英语教学法流派英语课件

Schools of English Teaching Methodology整理pptSchoolsofEnglishTeachingMe1TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:Grammar-Translation MethodDirect MethodSituational ApproachAudiolingual ApproachCommunity Language LearningTotal Physical ResponseThe Silent Way SuggestopediaCommunicative Language TeachingTask-Based Language TeachingContent-Based InstructionOverview of ELT Methodology整理pptGrammar-TranslationMethodDire2Grammar-TranslationMethod整理pptGrammar-TranslationMethod整理pp31.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt4TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.Definition：整理pptTheGrammar-TranslationMethod5翻翻译法也叫法也叫语法翻法翻译法法(Grammar-(Grammar-Translation Method)Translation Method)、阅读法法(Reading(Reading Method)Method)、古典法、古典法(Classical Method)(Classical Method)。翻翻译法最早是在欧洲用来教授古典法最早是在欧洲用来教授古典语言希言希腊腊语和拉丁和拉丁语的外的外语教学方法，到教学方法，到1818世世纪末和末和1919世世纪中期开始被用来教授中期开始被用来教授现代代语言。言。翻翻译法的教学目的是培养学生法的教学目的是培养学生阅读外国文外国文学作品的能力和模仿范文学作品的能力和模仿范文进行写作的能力。行写作的能力。其突出的特点是：教其突出的特点是：教师用母用母语授授课，授，授课重点是重点是讲解与分析句子成分和解与分析句子成分和语音、音、词汇变化与化与语法法规则。整理ppt翻译法也叫语法翻译法(Grammar-Translation6uItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.uInthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.uUntilthe19thcentury,grammartranslationmethodbecamewidelyapprovedandusedinthewholeworld.Background整理pptItwasfirstusedinthetea71.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.Theoreticalbase整理ppt1.Understandingandmemori81.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.Characteristics整理ppt1.Thefocusonclassroomist91.复复习：默写：默写单词；个；个别与集体背与集体背诵上一上一课课文第文第几段等等。几段等等。2.教授新教授新词：教：教师课前将本前将本课新新词的英的英语、音、音标和和汉语解解释写在小黑板上（或卡片上）。上写在小黑板上（或卡片上）。上课时按按单词表逐字表逐字讲解。学生跟教解。学生跟教师朗朗读英英语单词后，后，教教师说汉语，学生，学生说英英语单词，或反之。，或反之。3.讲授授语法法（规则动词现在在进行行时）：教）：教师讲解解动词现代代进行行时的意的意义及其及其变化化规则后，在黑板上后，在黑板上写出写出课文中的文中的动词原形，要求学生将它原形，要求学生将它们转换成成现在分在分词，再，再变成成现在在进行行时。Procedure整理ppt1.复习：默写单词；个别与集体背诵上一课课文第几段等等。P104.讲解解课文文：教：教师逐句念逐句念课文，要求学生分文，要求学生分析析语法与翻法与翻译成成汉语。教。教师随随时纠正学生正学生的的错误。5.巩固新巩固新课：学生跟教：学生跟教师逐句朗逐句朗读课文后，文后，教教师根据根据课文提文提问，学生按，学生按课文内容回答。文内容回答。6.布置作布置作业：拼写：拼写单词；语法填空；背法填空；背诵某某段段课文。文。整理ppt4.讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语11Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudentsabilityofanalyzingandsolvingproblems.整理pptAdvantages1.Itcanhelpstude163.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.整理ppt3.TheGrammar-Translationmak17Disadvantage1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.整理pptDisadvantage1.Themethodbyde18TheDirectMethod整理ppt整理ppt191.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt20DefinitionTheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.整理pptDefinitionTheDirectMethod21BackgroundInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.整理pptBackgroundInthelate19thcen22直接法是在直接法是在1919世世纪后半叶作后半叶作为语法翻法翻译法的法的对立物在西欧出立物在西欧出现的，的，主要代表人物是主要代表人物是贝力力兹（M.D.BerlitzM.D.Berlitz）、）、艾盖艾盖尔特（特（B.EggertB.Eggert）和帕默）和帕默（H.E.PalmerH.E.Palmer）。）。