section 7 The silent way
Chapter 7 Silent Way
Design: Objectives
The general objective of the Silent Way is to
give beginning level students oral and aural facility in basic elements of the target L. The general goal for L learning is near-native fluency in the target language, and correct pronunciation and mastery of the prosodic elements of the target L are emphasized. An immediate objective is to provide the learner with a basic practical knowledge of the grammar of the L. This forms the basis for independent learning on the learner’s part.
An example. Let us say that the teacher has introduced the
idea of pronouns as in "Give me a green rod". The class will then use this structure until it is clearly assimilated, using all the other colours. One member of the class would now like to ask another to pass a rod to a third student but she does not know the word "her", only that it cannot be "me". At this point the teacher would intervene and supply the new item: "Give her the green rod" and the learners will continue until the next new item is needed (probably strict avoidance of repetition
2013年考研英语二真题及答案(完整版)
2013年研究生入学考试英语一真题与解析英语二完型Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Given the advantages of electronic money, you might think that we would move quickly to the cashless society in which all payments are made electronically.___1___, a true cashless society is probably not around the corner. Indeed, predictions of such a society have been ___2___ for two decades but have not yet come to fruition. For example, Business Week predicted in 1975 that electronic means of payment “would soon revolutionize the very ___3___ of money itself,” only to ___4___ itself several years later. Why has the movement to a cashless society been so ___5___ in coming?Although e-money might be more convenient and may be more efficient than a payments system based on paper, several factors work __6___ the disappearance of the paper system. First, it is very ___7___ to set up the computer, card reader, and telecommunications networks necessary to make electronic money the___8___ form of payment. Second, paper checks have the advantage that they___9___ receipts, something that many consumers are unwilling to ___10___. Third, the use of paper checks gives consumers several days of "float"-it takes several days ___11___ a check is cashed and funds are ___12___ from the issuer's account, which means that the writer of the check can earn interest on the funds in the meantime. ___13___ electronic payments are immediate, they eliminate the float for the consumer. Fourth, electronic means of payment ___14___ security and privacy concerns. We often hear media reports that an unauthorized hacker has been able to access a computer database and to alter information ___15___ there.Because this is not an ___16___ occurrence, unscrupulous persons might be able to access bank accounts in electronic payments systems and ___17___ funds by moving them from someone else’s accounts into their own. The ___18___ of thistype of fraud is no easy task, and a whole new field of computer science has developed to ___19___ security issues. A further concern is that the use of electronic means of payment leaves an electronic ___20___ that contains a large amount of personal data on buying habits. There are worries that government, employers, and marketers might be able to access these data, thereby encroaching on our privacy.1. [A] However [B] Moreover [C] Therefore [D] Otherwise2. [A] off [B] back [C] over [D] around3. [A] power [B] concept [C] history [D] role4. [A] reward [B] resist [C] resume [D] reverse5. [A] silent [B] sudden [C] slow [D] steady6. [A] for [B] against [C]with [D] on7. [A] imaginative [B] expensive [C] sensitive [D] productive8. [A] similar [B] original [C] temporary [D] dominant9. [A] collect [B] provide [C] copy [D] print10. [A] give up [B] take over [C] bring back [D] pass down11. [A] before [B] after [C] since [D] when12. [A] kept [B] borrowed [C] released [D] withdrawn13. [A] Unless [B] Until [C] Because [D] Though14. [A] hide [B] express [C] raise [D]ease15. [A] analyzed [B] shared [C] stored [D] displayed16. [A] unsafe [B] unnatural [C] uncommon [D] unclear17. [A] steal [B] choose [C] benefit [D] return18. [A] consideration [B] prevention [C] manipulation [D] justification19. [A] cope with [B] fight against [C] adapt to [D] call for20. [A] chunk [B] chip [C] path [D] trail答案：1-5: ADBDC6-10: BBDBA11-15: ADCCC16-20: CABAD英语二阅读原文及出处：Text 1In an essay, entitled “Making It in America,”in the latest issue of The Atlantic, the author Adam Davidson relates a joke from cotton country about just how much a modern textile mill has been automated: The average mill has only two employees today, “a man and a dog. The man is there to feed the dog, and the dog is there to keep the man away from the machines。
the silent way英语教学法
the silent way英语教学法The Silent Way是一种英语教学法，它最主要的理论包括学习者若能自己去察觉、发现及创造，比覆诵、熟背来得好。
这种教学法的目标是给初学者口语和听力的支持以掌握目的语，包括语法的基本知识，近似母语的流畅度和正确的语音。
1．理论基础：The Silent Way的理论基础主要源自于语言学和心理学。
它强调了语言学习的自主性和自我发现的过程。
这种教学方法认为，当学习者被给予机会去自我探索和发现语言的规则和模式时，他们的学习效果会更好。
2．教学方法：在The Silent Way中，教师会尽量减少在课堂上说话，相反，他们会通过手势、面部表情、肢体语言等非语言方式来与学习者进行交流。
这种教学方式强调了学习者需要尽可能地积极参与到语言的学习过程中去。
3．教学重点：The Silent Way的教学重点主要放在口语和听力技能的培养上。
教师会提供大量的听力材料和口语练习，以帮助学习者提高他们的语言流利度和准确性。
4．教学过程：The Silent Way的教学过程通常包括以下几个步骤：首先，教师会用非语言的方式介绍一个新的语言点或概念；然后，他们会给学习者提供一些练习材料，以帮助他们理解和掌握这个新的语言点；最后，教师会通过测试和反馈来检查学习者的学习效果。
5．教学特点：The Silent Way的教学特点包括：鼓励学习者自主学习、重视语言的实用性和功能性、强调语法和词汇的教学、使用真实、自然的语言材料、鼓励学习者通过上下文来理解语言的意义和用法。
6．评估和反馈：在The Silent Way中，评估和反馈是非常重要的环节。
教师会定期进行测试和评估，以检查学习者的学习进度和效果。
同时，他们也会根据学习者的表现和反馈来调整教学策略和方法。
总的来说，The Silent Way是一种非常注重学习者自主性和实践性的语言教学方法。
它强调了学习者需要有机会去自我探索和发现语言的规则和模式，同时也重视教师的角色，他们需要为学习者提供足够的学习资源和引导。
人教版英语九年级全册Unit 4-Unit 6复习课件
3. humorous adj. 有幽默感的，滑稽有趣的 变形： humor n.幽默
4.silent adj. 不说话的，沉默的 remain/stay/keep silent 保持沉默 in silence 安静地，无声地=silently n.silence 5.helpful adj.有用的，有帮助的，乐于助人的 be helpful to sb. 对某人有帮助
6.general adj.总的/普遍的/常规的 n. 将军---generally adv.一般地/普遍地 in general =generally speaking 一般来说
