情景教学法

•Teacher roles
In the presentation stage, the teacher serves as a model. Then, teachers is required to use questions, commands and other cues to elicit correct sentence from the learners. During the practice phase of the lesson, students are given more opportunities to use the language in less controlled situations.
Design
• The role of instructional materials
The visual element together with a carefully graded grammatical syllabus is a crucial aspect of SLT. The textbook should be used” only as a guide to the learning process”
Vocabulary control
• Vocabulary • Reading skills
Frequency counts
Grammar control
Palmer had emphasized the problems of grammar for foreign learner different from the abstract grammar in the Grammar-Translation a comprehensive methodological framework
Merits
• • • • Focus on “situation” Focus on vocabulary The target language Automatic use in speech, reading and writing
Defeats
• repeat, students might lapse into faulty grammar or pronunciation, forget what they have been taught or fail to respond quickly. • Avoid errors at all costs
The Oral Approach and Situational Language Teaching
罗莎 邱小丽 侯婷
Background The oral approach was developed from the 1939s to the 1960s by British applied linguists such as Harold Palmer.
The main characterstics of the approach
• • • • Language teaching begins with spoken language. The target language is the language of the classroom. New language points are introduced and practiced situationally. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. • Simple grammar should be taught before complex ones. • Reading and writing are introduced once a sufficient basis is established.
Development of SLT
It appeared with some systematic principles from the 1920s: selection, gradation, presentation It was the accepted British approach to ELT by the 1950s. SLT was used to include the structural-situational and oral approaches in 1960s.
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Procedure
Listening practice Choral imitation Individual imitation Isolation Introduce the new model Elicitation to get students to ask questions, etc. Substitution drilling Question-answer drilling Corrections between students.
Conclusion
In the 1950s and 1960s, procedures associated with Situational Language Teaching were an extension and further development SLT provided the methodology of major methodology texts throughout the 1980s. SLT has be widely used in many parts of the world, particularly when materials are based on a grammatical syllabus.
Design
Objective syllabus Types of learning and teaching activities Learner roles
Teacher roles
The role of instructional materials
Design
• The objectives of SLT are to teach four basic skills of language. • The structural syllabus and word list is basic to the teaching of English in SLT. • Types of learning and teaching activities: new language items can be demonstrated by the use of objects, pictures, which together with actions and gestures.
Approach
• Theory of learning
The theory of learning underlying SLT is a type of behaviorist habit-learning theory.
There are three processes :
receiving the knowledge or materials fixing it in the memory by repetition using it in actual practice
Analysis
of SLT
ห้องสมุดไป่ตู้Approach
Design
Procedure
Approach
Theory of language
Theory of learning
Approach
• Theory of language
The theory of language underlying SLT can be
characterized as a type of “structuralism”
Speech is regarded as the basis of language, and structure is viewed as being at the heart of speaking ability. Our principal classroom activity will be the oral practice of structure.
Design
• Learner roles
In the initial stages of learning, the learner is required simply to listen and repeat what the teacher says and respond to questions and commands. Later, more active participation is encouraged.