直接法也叫自然法直接法也叫自然法(Natural Method)(Natural Method)、心、心理法理法(Psychological Method)(Psychological Method)、口口语法法(Oral Method)(Oral Method)、改良法、改良法(Reformed(Reformed Method)Method)整理ppt直接法是在19世纪后半叶作为语法翻译法的对立物在西欧出现的23Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.Theoreticalbase整理pptUsethenaturalwaytocommuni241.Classroominstructionwasconductedexclusivelyinthetargetlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Grammarwastaughtinductively.4.Newteachingpointswereintroducedorally.5.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.Characteristics整理pptClassroominstructionwascond251.讲授新授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。2.语法法练习：通过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：Procedure整理ppt1.讲授新词：教师进入课堂后用英语问候学生，并就日常生活题26T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.整理pptT:Zhang,pleasestandup.(Af27用不同的用不同的动词做了做了类似的似的练习后，教后，教师总结规则与不与不规则的的动词现在分在分词变化化规律及律及动词现在在进行行时的构成与意的构成与意义。3.根据教根据教师示范，学生两人一示范，学生两人一组，一个，一个说英英语。一。一个做个做动作，作，练习动词现在在进行行时。4.教授新教授新课文：教文：教师出示一幅表述出示一幅表述课文内容的文内容的图画。画。一一边讲解解图画，一画，一边检查学生是否理解。学生是否理解。讲解后解后根据根据图画提画提问，要求学生回答。，要求学生回答。5.学生两人一学生两人一组根据根据图画提画提问与回答。全班唱一首与回答。全班唱一首英英语歌歌结束一束一课。整理ppt用不同的动词做了类似的练习后，教师总结规则与不规则的28AdvantageSscorrectpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.整理pptAdvantageSscorrectpronuncia29Disadvantage1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.整理pptDisadvantage1Majorfallacy30TheAudio-LingualApproach整理ppt整理ppt311.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt32DefinitionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom整理pptDefinitionItemphasizesthet33Background1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency整理pptBackground1.developedinthe34整理ppt整理ppt35StructuralLinguisticsandBehaviorismTheoreticalbase整理pptTheoreticalbase整理ppt361.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.Characteristics整理ppt1.Itfeaturesmemorizationof371.Recognition2.Imitationandrepetition3.Patterndrills4.Follow-upactivitiesProcedure整理pptRecognitionProcedure整理ppt381.讲授新授新词与与对话（课文）文）结合：合：2.教教师进入入课堂后在黑板上画一个女孩（堂后在黑板上画一个女孩（Sally）和一）和一个男孩（个男孩（John），在他），在他们后面画一个超后面画一个超级市市场入口入口处。教教师用英用英语介介绍情况：他情况：他们在超市在超市门口相遇，开始了一口相遇，开始了一段段对话（新（新词用用简单的的图画画说明，明，动词现在在进行行时包含包含在在对话中）。教中）。教师边表演表演对话边解解释语言言难点，再点，再让学学生听两遍生听两遍录音。音。2.熟悉熟悉课文：文：教教师先与一个学生先与一个学生对话（重复上述（重复上述课文），文），然后全班两人一然后全班两人一组练习对话（重复（重复课文）。文）。练习完完毕后后请几几对学生上学生上讲台台对话。整理ppt讲授新词与对话（课文）结合：整理ppt393.句型操句型操练：（1)教教师简单讲解解动词现在在进行行时的构成后的构成后说，“NowSallyistalkingtoJohn.”，并，并给出出动词词组：askJohnafewquestions,waitforhersister,plantobuylotsofthings要求学生根要求学生根据据动词现在在进行行时的构成做替的构成做替换练习。（2)教教师给出主出主语Sally,Mary,Cathy,David,Tim,she,he,we,they等，要求学生做主等，要求学生做主语替替换练习。先先单个学生做，再两人一个学生做，再两人一组做并互相做并互相检查。整理ppt3.句型操练：整理ppt40（3)用同用同样方法做方法做动词现在在进行行时的的问题和和否定形式操否定形式操练，直到学生能比，直到学生能比较熟熟练地掌地掌握握这种句型种句型为止。止。4.听一遍听一遍录音后，要求背音后，要求背诵课文文对话。整理ppt（3)用同样方法做动词现在进行时的问题和否定形式操练，直到学41Advantages1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.ItcanimprovestudentsoralEnglish.整理pptAdvantages1.Makinglanguaget42Disadvantage1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy整理pptDisadvantage1.Boredomcaused43SituationalApproach整理ppt整理ppt441.