《语言教学地流派第二版》自己整理地笔记

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1、word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 in which principles of grammatical and lexical gradation are used and n

2、ew teaching points are presented and practiced through meaningful 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 Teaching The main characteristics of the approach were as follows

3、: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 vocabu

4、lary is covered.5. Items of grammar are graded by their plexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. 三、Approach1、 Theory of language a type of British “structuralism.One distinctive feature: structures must be linked to situationsin wh

5、ich they could be used Language was viewed as purposeful activity related to goals and situations in the real world.2、Theory of learninga 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 th

6、e teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design1、Objectives: (1). Practical mand of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control

7、 of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.2、The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、Types of learning and teaching activities(1)

8、 SLT employs a situational approach to presenting new sentence patterns anda 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 a

9、ctivities, pair practice 4、Learner roles(1) Listen, repeat and responds to questions and mands (2) Have no control over the content of learning 5、Teacher rolesThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.6、The role of instru

10、ctional materials(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 sentence patterns

11、 to their automatic use in speech, reading and writing. The teaching of a structure: four parts 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 exercisesThe sequence o

12、f activities:Listening 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 li

13、stening 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 oth

14、er parts of the world.一、BackgroundThe bination 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

15、 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 psycho

16、logy 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、Approach1、Theory of language Structural linguistics (1950s): a react

17、ion to traditional grammarThe primary medium of language is oral: speech is language.2、Theory of learning Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effective

18、ly 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 mean

19、ing of word can be learned in a linguistic and cultural context and not in isolation.三、Design1、ObjectivesShort-range objectives：Listening prehension、accurate pronunciation, reading prehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same ty

20、pes of abilities that native speakers have2、The syllabusA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writing3、Types of learning and teaching activitiesDialogues Drills -Various kinds of dr

21、ills : repetition, inflection, replacement4、Learner roles Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little control 5、Teachers rolesCentral and activeModels the target languageControls the direction and pace of learningMonitors and

22、 corrects the learners performance6、The role of instructional materialsTextbookTape 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 procedure

23、s will be observed: a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundationsboth in language and language learning and the practical results fell short of expectation.2、the theoretical a

24、ttack: Noam Chomskys theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jose State University, Califor

25、nia. 一、Background1、the “trace theory of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、prehension Approach 5、a tradition: the use of physical actions to teach a foreign language at an introductory level二、Approach

26、1、Theory of language structuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)the central role of prehension in language learninglanguage can be internalized as wholes or chunks2、Theory of learningReminiscent of the views of behavioral psychology: a st

27、imulus-response view Learning 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

28、language learning and should reflect the same naturalistic processes. 2. Listening should develop before speaking.3. Once listening prehension has been developed, speech develops naturally and effortlessly out of it. 4. Adults should use right-brain motor activities, while the left hemisphere watche

29、s and learns. 三、Design1、ObjectivesThe general objectives: to teach oral proficiency at a beginning levelSpecific instructional objectives are not elaborated.2、The syllabus:Be inferred from an analysis of the exercise types employed in TPR classesA sentence-based syllabusA fixed number of items be in

30、troduced at a timeAttention to both the global meaning of language and the finer details of its organization 3、Types of learning and teaching activitiesImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activities4、Learner

31、 rolesA primary role : listener and performer Have little influence over the contentMonitor and evaluate their own progress5、Teacher rolesActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a

32、tolerance for errors6、The role of instructional materialsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)四、Procedure Ashers account of a course:ReviewNew mandsRole reversalReading and writingCon

33、clusion:Total Physical Response has enjoyed some popularity because of its support by thosewho emphasize the role of prehension in second language acquisition. It represents a useful techniques and is patible with other approaches to teaching.1. It uses psychomotor systems to teach.2. It support kin

34、esthetic learning style, which is good for those who need to be active in the class.3. mand forms used to convey information.4. It works well with mixed-ability classes.5. It is very memorable, and it really helps students to remember phrases or words.6. It is a lot of fun, students enjoy it and it

35、can be a real stirrer in the class. 7. It is very effective with teenagers and young learners.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of different l

36、engths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques. 一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery le

37、arning)Learning is facilitated by acpanying physical objects.Learning is facilitated by problem solving.二、Approach 1、Theory of languageGattegno views language as a substitute for experience.By the spirit of the language Gattegno is referring to the way each language isposed of phonological and supra

38、segmental A structural approach Vocabulary as a central dimension 2、Theory of learning SurrenderArtificial approach The self of the learnerLearning to learn三、Design1、ObjectivesThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the lear

