TESOL(教学法approaches).ppt

HistoryofFLTeaching GrammarTranslationMethodDirectMethodAudio lingualMethodSituationalMethodCommunicativeMethodCognitive codeLearningTheSilentWayTPRCommunityLanguageLearningSuggestologyNaturalApproachCollaborativeLearning OtherApproachesRelatedtoCL Frenchimmersion 浸泡式教学 Segmentation 碎片式教学 IntegratedReading 整体阅读法 Usingthepeersasteacherofthepoorstudents 同伴互教式学习法 Task basedLearning 任务学习法 ProjectLearning 项目学习法 Cooperativelearning 合作式学习法 TribalLearning 部落式学习法 TeachingApproaches AspectstoConsiderinApproaches Teacher steachingaimTeacher sandstudent staskandfunctioninteachingMainteachingactivitiesandcharacteristicswhichcompetencetocultivateinstudents Listeningorelse Designofteachingmaterials Linear FunctionofthemothertongueAttitudetostudents mistakes A Grammar translationApproach 语法翻译法 Theaimistodevelopstudents competenceinreadingliteraryworks sostudentsmustmastervoc structureinordertotranslateworks Studentsmustreciteeverythinganddotranslationexercises XuGuozhang sEnglish MainActivities Teacherusesmothertonguetointroducethecontentoftexts andthentranslatethetargetlanguageintomothertongue andalsoexplainsgrammarindetailwithotherexamples Studentsareaskedtoreadthetextforbetterunderstanding Competencedevelopment Asitstressesvocandgrammarlearning sostudents readingandwritingcompetencesareintensified Listeningandspeakingareignored Materialdesign worksintheoriginal exercisesforgrammar wordsbothinChineseandEnglishversions Teacher sandstudents functions T authoritywhoimpartsknowledge organizeroftheclass Ss dowhateverteacherasksthemtodo passiveinlearning Mothertonguefunction Teachinglanguageandclasslanguage AttitudestowardsSs mistakes Correctallmistakesforcorrectusageofthelanguage B DirectApproach 直接法 Aimistodevelopstudents communicativecompetence Itrequiresstudentstothinkinthetargetlanguage Mainactivities teacherusesthetargetlanguagetoteachinclassandusesrealthings pics gesture facialexpressionetc toexplainthemeaningofthewordsandsentences Studentsimitatetheteacher readaloudandanswerquestionsincompletesentences Atfirst oralandlisteningcommunicativecompetenceisstressed later readingandwritingarestressed Oralcompetenceisstressed Teacherpaysattentiontopronunciationandvoc Materialdesign Mostlylivinglanguageisused Situationsareused Themes likeweatherandgeography areused Teacher sandstudents function Teacherorganizesactivities he sheistheorganizer authority studentsaremoreactive askingquestions havingdialoguesanddiscussion Mothertongue nomothertongueisusedinclassAttitudestomistakes Teacherdoesn tpointoutthemistakes justrepeatsthecorrectsentenceforstudents C SituationalLanguageTeaching OralApproach 情景法 口语法 NewConceptEnglishisthetypicalone Aimistopracticelanguagestructureinsituation Thefourskillsarefromlanguagestructurewhichisfromoralpractice Mainactivities Teacheroffersthesituation thenstudentslisten thenteacherexplainstexts thenstudentspracticeoralEnglishwithkeywordsandsentenceinthetexts Writtenexercisesarealsoinstructure Itstressesthecompetencemainlyinlisteningandspeaking Oralisfirst Materialdesign inprojectfromeasytodifficult Teacher sandstudents functions Teacheristhelanguagemodel designerandcommanderoftheclassactivities Studentsimitatetheteacherandarealsofreeinexpressingthemselvesindialogues Mothertongue mainlyusethetargetlanguage occasionallyusemothertongueinverydifficultsituation Studentsarenotencouragedtotranslatesentencesbyusingmothertongue Attitudetowardsmistakes Correctmistakesaspronunciationandgrammarareveryimportant D Audio lingualApproach 听说法 Listeningandspeakingfirst readingandwritingsecond TheAim todevelopstudents communicativecompetencewiththetargetlanguage Mainactivitiesandcharacteristics Dialoguesarethemainactivities Listenandsay imitateandretellsentence intensifypracticeandmasterstructure readandwritetostrengthenoralEnglish ItstressescompetenceinoralEnglishexpressionandcorrectpronunciationMaterialdesign Accordingtothesyllabus accordingtolearners mothertongue Teacher sandstudents function Teacheristhemodel instructor studentsimitate Teacherdominatesteaching Mothertongue Thetargetlanguageisusedinclass Attitudetowardsmistakes Correctmistakesintimeforstudentstoformcorrecthabit E CognitiveApproach 认知法 Aimistodevelopstudents competenceinpracticalandover alluseofthetargetlanguageandtoprobeintohowtomakeadultslearnthetargetlanguage Mainactivitiesandcharacteristics