《語言教學(xué)的流派》筆記

1、第三章 第三章 The The oral oral approach approach and and situational situational language language teaching teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatica

2、l and lexical gradation are used and new teaching points are presented and practiced through meaningful situation-based activities.一、 一、Background Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Voca

3、bulary control 3. Grammar control 二、 二、The The Oral Oral Approach Approach and and Situational Situational Language Language Teaching Teaching The main characteristics of the approach were as follows: 1. Language teachi

4、ng 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 a

5、re followed to ensure that an essential general service vocabulary is covered. 5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is e

6、stablished. 三、Approach Approach1、 Theory of language a type of British “structuralism”. ○ 1One distinctive feature: structures must be linked to situations in which they could be used ○ 2Language was viewed as purposefu

7、l activity related to goals and situations in the real world. ○ 32、Theory of learninga type of behaviorist habit-learning theory(three processes in learning a language) (1). Language learning as habit formation (2).An i

8、nductive approach is used to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design Design1、Objectives: (1). Practical command of the

9、four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial. (3). Automatic control of basic structures and sentence patterns is fundamental. (4). Writing derives from speech.第四章 第

10、四章 The The Audiolingual Audiolingual Method MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills

11、. (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

12、 used in many other parts of the world.一、 一、Background BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.二、

13、二、Approach Approach1、Theory of language Structural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.2、Theory of learning Behavioral psychology: stimulus-res

14、ponse chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation. 2. Language skills are learned more effectively if the items to be learned in the target language are pre

15、sented 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

16、deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、 三、Design Design1、ObjectivesShort-range objectives：Listening comprehension、accurate pronunciation, reading compre

17、hension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers have2、The syllabusA linguistic syllabus: phonology, morphology, an