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt45DefinitionSituationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.来源于直接法和听说法，它是在听说法的基础上，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。整理pptDefinitionSituationalApproac46SituationalLanguageTeachingdevelopedbyBritishappliedlinguistsinthe1930stothe1960s整理pptSituationalLanguageTeaching47BackgroundInthe1950ssituationalapproachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.整理pptBackgroundInthe1950ssituati48Itisbasedonbehaviouristcognitivetheory.Theoreticalbase整理pptTheoreticalbase整理ppt491.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.Characteristics整理ppt1.Itcloselycombinesthefor50movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.perception（感知）:constructpicture,prehension(理解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.practice(练习):Givestudentsarelatedtopicandaskthempracticeit.use(活用):Letstudentsuseitconsciouslyintheirdailylife.Procedure整理pptmovefromcontrolledtofreep51Advantages1.Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.2.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudentsneedsofcommunication.3.Studentscanlearnstandardpronunciationandintonationnaturally.整理pptAdvantagesModerntechnological52DisadvantageItover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.整理pptDisadvantageItover-emphasize53CommunityLanguageLearning整理ppt整理ppt541.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt55DefinitionCommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(the counselor)andlearners(the clients)inthelanguageclassroom.整理pptDefinitionCommunityLanguag56Background Influenced by Carl Rogers humanistic psychology,Curran,a specialist in counseling and a professor of psychology at Loyola University,Chicago,found that adults often feel threatened by a new learning situation or fear that they will appear foolish.so it is called Counseling Learning.整理pptBackground整理ppt57Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.Theoreticalbase整理pptItisbasedonthetheoryof581.Community Language Learning advises teachers to take their students as“whole person.”2.Whole person learning means that teachers consider not only the students intellect but also their feelings.3.Teachers become“language counselors”.Learning happened in a harmonious environment.4.No competition.NO pressure.5.Depend on mother tongue,then transit to the foreign language.Characteristics整理ppt1.CommunityLanguageLearning59社社团语言学言学习法的教学法的教学实例：例：步步骤1:学生学生围坐成圈，教坐成圈，教师在圈外等候学生的在圈外等候学生的询问。步步骤2:学生甲学生甲举手，手，问教教师：我想知道英文如何：我想知道英文如何说“我喜我喜欢蓝色色”。教教师：Ilikeblue.学生甲复述学生甲复述“Ilikeblue”，录下学生甲的复述。下学生甲的复述。步步骤3:学生乙学生乙举手，手，问：怎么：怎么说“我不喜我不喜欢蓝色，我喜色，我喜欢红色。色。”教教师：Idontlikeblue.Ilikered.学生乙复述学生乙复述“Idontlikeblue.Ilikered.”，录下学下学生乙的复述。生乙的复述。步步骤4:其他学生重复以上步其他学生重复以上步骤，录下一定数量的下一定数量的对话后，教后，教师将将对话抄在黑板上，以此抄在黑板上，以此为上上课题材，材，讲解解语言知言知识。Procedure整理ppt社团语言学习法的教学实例：Procedure整理ppt60AdvantagesArousestudentspositivityCultivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.