Generallythreestages Languageunderstanding Languagecompetenceandlanguageapplication use Teacherofferslanguagematerialsinthetargetlanguageandletstudentsdiscovertherulesoflanguage Organizedpracticeisusedtodevelopstudents competence eg Lookingatandsayingsomethingaboutpics describingthesituations retellingtexts makingsentencesandtranslation Accordingtogivensituations studentshavediscussionsandnarration WritingcompositionsStudentsarethecenterandtheteacherisasupervisor Itstressescomprehensioncompetenceandself teachinglearningcompetence Materialdesign Textsaredesignedtodevelopstudents competenceindiscoveryandunderstandingoftherules 发现和理解语言规则 Teacher sandstudents function student centeredMothertongue itisusedoccasionallyforexplanationofgrammaticalrules Attitudetowardsmistakes Ifnotaffectingcommunication it sunnecessarytocorrectthem F CommunicativeLanguageTeaching 交际法 Teachingchangedfromlanguageformandstructuretofunctionoflanguage Aimistodevelopstudents communicativecompetencewiththetargetlanguage tousethelanguageproperlytodifferentpeopleatdifferenttimeindifferentsituationswithdifferentlanguages Mainactivitiesandcharacteristics Pre communicativeactivities StructuralactivitiesQuasi communicativeactivitiesCommunicativeactivities FunctionalcommunicationactivitiesSocialinteractionactivities Itstressesthecommunicativecompetenceinlistening speaking readingandwriting Materialdesign fromsimpletocomplicatedOnlyfunctionalStructural functionalFunction structuralThematic topical Teacher sandstudents function T organizer consultant communicator andfacilitatorSs communicator Mothertongue notused Onlythetargetlanguageisused Studentsshouldknowthatthetargetlanguageisatoolforcommunication Attitudetowardsmistakes It snormalforSstomakemistakes Soiftheydonotaffectunderstandingorcommunication don tcorrectthem G TotalPhysicalResponse 全身反应法 AimistoletSslearntheaudio lingual listeningandspeaking competenceinaneasyenvironment Mainactivitiesandcharacteristics Teacherorders act say gesture singSs actandimitateImperativedrillsareused ItstresseslisteningandspeakingcompetenceMaterialdesign suitableforclassroomuse simpleprojectforstudents Teacher sandSs function T active directrole He shegivesorder actororactress Ss responsetoorder Theyarethelistenersandperformers actororactress too Mothertongue No Onlytargetlanguageisused Attitudetowardsmistakes Onlycorrectseriousmistakes alsopayattentiontowaysofCriticism Don thurtSs H TheSilentWay 沉默法 TheteachershouldbesilentandSsshouldbeencouragedtoproduceasmuchlanguageaspossible Aimistousethelanguagethroughthelearner sownperceptualandanalyticalpowers Ssaretrainedtobegoodproblemsolversinlanguage Mainactivitiesandcharacteristics FirstgiveSsoralandauralfacilityinbasicelementsofthetargetlanguage T usetokens picsandchartsetc fordiscussionSs mustgaina feel fortheEnglishphonologicalandsupra segmentalelementsthatgiveEnglishitsuniquesoundsystemandmelodyassoonaspossible Itstressesseeingvocascentraldimensionoflanguagelearningandthechoiceofvoc ascrucial esp functionalvoc MaterialsDesign Structuralsyllabuswithlessonsplannedaroundgrammaticalitemsandrelatedvoc T SandSs function T toteach totestandtogetoutoftheway TheteacherisresponsibleforcreatingtheenvironmentthatencouragesSs risk takingandthatfacilitateslearning He sheislikeadramatistwritingthescript choosingtheprops settingthemood modelstheaction designatestheplayersandiscriticfortheperformance Ss independent individual agroupmember ateacher astudent partofasupportsystem aproblemsolverandaself elevator Mothertongue No Onlythetargetlanguageisused Attitudetowardsmistakes TeachercorrectsSs mistakeinpronunciationorasksanotherstudenttocorrectthestudentwhomakesmistakes I CommunityLanguageLearning Council Learning 社区学习法 顾问法 ByCharlesA Curran Prof OfPsychologyThebasicidea Onepersongivesadvice assistanceandsupporttoanotherwhohasaproblemorisinsomewayinneed Itisa humanisticapproach Aimisfortheteachertotransferhis herknowledgeandproficiencyinthetargetlanguagetothelearners whichimpliesthatattainingnear nativelikemasteryofthetargetlanguageissetasagoal Specificobjectivesarenotaddressed Mainactivitiesandcharacteristics Translation groupwork recording transcription analysis reflectionandobservation listeningandfreeconversationareinvolved a Agroupoflearnerssitinacirclewiththeteacherstandingoutsidethecircle b