听力教学教学法与教学模式

《听力教学教学法与教学模式》由会员分享，可在线阅读，更多相关《听力教学教学法与教学模式（14页珍藏版）》请在装配图网上搜索。

1、1. The Grammar-Translation ApproachTraditionally, listening was not taught in language classes. The first language taught in modern classroom settings were Latin and Greek. The purpose of learning these languages was primarily to learn their grammars. The grammar-translation approach viewed language

2、 as a descriptive set of finite rules that, once learned, gave access to language. A grammar-translation syllabus consisted of two components: grammar and lexical items. Learning goals related to listening: None.Comment: the focus of any listening would have been on translation of lexical items or g

3、rammar structures. 2. The Direct-Method ApproachThe direct-method approach to language teaching (also known as both the natural and the conversational method) came about as a reaction to the grammar-translation approach. Whereas the grammar-translation approach was organized around a step-by-step me

4、thod if learning the rules of a language, often through the use of the first language, the direct-method approach was based on the idea that learners can best learn what is “natural” to them and an oral system of teaching them was appropriate for this purpose. This oral method relied for its effecti

5、veness on the use of monolingual teaching, that is, the L2 was the only language used in the class by the teacher and students. Learning goals related to listening: Listen and answer questions.Comment: l It appears that the direct-method approach truly focused on teaching listening skills first and

6、other language skills later. However, it seems that there is no systematic attempt at teaching listening or at developing listening strategies in the learners. l It is a difficult method to use above intermediate level because the complexities of the language became too challenging for the approach.

7、3. The Grammar ApproachA grammar approach to listening usually has students look at a written text while they listen to a recording. This forces them to do several things: identify words by their position in the sentence, work out the relationship between words and phrases, use forward and backward

8、inference cues, and make intelligent guesses based on textual cues. This approach is often favored as a classroom approach to listening. The listening exercises are treated as purely classroom-based activities, which usually have little or no relevance to the outside world, and the tasks students ar

9、e asked to perform have no real-life function.Learning goals related to listening: To pattern match; to test listeningActivity-An activity illustrating the Grammar ApproachListen to a medical doctor talk about staying healthy. While listening, fill in the missing words in the blank spaces below. Get

10、ting and staying fit is important for _. It does not matter how _ or young you are; you can, and should, do things to _ yourself fit and healthy. Some simple ways to get fit are _ short distances instead of using a car or bus, cutting back on snacks like _ or chips and instead eating fruit and veget

11、ables, and taking up more active _ instead of eating fruit and vegetables, and taking up more active _ instead of watching television every day. If we start _ a healthy lifestyle, not only will we feel better, but there will be fewer visits to the _. Once you begin to get fit, you will want to make

12、more changes to your _ and become more and more healthy. Answers:1. everybody 2. old 3. keep 4. walking 5. chocolate6. hobbies 7. adopting 8. doctors 9. lifestyleComment: l Because of the popularity in tests, grammar-based listening tasks have a substantial wash-back effect in the language class; th

13、at is, the format of the tests influences the approach to teaching. 4. The Audio-Lingual ApproachThe audio-lingual approach to language learning was generated by the U.S. Defense Forces language programs during and after World War II. A number of factors influenced the way foreign languages were tau

14、ght after the war. To cater to these new needs for languages, the “Army Method” was developed in the United States. This method became known as the audio-lingual approach. The audio-lingual approach to listening emphasizes first listening to pronunciation and grammatical forms and then imitating tho

15、se forms by way of drills and exercises. Dialogues and drills are the basis of classroom practice with approach. Students are encouraged to listen carefully either to a taped recording of, or a teacher reading out, a dialogue or drill. Learning goals related to listening: to listen, imitate, and mem

16、orize.Comment: This approach is based on the stimulus-response theory of the American school of behaviorist psychology. Stimulus-Organism-Response Behaviorl Reinforcement (behavior likely to occur again and become a habit)l No reinforcement / Negative reinforcement (behavior not likely to occur agai

17、n )What is he reading? Hes reading a book.What is she reading? Shes reading a book.What are they reading? They are reading a book. 5. The Communicative ApproachThe communicative approach is based on the premise that what we do in the classroom should have some real-life communicative value. Real-lif

18、e listening is integrated into such an approach. Littlewood (1981) states that communicative ability is nothing new to language teaching because it is also the goal of other approaches, such as situational or audio-lingual approaches. The communicative approach brings the “implications” of communica

19、tion to language teaching. These implications have to do with a wider perspective on language and on language learning. The communicative approach looks at what people do with language and how they respond to what they hear. Learning goals related to listening: to process spoken discourse for functi

20、onal purposes: to listen and interact with the speaker and/or complete a task. An Activity Illustrating the Communicative ApproachRead this situation:You and some friends want to go out for dinner together. Listen to each other give restaurant reviews and make some notes about each restaurant. Then

21、discuss with your friends which restaurant you think you would all like to go to. Listen for information like price, location, and quality of food and advice. Comment: Students need to use a variety of language and language skills (i.e. , listening and speaking) in order to fulfill the communicative

22、 functions. 6. The Task-Based Approach The main idea behind a task-based approach to developing listening is that students become active listeners (Brown 1987). With this approach, students are asked to listen to what are described as “authentic” situations and “do something” with the information. T

23、his may be competing a diagram or chart, filling in a table, or drawing a picture, for example. The process students employ in finding a successful outcome to the task is more important that being able to understand all the spoken text presented to them. According to the task-based approach, student

24、s need to use holistic inferential strategies.Learning goals related to listening: To process listening for functional purposes; to listen and carry out real tasks using the information. An activity illustrating the task-based approachLearning how to use a public telephoneStudents are going to liste

25、n to a short dialogue about how to use a public telephone. Afterwards, they have to tell someone who comes from the other countries the way of using telephone. June: Okay. This is a public telephone. We have two kinds of telephones: the blue one is for international calls, while the red one is for l

26、ocal calls.Carlos: I see.June: Erm do you often use public phones in Mexico?Carlos: Yes, but I think they are a bit different from here.June: Okay. Now, what you need to do is first get some coins, and erm, lift the receiver and wait until you hear the dial tone. Then you put the coin in the slot an

27、d wait till you hear a different tone. Okay. Now once you hear the change in tone you can dial your number.Carlos: Ah, yes. And do I need a local code?June: Eh, no. Not if you are calling within the city. But if you want to call outside the city, then you need to use the other city code first. See,

28、here next to the phone there is a list of codes.Carlos: Okay. That is useful.June: After you dial the number then wait till someone speaks and then press this button. Then you can speak. Comment: The tasks required of the students are usually real-life tasks that they might carry out in their L1. 14