7.introduction n.介绍 brief introduction 简介 make an introduction 做介绍 introduce oneself自我介绍 introduce A to B 把A介绍给B
14. in the last /past +时间段 在过去的...里 15. be there for 随叫随到；不离……左右
U5背诵知识点
• chopsticks [ˈtʃɒpstɪks] n. 筷子 two pairs of chopsticks • coin [kɔɪn] n.硬币 corner n.角落 • fork [fɔ:k] n.餐叉 a knife and fork 一副刀叉（做主谓单） • a knife and a fork 一把刀和一个叉（做主谓复） • blouse [blaʊz] n.（女士）短上衣；衬衫 • silver [ˈsɪlvə] n. 银，银器； adj.银色的 silver hair银发 gold金 • glass [glɑːs] n.玻璃 玻璃杯 a piece of glass a glass of一杯.. • 眼镜 a pair of glasses • cotton [ˈkɒtn] n.棉；棉花不可数，mutton 羊肉不可数 • fair [feər] n. 展览会；交易会 • environmental [ɪnˏvaɪərənˈmentl] adj. 自然环境的；有关环境的
牛津深圳版英语九上Unit 7《The Adventures of Tom Sawyer》教学设计6
牛津深圳版英语九上Unit 7《The Adventures of Tom Sawyer》教学设计6一. 教材分析《The Adventures of Tom Sawyer》是牛津深圳版英语九上Unit 7的一篇阅读文章，讲述了汤姆·索亚的冒险故事。
本篇文章趣味性强，情节丰富，能够激发学生的学习兴趣。
通过阅读这篇文章，学生可以提高阅读理解能力，学习到更多关于冒险、勇气、友谊等主题的词汇和表达方式。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够独立阅读中等难度的英语文章。
但学生在阅读过程中可能会遇到一些生词和短语，需要教师给予适当的引导和帮助。
此外，学生对于西方文化背景可能了解不多，需要在教学过程中进行补充。
三. 教学目标1.知识目标：–能够理解文章大意，把握主要情节。
–学习并掌握文章中出现的重点词汇和短语。
2.能力目标：–提高学生的阅读理解能力。
–培养学生的猜测词义、推理判断等阅读技巧。
3.情感目标：–培养学生对冒险、勇气、友谊等主题的思考。
–增强学生对英语学习的兴趣。
四. 教学重难点•文章主要情节的把握。
•重点词汇和短语的学习。
•理解并运用文章中的冒险、勇气、友谊等主题的词汇和表达方式。
•对于西方文化背景的了解。
五. 教学方法1.任务型教学法：通过设定各种任务，激发学生的学习兴趣，提高学生的参与度。
2.合作学习法：鼓励学生分组讨论，培养学生的团队合作能力。
3.启发式教学法：引导学生主动思考，培养学生的推理判断能力。
六. 教学准备1.教师准备：–熟悉教材，明确教学目标。
–准备相关教学资料，如PPT、词汇卡片等。
2.学生准备：–预习文章，初步了解文章内容。
–查阅的生词和短语。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾上节课的内容，为新课的学习做好铺垫。
2.呈现（10分钟）–教师通过PPT展示文章主要情节，引导学生关注重点词汇和短语。
3.操练（15分钟）–教师学生进行小组活动，讨论文章中的冒险、勇气、友谊等主题。
第七讲 沉默法1
（The Silent Way）
创始人
美国教育家 凯莱布·加德尼奥 Caleb Gattegno 20世纪70年代 提倡外语学习需要学习者自己去发现（Discovery）和 创造（Create），而非背诵（Remember）和重复 （Repeat）
主张
外语教师在课堂上应该尽量沉默，而让学生尽量 多开口；
沉默法的教学过程
1.教师利用沉默法的特殊教具引导学生发音，并结合 数音成单词；
2.教师以手势等协助学生修正不正确发音（非不得已 教师不出声念外语单词）；
3.学生在教师的协助下不断试错，求得正确知识。
附录：沉默教学法实例
e.g. 颜色词 如blue等的教法
沉默教学法实例
（步骤1）教师在墙上挂音色对应图表，彩色译音卡片和 字词表；
沉默教学法实例
（步骤5）教师指示音色对应图表上的[u]，学生读该音。 教师再指彩色译音卡片上的oo,ue,o等字母组合，作[u] 的口型，让学生明白这些字母组合可以读[u].其余[l] [b]的字母组合类推；
（步骤6）教师再指示彩色译音卡片上的blue，让学生发 音。教师再用蓝色木条、蓝色衣服和蓝色卡片等强化蓝 色的发音和词义；
外语学习是一种“人为”学习。 3、语言学习是一种通过自我意识和自我挑战的个人成 长过程；
4、 学生的学比教师的教更重要；
沉默法的总体目标
通过语言的基本要素的训练培养初学者听和说两方 面的能力；
课堂活动
学生对命令句、问句和视觉提示作出反应；
学生的角色
独立的学习者、小组活动成员、教师、陪练、解决 问题者和自我评估者等； 教师的角色
❤
理论基础
结构主义语言理论 认为语言是一组与特定意义任意相联系的通过语法 规则结合起来的语音组合。语言从其社会语境中抽离 出来通过虚拟的语境教给学生。
Silent Way沉默教学法
Approach
Learning activities Use charts, rods, and other aids to elicit learners response . Response to commands, questions, and visual cues thus constitute the basis for classroom activities. The role of learners To be independence, autonomy, and responsibility The role of teachers write the script, choose the props, sets the mood, models the action, designates the players, and is critic for the performance
conclusion
The innovations in Gattegno’s method derive primarily from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed on learners to figure out and test their hypotheses about how the language works, and the materials used to elicit and practice language.