39、ner with a basic practical knowledge of the grammar of the language Teach learners how to learn a language2、 The syllabusa basically structural syllabusvocabulary3、Types of learning and teaching activitiessimple linguistic tasksresponses to mands, questions and visual cues4、Learner rolesLearners are

40、 expected to develop independence, autonomy and responsibility.Learners exert a strong influence over each others learning.Playing varying roles5、Teacher rolesTeacher silence is the most demanding aspect of the Silent Way. To teach, to test, to get out of the wayCreate an environmentTeacher likes th

41、e plete dramatist.6、The role of instructional materialsThe pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word charts Other materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using th

42、e rods and charts)A sample lesson Fidel 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

43、monitoring learner performance, the responsibility placed upon learners, and the materials used.第七章munity Language Learning社团语言学习法 It is a method of second and foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法)to second and foreign language tea

44、ching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group learning in small or large groups. These groups are the “munity. The method places emphasis on the learners personal feelings and their reactio

45、ns to language learning. Learners say 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 repeats this to other members of the group. 一、Background1、Rogerian counselingCharl

46、es A. Curren 2、Humanistic techniques：the whole person3、Language alternation二、Approach1、Theory of languageTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals, interaction between unequals interaction between learners and knowers,

47、interaction between learners.2、Theory of learning Contracted with traditional views (a putative learning view, the behavioral view)The whole-person learning (five stages)Consensual validation S(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal mitments三、Desig

48、n1、 ObjectivesExplicit linguistic or municative 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.2、The syllabusNo conventional language syllabus Topic-based cours

49、eTeachers responsibility： teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.3、Types of learning and teaching activitiesbines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Tra

50、nscription, Analysis, Reflection and observation, Listening, Free conversation4、 Learner rolesmembers of a munitybee counselors to other learnersFive stages 5、Teacher rolesCounselorSpecific teacher roles are keyed to the five development stages.providing a safe environmentNote two “asides in the dis

51、cussion of learning security.6、 The role of instructional materialsA textbook is not considered a necessary ponent.Materials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure 1、 classical CLL and personal interpretations of it 2、 the description of some t

52、ypical activities in CLL classed3、 a protocol of what a first days CLL class covered Conclusion: munity Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner munication intent. It places unusual demands on language teachers. Critics of munity

53、 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，你们觉得这个比喻适宜吗？为什么？第八章 SuggostopediaSuggestopedia/Loz

54、anov 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 practise language, and in particular, makes use of music, visual images, and relaxation exercises to make learning more fortabl

55、e and effective. 一、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states 5、the centrality of music and musical rhythm to learning二、Approach1、Theory of language lexis is central whole meaningful texta language to be its vocabulary and the gr

56、ammar rules for organizing vocabulary2、Theory of learning a desuggestive-suggestive sense six principal theoretical ponents:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passiveness the type of musicthe rate of presentation of material to be learned within the rhy

57、thmic pattern 三、Design1、Objectivesdeliver advanced conversational proficiency quickly increased access to understanding and creative solutions of problems2、The syllabuscourse descriptiontime duration30 dayseach unitthe whole course3、Types of learning and teaching activitiesimitation, question and an

58、swer, role playeach unitlistening activities4Learner rolesThe mental state of the learner is critical to success, mind-altering infantilization 5、Teacher rolesthe primary role of the teacher expected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techni

59、ques6 The role of instructional materialsExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancrofts description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second par

60、t: new material is presented and discussedThe third part: the sance 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/dou

61、ble-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终究起了怎样的作用？谈谈你们的看法。第九章 The Whole Language 全语言法The pu

62、rpose of the Whole Language theory is to present language learning as a whole process in practice. Language is taught as a whole that is not divided into phonetics, vocabulary and grammar. However, language are taught by the ways of the listening, speaking, reading and writing for learners in the co

63、lleges or universities.源于母语Holistic一、BackgroundThe term was initially created in 1980s by Goodman and a group of U.S. educators concerned with the teaching of reading and writing in the native language. As a holistic way to teach reading, whole language argues:学生作为某种文化的一个成员与知识的创造者，应该受到尊重。Respect for each student as a member of a culture and as a creator of knowledge.教师作为一名专业人士应该受到尊重。Respect for each teacher as a professional.We see it as an approach based on key principles about language (language as a whole) and learnig (writing, reading, listening, and speaking should be inter