Astudentwhispersamessageinthenativelanguage L1 c Theteachertranslatesitintotheforeignlanguage l2 d Thestudentrepeatsthemessageintheforeignlanguageintoacassette e Studentscomposefurthermessagesintheforeignlanguagewiththeteacher shelp f Studentsreflectabouttheirfeelings Itstressesthepersonalcommitmentsthatlearnersneedtomakebeforelanguageacquisitionprocessescanoperate Materialdesign Asit smainlyusedtoteachoralproficiencyaswellaswriting thereisnoconventionalsyllabusforthiscourse Itistopicbasedwiththelearnersnominatingthingstheywishtotalkaboutandmessagestheywishtocommunicatetootherlearners Atextbookisnotanecessarycomponent Teacher sandSs function T isthecounselor supportive non judgmentalinthelanguageclassroom Ss theclients counselortootherlearners Mothertongue bothmothertongueandtargetlanguageareused Attitudestowardsmistakes AsSsbecomeincreasinglycapableofacceptingcriticism theteachermayintervenedirectlytocorrectdeviant abnormal utterances J TheNaturalApproach 自然法 Krashen sTheory 克拉申理论 It saboutthenaturalisticlanguagelearninginyoungchildren Thereare5hypotheses a Learning acquisition hypothesisb Themonitorhypothesisc Naturalorderhypothesisd Inputhypothesise Affectivefilterhypothesis i motivation ii self confidence iii anxiety Aim Studentswillbeabletofunctionadequatelyinthetargetsituation MainActivitiesandCharacteristics Teachertalkfocusesonobjectsintheclassroomandonthecontentofpics learnersarenotrequiredtosayanythinguntiltheyfeelready buttheyareexpectedtorespondtoteachercommandsandquestionsinotherways TeacherusescomprehensiblewordsfirstandprovidescomprehensiblelanguageandsimpleresponseopportunitieswhenSsarereadytobegintalkinginthenewlanguage Charts pics adsandotherrealiaserveasthefocalpointforquestions Inamoredetailedway theteachercandothefollowing a StartingwiththeTotalphysicalresponse b UsingTPRtoteachnamesofbodyparts c Introducingclassroomtermsandpropsintocommands eg touchingawall putapenunderthebook d Usingnamesofphysicalcharacteristicstoidentifyamember e Usingvisual magazinepicstointroducenewwords f CombininguseofpicswithTPR g Combiningobservationsaboutpicswithcommandsandconditionals h Usingpics askSstopointtothepicsbeingdescribed Itsstress 1 exposureorinputratherthanpractice 2 optimizing fullyusing emotionalpreparednessforlearning 3 aprolongedperiodofattentiontowhatthelanguagelearnershearbeforetheytrytoproducelanguage 4 willingnesstousewrittenandothermaterialsasasourceofcomprehensiveinput Materialdesign SyllabusvariesaccordingtoSs needsandparticularinterests Teacher sandSs function Ss Processorofcomprehensiveinput challengedbyinput Atdifferentstages theyactdifferently a Pre productionStage ParticipatinginthelanguageactivitywithouthavingtorespondinL2 b EarlyProductionStage yes noquestionresponse simplequestions eg Howareyou c Speech emergentStage Ssinvolvethemselvesinroleplayandgames NowSsa provideinformation b takeanactiverole c decidewhentostartproducingspeech d wherelearningexercisesaretobeapartoftheprogram decidewiththeteachertherelativeamountoftimetobedevotedtothem Teacher 1 isasourceofinput 2 createsinteresting friendlyclassroomatmosphere 3 choosesarichmixofclassroomactivities MotherTongue notencouragedAttitudetowardsmistakes NotcorrectingSs mistakes K Suggestopedia Suggestology 暗示法 ByBulgarianPsychiatrist educatorGeorgiLozanov Figure Attentionandmemorystudies Aimistodeliveradvancedconversationalproficiencyquicklyandtheunderstandingandcreativesolutionofproblems Mainactivitiesandcharacteristics Listeningactivitiestothewordsandtexts Ssdiscusswiththeteacher Readingisactedoutinadramaticmanner eg Thisisadifferentday Everyoneprayedontheway Studentsarerelaxedinthismanner Itstressestheenvironmentoflearning Materialdesign Thecourselasts30daysandconsistsoftenunitsofstudy ThetextisbothinL1 L2 eg Ilovethebook 我喜欢这本书 Textshaveemotionalforce literaryqualityandinterestingcharacters Teacher sandSs function parent childrelationship T a createssituationsinwhichthelearnerismostsuggestible andthedecoration furniture andarrangementoftheclassroom theuseofmusic andtheauthoritativebehavioroftheteacher He sheistheauthority b presentslinguisticmaterialstoencouragepositivereceptionandretentionbythelearner Ss a arevolunteers b aregivenanewnameinordertoplayarole c sitfacetoface Mothertongue bothL1andL2areused Attitudetowardsmistakes nocorrection TheLearningenvironmentplaysacentralroleinsuggestopedia