The Silent Way
Aims and goals
• The general goal of the Silent Way is to help beginninglevel students gain basic fluency in the target language, with the ultimate aim being near-native language proficiency and good pronunciation. • An important part of this ability is being able to use the language for self-expression; students should be able to express their thoughts, feelings, and needs in the target language.
Teaching techniques
• Just as the name implies, silence is a key tool of the teacher in the Silent Way. From the beginning levels, students do 90 percent or more of the talking. Being silent moves the focus of the classroom from the teacher to the students,and can encourage cooperation among them. It also frees the teacher to observe the class. • Silence can be used to help students correct their own errors. Teachers can remain silent when a student makes a mistake to give them time to self-correct; they can also help students with their pronunciation by mouthing words without vocalizing, and by using certain hand gestures.
九年级英语课件《Unit-4--(A-1a-2d)》
Listen and check (√) the words you hear.
____ friendly ____ outgoing ____ serious ____ humorous ____ silent ____ active____ brave ____ quiet ____ helpful
helpful
serious
active
humorous
silent
outgoing
friendly
silent adj.沉默的keep/stay/remain silentn. silence(沉默，无声) in silence 沉默；无声
humorous adj.有幽默感的humor n. 幽默humorless adj.无幽默感的a sense of humor 幽默感
Have you noticed any changes of your friends or classmates around you in the recent three years?
Let’s discuss
Which aspects can we describe changes from?
Appearance
Personality
tall
outgoing
straight hair
funny
beautiful
short
fat
thin
curly hair
wear glasses
SILENT WAY沉默教学法
• The learning of heuristics by discovering.
• The aid to conserving memory.
1
Background
Accompanying physical objects
The Cuisenaire rods and the color-coded
(2) The Silent Way takes a structural approach to the organization of language to be taught. (3) Gattegno sees vocabulary as a central dimension of language learning and choice of vocabulary as crucial.
2
Approach: Theory of Language and Learning
Theory of language
(1) Learning a language is to grasp its "spirit"— the way each language is composed of phonological and suprasegmental elements that combine to give the language its unique sound system and melody.
3
Design
materials
colored rods, color-coded pronunciation and vocabulary wall charts, a pointer, and reading/writing exercises. All Silent Way materials are used to illustrate the relationships between sound and meaning in the target language.
《语言教学的流派》课程教案
《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 teachingThis book is a book on the history of language teaching, but it’s more than that. According to the authors, the aim of this b ook 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。
10月全国自学考试外语教学法自考试题及答案解析
全国2019年10月自学考试外语教学法试题课程代码：00833Ⅰ. Multiple Choice (15%)Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C, and D. You are to make the best choice either to complete the incomplete statement or to answer thequestion. One point is given to each correct choice.1. The Communicative Approach is essentially a manifestation of the .A.1950’sB.1960’sC.1970’sD.1980’s2. Georgi Lozano was the founder of .A. The Silent WayB. SuggestopaediaC. The Total Physical ResponseD. Community Language Learning3. The functional linguistics develops directly from .A. the transformational generative grammarB. the habit-formation theoryC. the American School of LinguisticsD. the London School of Linguistics4. Traditional linguists believe that the written form of language is to the spoken form.A. seniorB. juniorC. inferiorD. superior5. Who applied the theory of conditioning to the way humans acquire language in a book entitled“Verbal Behavior”?A. SkinnerB. BrunerC. BloomfieldD. Piaget6. Language meaning depends to a large extent on the contexts in which speech acts occurred.A. linguisticB. grammaticalC. culturalD. sociocultural7. The Oral Approach believes in a theory of learning that is based on a type of theory.A. behaviouristB. cognitiveC. discoveryD. hypothesis-testing8. As an inter-disciplinary science, FLTM makes use of of different subjects.A. theoriesB. rulesC. methodsD. languages9. In Palmer and Hornby’s view, the organization of the grammatical content of a language courseshould be based on the principle of .A. cognitionB. automaticityC. deductionD. gradation10. Which of the following became a key feature of the Oral Approach in the 1960’s?A. Priority of spoken language.B. Classroom instruction in the target language.C. Situational presentation and practice.D. V ocabulary selection.11. Materials in the Audiolingual Method are primarily .A. teacher-orientedB. learner-orientedC. text-orientedD. activity-oriented12. The Silent Way takes to the organization of language to be taught.A. a discovery methodB. a cognitive approachC. direct and indirect methodD. a structural approach13. The most obvious characteristic of the Communicative Approach is that almost everything is done with acommunicative .A. situationB. settingC. informationD. intent14. All of the following principles reflect the influence of structural linguistics and behaviourist psychology in language teaching except that .A. language is speech, not writingB. a language is what its native speakers say, not what someone thinks they ought to sayC. languages are differentD. competence comes before performance15. What are the five factors which are considered crucial components in foreign language teaching in the ASSRFMethod?A. Attention, security, structure, retention and function.B. Approach, situation, skill, reading and formation.C. Affective factors, situation, structure, rule and function.D. Attention, summarizing, situation, reflection and form.