《语言教学的流派》课程教案(总24页)

语言教学的流派课程教案教材介绍：20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。Approaches and Methods in Language Teaching1、 Approach and method2、 Language teaching - second language teaching or foreign language teaching This book is a book on the history of language teaching, but its more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions.第一章 A brief history of language teaching 外语教学简史 本章主要介绍20世纪以前的外语教学简史, 通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）和 The Direct Method（直接法）第二章 The nature of approaches and methods in language teaching 外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框架中，教学法包括三个部分：1、 Approach（理论）：语言理论和学习理论2、 Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用3、 Procedure（教学步骤） This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies.第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。 第三章 The Oral Approach and Situational Language Teaching 口语法和情景法第四章 The Audiolingual method 听说法第五章 Communicative Language Teaching 交际法第六章 Total Physical Response 全身反应法第七章 The Silent Way 沉默法第八章 Community Language Learning 社团学习法第九章 The Natural Approach 自然法第十章 Suggestopedia 暗示法Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter. Where a method or approach has no acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.第十一章 教学法的比较和评估这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。This chapter examines methods from a broader framework and present a curriculum-development perspective on methodology.第一章 A brief history of language teaching 外语教学简史This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. Changes in language teaching methods throughout history have reflected a.Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b.Changes in theories of the nature of language and of language learning.一、500年前：1、拉丁语的地位2、拉丁语的教学法3、the decline of Latin 4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法这种方法就是The Grammar-Translation Method二、The Grammar-Translation Method1、对这种方法的评价2、这种教学法的主要特点：7点the goal of foreign language learning reading and writing/speaking and listeningvocabulary selectionsentenceaccuracygrammarthe students native language 3、对这种教学法的批评三、Language teaching innovations in the 19th century1、Increased opportunities for communication: oral proficiency 2、Individual language teaching specialists: C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus”F.Gouin: “series”四、The Reform Movement 1、语言学的发展：The International Phonetic Association（1886年）2、Reformer 的观点Henry Sweet: The Practical Study of Languages （1899年）Wilhelm Vietor: Language Teaching Must Start Afresh共同的观点：6点the spoken languagephoneticshear the language firstwords and sentencesthe rules of grammartranslation 3、natural methods 的兴起，其中一种就是众所周知的Direct Method五、The Direct Method1、 倡导者：Gouin ；Sauveurfoundation: natural language learning principles 2、 Berlitz Method : principles and proceduresguidelines3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？the goals of language teachingthe basic nature of languagethe selection of language contentprinciples of organization, sequencing and presentationthe role of the native languageprocessbest teaching techniques and activities and circumstancesParticular methods differ in the way they address these issues. We need to present a model for the description, analysis, and comparison of methods. Question for discussion:从语法翻译法到直接法，有了哪一些进步？. 第二章 外语教学法理论和方法的性质In this chapter, we will clarify the relationship between approach and method and present a model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies.一、Approach and method1、 the model of Edward Anthony （1963）approach: a set of correlative assumptions dealing with the nature of language teaching and learning method: an overall plan for the orderly presentation of language materialtechnique: which actually takes place in a classroomAnthonys model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals. 2、 the model of Mackey （1965）Mackeys model of language teaching analysis concentrates on the dimensions(规模， 大小) of selection, gradation, presentation, and repetition underlying a method. (textbooks)3、 Anthonys model 的不足：a) Nothing is said about the roles of teachers and learners.b) It fails to account for how an approach may be realized in a method, or for how method and technique are related. 4、 Our model ( revised and extended Anthonys model )approach-design-procedureA method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure.二、Approach: the nature of language and language learning 1、 Theory of language: three different theoretical views of language and the nature of language proficiency Structural view : language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items. Function view : language is a vehicle for the expression of functional meaningInteractional view : language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. patterns of exchange and interaction or the inclinations of learners2、 Theory of language learning A learning theory underlying an approach or method responds to two questions:a.What are the psycholinguistic and cognitive processes involved in language learning? Process-oriented theories : habit formation; induction; inferencing; hypothesis testing; generalizationb.What are the conditions that need to be met in order for these learning processes to be activated? Condition-oriented theories : the