整理pptAdvantagesArousestudentspos61DisadvantagesArbitrary/unsystematicImpairteachersguidancefunction,increaseteachersburdenLargelydependonteachersability整理pptDisadvantagesArbitrary/unsys62TotalPhysicalResponse整理ppt整理ppt631.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt64DefinitionTPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.整理pptDefinitionTPR(TotalPhysical65BackgroundItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.整理pptBackgroundItisdevelopedby661.Psychology“memorytrace”(记忆痕迹）痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.Theoreticalbase整理ppt1.Psychology“memorytrace”(671.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdontforcestudentstospeak.Characteristics整理ppt1.Listeningshoulddevelopbef681.Teachers speak and act,students just listen and watch 2.Teacher speak,students act together with the teacher 3.Teacher and the students speak and act together 4.Teacher speak without act,students act5.Teacher act without speaking,student speak 6.CheckProcedure整理ppt1.Teachersspeakandact,stu69步步骤1:教教师在黑板上在黑板上贴上有不同上有不同动物的彩色卡片；物的彩色卡片；步步骤2:教教师边说“Pointtothelittledog.”边指出卡片上的指出卡片上的小狗。学生只听不做。小狗。学生只听不做。步步骤3:教教师再再说“Pointtothegoldenfish.”并指出卡片上并指出卡片上画的金画的金鱼。学生仍旧只听不做。学生仍旧只听不做。步步骤4:重复以上步重复以上步骤，教其他，教其他动物名称。物名称。步步骤5:教教师示范多遍后，教示范多遍后，教师发命令，学生做命令，学生做动作。作。步步骤6:教教师可以适当可以适当变换方式，比如唱歌做方式，比如唱歌做动作等。作等。（学生的理解力达到一定程度后，可以（学生的理解力达到一定程度后，可以让学生自己下命令，学生自己下命令，自己做自己做动作。）作。）整理ppt步骤1:教师在黑板上贴上有不同动物的彩色卡片；整理ppt70Advantages1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.整理pptAdvantages1.Itisfunandeas71Disadvantages1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.整理pptDisadvantages1.Abstractwords72TheSilentWay整理ppt整理ppt731.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt74DefinitionCreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.整理pptDefinitionCreatedbyCaleb75Background1.CalebGattegnofounded1.CalebGattegnofoundedThe Silent WayThe Silent Wayasaasamethodforlanguagelearningintheearly70s,methodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplessharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofasthecognitivecodeandmakinggooduseofthetheoriesunderlyingthetheoriesunderlyingdiscoverydiscoverylearning.learning.2.2.Basicprinciple:Basicprinciple:TeachingshouldbeTeachingshouldbesubordinatedtolearning.Teachingsubordinatedtolearning.Teachingistoistoserveservelearningprocessratherthantolearningprocessratherthantodominatedominate it.it.整理pptBackground1.CalebGattegno76DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocusedTheoreticalbase整理pptDiscoverratherthanremembers77Themostprominentcharacteristicofthemethodwasthattheteachertypicallystayedsilentmostofthetime,aspartofhis/herroleasfacilitatorandstimulator.Characteristics整理pptThemostprominentcharacteris78TeachingProcedureTeachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.Teachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.