Ⅱ. Filling Blanks: (20%)Directions: In this section there are 15 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.16. Generally speaking, the Grammar-Translation Method belongs to the school of linguistics.17. According to the advocates of the Direct Method, the verbal expression of an event isa word, but a .18. The cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrastinglearning and meaningful learning.19. Towards the end of the 19th century, the language teaching innovation turned into theMovement.20. Chomsky made a difference between the grammatical knowledge and the sentences it produced. He called theknowledge of grammar rules “”.21. The book The Natural Approach: Language Acquisition in the Classroom states theand of the Natural Approach.22. In the view of Grammar-Translation Method, the first language is maintained as thein the acquisition of the target language.23. Grammar is learned by listening and speaking activities in the Direct Method, that is, byencouraging learners to induce rules by active use of language.24. The process of learning by discovery involves (taking particular instances and using them todevise a general case ) with the minimum of instruction, and errorful .25. According to the psychological principles of the German scholar F. Franke, a direct association between formsand in the target language should be established.26. In Grammar-Translation Method, grammar is the main in foreign language classrooms.27. Piaget saw cognitive development as essentially a process of , within which genetics andexperience interact.28. In the opinion of Krashen and Terrell, is the primary function of language.29. In the acquisition-learning hypothesis, it is said that speakers are concerned with not thebut the of language.30. The theory of learning underlying the Grammar-Translation Method was Psychology.Ⅲ. Matching: (15%)Directions: This section consists of three groups of pairs listed in two columns, A and B. You are to match the one marked ①, ②, ③, ④, or ⑤in Column A with the one marked a, b, c, d, or e in Column B. Onepoint is given to each correct pair you match.31.A: techniques used in B: the purposeGrammar-Translation Method:①reading a. to present new items or to understand the passage ②analysis and comparison b. to apply the new items③translation c. to check the understanding of the reading passage④reading comprehension questions d. to introduce new words and grammar rules⑤written work e. to apply the grammar rules to examples and tounderstand the reading passage32.A: procedures/techniques used B: the purposein the Oral Approach:①individual imitation a. to encourage the students to listen to each othercarefully②building up a new model b. to check the pronunciation③listening practice c. to familiarize the students with the pronunciationand the pattern④choral imitation d. to introduce the new model⑤correction by the students themselves e. to obtain students’ attention33.A: techniques used in the Cognitive B: the purposeApproach:①the ASSRF method a. Wang Cairen②dual activity method b. Zhang Sizhong③global method c. Zhang Jianzhong④leveled method d. Liu Zhaoyi⑤Zhang Sizhong method e. Hao YoumingⅣ. Questions for Brief Answers: (30%)Directions: This section has six questions. You are to briefly answer them. Five points are given to each question.34. What are the roles of the teacher in the Communicative Approach?35. According to the cognitive theory, what are two processes that second language acquisition involves?36. What are the disadvantages of the Natural Approach?37. What language skills are emphasized by the Direct Method? Why?38. Why was speech given a priority in audiolingual classroom practice?39. What sort of linguistics is the Grammar-Translation Method based on?Ⅴ. Questions for Long Answers: (20%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you’ve learned. Ten points are given to each question.40. What theories of language are used by the Communicative Approach as its theoretical basis?41. Do you think the Direct Method can be used in the second language classrooms today? Why or why not?。
the silent way