nature of the human; physical context in which language learning takes place 举例说明：Natural Approach (process and condition) Counseling-learning (conditions) Total Physical Response (process and condition) Silent Way (conditions)三、Design1、 Objective 目标Different theories of language and language learning influence the focus of a method.Linguistically oriented or product-oriented objectives:oral skillsgeneral communication skillsbasic grammar and vocabularyProcess-oriented objectives 强调过程的目标判断教学法的objectives是process-oriented or product-oriented需要考虑两个因素：a、 how much emphasis is placed on vocabulary acquisition and grammatical proficiency 词汇习得和语法水平b、 how grammatical or pronunciation errors are treated in the method2、 Content choice and organization: the syllabussubject matter(what to talk about) and linguistic matter(how to talk about)content issues: the principles of selection and gradation a prior syllabuses and a posteriori syllabuses 3、 Types of learning and teaching activitiesthe use of different kinds of activitiesdifferent uses for particular activity typesactivity types 4、 Learner rolesthe types of activities learners carry outthe degree of control learners have over the content of learningthe patterns of learner groupings adoptedthe degree to which learners influence the learning of othersthe view of the learner as processor, performer, initiator, problem solver5、 Teacher rolesTeacher roles are related to the following issues: the types of functions teachers are expected to fulfillthe degree of control the teacher has over how learning takes placethe degree to which the teacher is responsible for determining the content of what is taughtthe interactional patterns that develop between teachers and learnerslearner-teacher relationships:asymmetrical kinds 不对称类型symmetrical kinds 对称类型6、 The role of instructional materials 教学材料的作用the primary goal of materialsthe form of materialsthe relation of materials to other sources of inputthe abilities of teachers四、procedure three dimensions: 三个维度the use of teaching activities(drills, dialogues, information-gap activities) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target languagethe ways in which particular teaching activities are used for practicing languagethe procedures and techniques or content of their utterances or sentences Classroom techniques, practices, and behaviors observed when the method is used resources in terms of time, space, and equipment used by the teacherinteractional patterns observed in lessonstactics 战术 and strategies used by teachers and learners when the method is being used 在第二章讲解结束后，对第二章提出的教学法分析的基本理论框架做一总结，并要求学生一定要把握这一理论框架，因为这是后面进行教学法流派分析的基础。第三章 The oral approach and situational language teachingThe terms Oral Approach or Situational Language refer an approach to language teaching developed by British applied linguists from 1930s to the 1960s.一、Background1、Harold Palmer and A. S. Hornby：a systematic study of the principles and procedures that could be applied to the selection and organization of the content of a language.2、Vocabulary control the role of vocabulary a core of 2000 or so words occurred frequently in written texts1、 Grammar control Palmer: grammar as the underlying sentence patterns of the spoken languageHornby: sentence patterns into the first dictionary for students of English as a foreign language - The Advanced Learners Dictionary of Current English 二、The Oral Approach and Situational Language Teaching the Oral Approach (not to be confused with the Direct Method, which lacked a systematic basis in applied linguistic theory and practice)Situational Language Teaching (1960s)main characteristics P38,39三、Approach1、 Theory of language a type of British structuralism: speech / structureone of the distinctive features: structures must be linked to situations in which they could be used the functional trend in British linguistics since the 1930s ( J. R. Firth and M. A. K. Holliday: 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 (As Palmer has pointed out, there are three processes in learning a language: 1. receiving the knowledge or materials 2. fixing it in the memory by repetition, 3. using it in actual practice until it becomes a personal skill )Language learning as habit formation SLT adopts an inductive approach to the teaching of grammar (induced from the way the form is used in a situation)same processed are thought to occur both in child language learning and in second language learning 四、Design1、 Objectives: to teach a practical command of the four basic skills of languageAccuracy in both pronunciation and grammar is regarded as crucial.Automatic control of basic structures and sentence patterns is fundamental.Writing derives from speech.2、 The syllabusa structural syllabusa list of the basic structures and sentence patternsa word listsituation : the manner of presenting and practicing sentence patterns3、 Types of learning and teaching activitiesa situational approach presenting new sentence patternssituation: the use of concrete objects, pictures and realia, actions and gestures (Pittman)a drill-based manner practicing the new sentence patterns practice techniques: guided repetition, substitution activities, pair practice 4、 Learner roleslisten, repeat and responds to questions and commands have no control over the content