexis is centralwhole meaningful texta language to be its vocabulary and the grammar rules for organizing vocabularya desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problemscourse descriptiontime duration——30 dayseach unitthe whole courseimitation, question and answer, role playeach unitlistening activitiesThe mental state of the learner is critical to success, mind-altering infantilizationthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techniquesExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts. The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;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。

语言教学法流派语言教学法流派是指在语言学习过程中，不同的教学方法和理论。

这些流派根据不同的教学观念和理论基础，提供了不同的教学策略和技巧，帮助学习者更有效地掌握一门新的语言。

下面是一些常见的语言教学法流派：1. 语法-翻译法：这种流派主要强调学习者对语言的规则和结构的理解，通过翻译文本来帮助学习者掌握新的语言知识。

学习者需要通过翻译来理解词汇和语法结构，从而建立起对语言的系统性认识。

这种方法在传统的语言教学中被广泛采用，但也受到一些批评，认为它忽略了交际能力的培养。

2. 印度语言教学法：这种流派主要关注学习者的交际能力和实际应用能力。

印度语言教学法强调学习者通过与母语人士进行沟通和实际交流来学习语言。

这种方法提倡学习者积极参与语言交际活动，通过与母语人士的互动来提高听说能力。

3. 思维导图法：思维导图法是一种基于图形化的教学方法，通过图表和图形来组织和呈现语言知识。

学习者可以通过构建和解读思维导图来加深对语言结构和词汇的理解。

思维导图法被认为可以帮助学习者更好地组织和记忆语言知识。

4. 沉浸法：沉浸法是一种以浸泡于目标语言环境中来学习语言的方法。

学习者通过生活在说目标语言的国家或环境中，与母语人士进行互动和交流，加速语言学习过程。

沉浸法认为通过完全沉浸在目标语言环境中，学习者可以更有效地掌握语言。

5. 语境法：语境法认为学习者需要将语言知识应用到实际情境中，才能真正掌握语言。

这种方法通过提供真实的情境和语言材料，让学习者在实际应用中理解和运用语言知识。

语境法强调语言教学的实用性和真实性，帮助学习者在真实情境中进行语言交流。

6. 基于任务的语言教学法：这种流派主要关注学习者完成具体任务的能力。

基于任务的语言教学法通过提供具体任务和情景来激发学习者的学习动力，帮助他们在真实情境中运用语言知识。

这种方法强调学习者的参与度和主动性，通过任务的完成来促进语言学习。

以上是一些常见的语言教学法流派，每种流派都有其独特的特点和教学理念。