BackgroundThe Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible. Elements of the Silent Way, particularly the use of color charts and the colored Cuisenairerods, grew out of Gattegno‟s previous experience as an educational designer of reading and mathematics programs. The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno‟s work could be stated as follows: 1.Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.2.Learning is facilitated by accompanying (mediating) physical objects.3.Learning is facilitated by problem solving involving the material to be learned.Let us consider each of these issues in turn.1.The Silent Way belongs to a tradition that views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener (Bruner 1966). Bruner discusses the benefits derived from “discovery learning” under four headings: (a) the increase in intellectual potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966: 83). Gattegno claims similar benefits from learners taught via the Silent Way.2.The rods and the color-coded pronunciation charts (called Fidel charts)provide physical foci for student learning and also create memorableimages to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall.3.The Silent Way is also related to a set of premises that we have called“problem-solving approaches to learning.” These premises are suc cinctly represented in the words of Benjamin Franklin:Tell me and I forget,teach me and I remember,involve me and I learn.Approach: Theory of language and learningGattegno takes an openly skeptical view of the role of linguistic theory in language teaching methodology. He feels that linguistic studies “may be a specialization, [that] carry with them a narrow opening of one's sensitivity and perhaps serve very little towards the broad end in mind” (Gattegno 1972: 84). Considerable discussion is devoted to the importance of grasping the “spirit" of the language, and not just its component forms. By the “spirit” of the language Gattegno is referring to the way each language is composed of phonological and suprasegmental elements that combine to give the language its unique sound system and melody. The learner must gain a “feel” for this aspect of the target language as soon as possible.By looking at the material chosen and the sequence in which it is presented in a Silent Way classroom, it is clear that the Silent Way takes a structural approach to the organization of language to be taught. The sentence is the basic unit of teaching, and the teacher focuses on propositional meaning, rather than communicative value. Students are presented with the structural patterns of the target language and learn the grammar rules of the language through largely inductive processes. Gattegno sees vocabulary as a central dimension of language learning and the choice of vocabulary as crucial. The most important vocabulary for the learner deals with the most functional and versatile words of the language, many of which may not have direct equivalents in the learner‟s native language. This “functional vocabulary” provides a key, says Gattegno, to comprehending the “spirit” of the language.In elaborating a learning theory to support the principles of Silent Way, like many other method proponents Gattegno makes extensive use of his understanding of first language learning. He recommends, for example, that the learner needs to “return to the state of mind that characterizes a baby‟s learning - su rrender” (Scott and Page 1982:273).Having referred to these processes, however, Gattegno states that the processes of learning a second language are “radically different” from those involved in learning a first language. The second language learner is unlike the fi rst language learner and “cann ot learn another language in the same way because of what h e now knows” (Gattegno 1972:11).The “natural” or “direct” approaches to acquiring a second language are thus misguided, saysGattegno, and a successful second language approach will “replace a …natural‟ approach by one that is very …artificial‟ a nd, for some purposes, strictly controlled” (1972: 12).The “artificial approach” that Gattegno proposes is based on the prin ciple that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial. Gattegno‟s repeated emphasis on the primacy of learning over teaching places a focus on the self of the learner, on the learner‟s priorities and commitments. The self, we are told, consists of two systems - a learning system and a retaining system. The learning system is activated only by way of intelligent awareness. “The learner must constantly test his powers to abstract, analyze, synthesize and inte grate” (Scott and Page 1982: 273). Silence is considered the best vehicle for learning, because in silence students concentrate on the task to be accomplished and the potential means to its accomplishment. Repetition (as opposed to silence) “consumes time and encourages the scattered mind to remain scattered” (Gattegno 1976: 80). Silence, as avoidance of repetition, is thus an aid to alertness, concentration, and mental organization.Awareness is educable. As one learns “in awareness,” one‟s powers of aware ness and one‟s capacity to learn become greater. The Silent Way thus claims to facilitate what psychologists call “learning to learn.” Again, the process chain that develops awareness proceeds from attention, production, self-correction, and absorption. S ilent Way learners acquire “inner criteria,” which play a central role “in one‟s education throughout all of one‟s life” (Gattegno 1976: 29). These inner criteria allow learners to monitor and self-correct their own production. It is in the activity of self-correction through self-awareness that the Silent Way claims to differ most notably from other ways of language