of learning 5、 Teacher rolesThreefold: a modelthe presentation stagea skillful manipulatoron the lookout for errorsthe practice phaseteachers responsibilitiesThe teacher is essential to the success of the method.6、 The role of instructional materialsTextbook: contains organized lessonsVisual 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 to their automatic use in speech, reading and writing. the teaching of a structure: four parts the sequence of activities:listening practicechoral imitationindividual imitationisolationbuilding up to a new modelelicitationsubstitution drillingquestion-answer drillingcorrectionConclusion:In the mid-sixties, the view of language, language learning, and language teaching underlying Situational Language Teaching was called into question. But because the principles of Situational Language Teaching, with its strong emphasis on oral practice, grammar, and sentence patterns, conform to the intuitions of many practically oriented classroom teachers, it continues to be widely used in the 1980s. Question for discussion:在我们学习英语的过程中，我们的英语教师是否用到了情景法，如果用到了，你从学生的角度来谈谈这样的教学法是否有效？The terms oral approach or situational language teaching refer to an approach to language teaching developed by British applied linguists from the 1930s to the 1960s. The impact of the oral approach has been long lasting, and it has shaped the design of many widely used EFL/ESL textbooks and courses, including many still being used today (for examples: many of L.G.Alexanders widely used textbooks). This method is widely used at the time of writing.第四章 The Audiolingual Method 听说法一、BackgroundThe combination of structural linguistic theory, constructive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method1、 1929年The Coleman Report后美国出现的外语教学法a modified Direct Methoda reading-based approacha reading-oral approach这些教学法的不足之处2、Army Specialized Training Program（1942）3、Informant method （Bloomfield）mastery of American Indian languages1、 Army Method derived from the intensity of contact with the target languagethe value of an intensive, oral-based approach to the learning of a foreign language5、English Language Institute (1939 the University of Michigan)Charles Fries : principles of structural linguisticspattern practice 6、general form (1950)A lesson began with work on pronunciation, morphology, and grammar, followed by drills and exercises.1、 Contrastive analysissystematic comparisons of English with other languages2、 Aural-oral approach (1950s)aural training first, then pronunciation training, followed by speaking, reading, and writing Practice makes perfect.3、 The Addiolingual Method Structural linguistic theoryContrastive analysisAural-oral proceduresBehaviorist psychology二、Approach1、 Theory of language structural linguistics (1950s) : a reaction to traditional grammarthe characteristics of the term structuralthe primary medium of language is oral: speech is language2、 Theory of learning behavioral psychology : stimulus, response, reinforcementhypotheses about language learning and language teaching learning principles P57三、Design1、 ObjectivesShort-range objectivesLong-range objectivesSpeaking skills2、 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 drills : repetition, inflection, replacement4、 Learner roles Organismsa reactive role, have little control 5、 Teachers rolescentral and activemodels the target languagecontrols the direction and pace of learningmonitors and 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、procedures in a typical audiolingual lesson 五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundations and the practical results 2、the theoretical attack: Noam Chomskys theory of transformational grammar1、 Cognitive code learningacknowledged the role of abstract mental processes in learningthe cognitive-code theroyConclusion:Audiolingualism stresses the mechanistic aspects of language learning and language use.Situational Language Teaching and Audiolingualism (similarities and difference)Question for discussion:听说法受到了大家的质疑，那么这种教学法还有没有我们值得借鉴的东西？第五章 Communicative Language Teaching一、Background1、 The decline of Situational Language Teaching in BritainBritish applied linguists began to call into question the theoretical assumption underlying Situational Language Teaching.2、British applied linguists: the functional and communicative potential of language3、Changing educational realities in Europe4、Notional syllabuses （Wilkins 1976）5、Communicative language teaching strong versionweak version6、the major distinctive features of the Audiolingual Method and the Communicative Language Teaching7、Bronislaw Malinowski and John Firth 8、Learner-centered and experience-based view of second language teaching二、Approach 1、 Theory of languagelanguage as communicationHymess view Hallidays view Henry Widdowsons viewCanale and Swains viewThe characteristics of the communicative view of language 2、 Theory of learning Elements of an underlying learning theory: communication principle, task principle, meaningfulness principleKrashens viewJohnson and Littlewoods view三、Design 1、 ObjectivesPiephos discussion (general objectives)No defined particular objectives2、 The syllabusNotional syllabusWiddowsons argumentYaldens classification of communicative syllabus typesDiscussion concerning syllabus3、 Types of learning and teaching activiti