《语言教学的流派第二版》自己整理的笔记

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. 下载可编辑 . 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 a grammar-based

method in which principles of grammatical and lexical gradation are

used and new teaching points are presented and practiced through

meaningful situation-based activities.

一、Background

1. Two of the leaders were Harold palmer and A.S.Hornby.

2. Vocabulary control

3.

Grammar control

二、The Oral Approach and Situational Language Teaching

The 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、 Theory of language

○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.

2、Theory of learning

a type of behaviorist habit-learning theory(three processes in learning a ..

. 下载可编辑 . 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、Objectives:

(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.

2、The syllabus

(1) A structural syllabus—a list of the basic structures and sentence

patterns

(2) Situation: the manner of presenting and practicing sentence patterns

3、Types of learning and teaching activities

(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

4、Learner roles

(1) Listen, repeat and responds to questions and commands

(2) Have no control over the content of learning

5、Teacher roles

Threefold:

a model、a skillful manipulator、on the lookout for errors

The teacher is essential to the success of the method.

6、The role of instructional materials

(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、Procedure

Aim: to move from controlled to freer practice of structures and from

oral use of sentence

patterns to their automatic use in speech, reading and writing. ..

. 下载可编辑 . The teaching of a structure: four parts

Pronunciation

Revision ( to prepare for new work if necessary)

Presentation of new structure or vocabulary

Oral practice (drilling)

Reading of material on the new structure, or written exercises

The sequence of activities:

Listening practice

Choral imitation

Individual imitation

Isolation

Building up to a new model

Elicitation

Substitution drilling

Question-answer drilling

Correction

第四章 The Audiolingual Method

It is a method of foreign or second language teaching which (a)

emphasizes the teaching of speaking and listening before reading and

writing (b) uses dialogues and drills. (c) discourages use of the

mother tongue in the classroom (d) often makes use of contrastive

analysis. The audiolingual method was prominent in the 1950s and

1960s, especially in the United States, and has been widely used in

many other parts of the world.

一、Background

The 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 introduced

2. Focus on accuracy through drill and practice in the basic structures

3. Sectence patterns of the target language