整理pptTeachingProcedureTeachermode79Advantages1.respect the individual and an awareness of the individuals extraordinary cognitive powers2.It encourages learners both to listen more carefully and then to experiment with their own production of the utterance.整理pptAdvantagesrespecttheindividu80Disadvantages1.Highdemandforteachers2.Lackofrealcommunicationintheapproach,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunication.整理pptDisadvantagesHighdemandfort81Suggestopedia整理ppt整理ppt821.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt83DefinitionSuggestopediaisateachingmethodwhichisbasedonamodernunderstandingofhowthehumanbrainworksandhowwelearnmosteffectively.整理pptDefinitionSuggestopediais84Background保加利保加利亚心理治心理治疗学家学家罗萨诺夫（夫（G。Losanov）根据心）根据心理治理治疗的一些原的一些原则提出了提出了这一外一外语教学法（教学法（1978）。它）。它的基本的基本观点是，外点是，外语学学习是有意是有意识学学习与无意与无意识学学习结合合的的过程，必程，必须排除各种心理障碍，特排除各种心理障碍，特别是消除焦是消除焦虑、紧张和和烦躁等情躁等情绪。因此，学生。因此，学生进入入课堂堂时，周，周围的的环境境应十十分和分和谐：有令人愉快的：有令人愉快的图画和音画和音乐相伴。教相伴。教师注意使自己注意使自己的的态度和度和语言言亲切，以便学生上切，以便学生上课时进入最佳的思入最佳的思维与心与心理状理状态。罗萨诺夫夫认为，正是在，正是在这种种轻松愉快的气氛和无松愉快的气氛和无意意识之中学生能之中学生能发挥最大的学最大的学习潜力。潜力。整理pptBackground保加利亚心理治疗学家罗萨诺夫（G85Languagelearningneedsinvolvingtothewholepersoninthelearningprocess:boththeconsciousandtheunconsciousself.Forthistotakeplace,arelaxing,co-operativeatmosphereisnecessary.Theoreticalbase整理pptLanguagelearningneedsinvo861.Comfortableenvironment2.Theuseofmusic3.FreeErrors4.HomeworkislimitedCharacteristics整理ppt1.ComfortableenvironmentChar87Teachingprocess1.Presentation2.Concert3.Practice整理pptTeachingprocess88Advantages1.LearningEnvironment:relaxed2.Thinkinghighlyofstudentsfeeling3.Arousingstudentsinterestsandpotentialtomemorize4.Theemphasisofinteraction5.Thetreatmentstostudentsmistakes整理pptAdvantages1.LearningEnvironm89Disadvantages1.limitedbythecurriculum,studentsmotivation,financiallimitation,numberofstudents,etc.2.它要求学生有较强的自觉性，如使用不当，容易产生学生自流或语言基础知识掌握不牢固的后果。整理pptDisadvantages1.limitedbyth90CommunicativeLanguageTeaching整理ppt整理ppt911.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages整理ppt1.Definition整理ppt92DefinitionCLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudentscommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.整理pptDefinitionCLTisonepossible93Background1.Inthelate1960s,thecurrentsituationalapproachwasquestioned.2.Duringthe1970s,someBritishappliedlinguistsemphasizedthefunctionalandcommunicativepotentialoflanguage.3.Wilkinsdescribedtwotypesofmeaning,thenotionalcategoriesandcategoriesofcommunicativefunctions.整理pptBackground1.Inthelate196094TheoryInternationalViewConstructivistTheory整理pptTheoryInternationalView整理ppt95交交际法也叫功能法法也叫功能法(Functional Approach)(Functional Approach)或意念法或意念法(Notional Approach)(Notional Approach)交交际法是法是7070年代根据年代根据语言学家海姆斯言学家海姆斯(Hymes)(Hymes)和和韩礼德礼德(Halliday)(Halliday)的理的理论形成形成交交际学派学派认为：语言教学的目的是培养学言教学的目的是培养学生使用目的生使用目的语进行交行交际的能力，的能力，语言教学言教学的内容不的内容不仅要包括要包括语言言结构，构，还要包括表要包括表达各种意念和功能的常用达各种意念和功能的常用语句。交句。交际法重法重视培养学生的培养学生的语言能力，采用真言能力，采用真实、地道、地道的的语言材料，主言材料，主张句型加情景来学句型加情景来学习语言，言，鼓励学生多多接触和使用外鼓励学生多多接触和使用外语。整理ppt交际法也叫功能法(FunctionalApproach)或96Characteris