learning. It is this capacity for self-awareness that the Silent Way calls upon, a capacity said to be little appreciated or exercised by first language learners.Design: Objectives, syllabus, learning activities, roles of learners, teachers, and materialsThe general objective of the Silent Way is to give beginning-level students oral and aural facility in basic elements of the target language. The general goal set for language learning is near-native fluency in the target language, and correct pronunciation and mastery of the prosodic elements of the target language are emphasized. An immediate objective is to provide the learner with a basic practical knowledge of the grammar.Gattegno discusses the following kinds of objectives as appropriate for a language course at an elementary level (Gattegno 1972: 81-83). Students should be able tocorrectly and easily answer questions about themselves, their education, their family, travel, and daily events;speak with a good accent;give either a written or an oral description of a p icture, “including the existing relationships that concern space, time and numbers”;answer general questions about the culture and the literature of the nativespeakers of the target language;perform adequately in the following areas: spelling, grammar (production rather than explanation), reading comprehension, and writing.The Silent Way adopts a basically structural syllabus, with lessons planned around grammatical items and related vocabulary. Gattegno does not, however, provide details as to the precise selection and arrangement of grammatical and lexical items to be covered. But language items are introduced according to their grammatical complexity, their relationship to what has been taught previously, and the ease with which items can be presented visually.The following is a section of a Peace Corps Silent Way Syllabus for the first 10 hours of instruction in Thai. It was used to teach American Peace Corps volunteers being trained to teach in Thailand. At least 15 minutes of every hour of instruction would be spent on pronunciation. A word that is italicized can be substituted for by another word having the same function.Lesson vocabula ry1. Wood color red. Wood, red, green, yellow, brown.pink, white, orange. black, coloring the numbers 1-10 one,two,…ten3.Wood color red two pieces.4.Take (pick up) wood color take(pick up)red two pieces.5.Take wood color red two give, object pronounsPieces give him6.Wood red where? Where,on,under,near,far,over,Wood red on table next to,here,there 7.Wood color red on table, is Question-forming rulesit? Yes,No. Yes, on.Not on.8.Wood color red long. Adjectives of comparisonWood color green longer.Wood color orange longest.9.Wood color green taller.Wood color red,is it?10.Review. Students use stru c-tures taught in new situa-tions, such as comparing theheights of students in theclass.(Joel Wiskin, personal communication) Learning tasks and activities in the Silent Way have the function of encouraging and shaping student oral response without direct oral in-struction from or unnecessary modeling by the teacher. Basic to themethod are simple linguistic tasks in which the teacher models a word, phrase, or sentence and then elicits learner responses. Learners then goon to create their own utterances by putting together old and new information. Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is minimal, although much of the activitymay be teacher-directed. Responses to commands, questions, andvisual cues thus constitute the basis for classroom activities.Learners are expected to develop independence, autonomy, and re-sponsibility. Independent learners are those who are aware that they must dep end on their own resources and realize that they can use “the knowledge of their own language to open up some things in a new language” or that they can “take their knowledge of the first few words in the new language and figure out additional words by using that knowledge” (Ste vick 1980: 42). The absence of correction and repeated modeling from the teacher requires the students to develop “inner criteria” and to cor rect themselves. The absence of explanations requires learners to make generalizations, come to their own conclusions, and formulate whatever rules they themselves feel they need.Learners have only themselves as individuals and the group to rely on, and so must learn to work cooperatively rather than competitively. They need to feel comfortable both correcting one another and being corrected by one another.Teacher silence is, perhaps, the unique and, for many traditionally trained language teachers, the most demanding aspect of the Silent Way. Teachers are exhorted to resist their long-standing commitment to model, remodel, assist, and direct desired student responses. Stevick defines the Silent Way teacher‟s tasks as (a) to teach, (b) to test, and (c) to get out of the way (Stevick 1980: 56). Although this may not seem to constitute a radical alternative to standard teaching practice, the details of the steps the teacher is expected to follow are unique to the Silent Way. By “teach ing” is meant the presentation of an item once, typically using nonverbal dues to get across meanings. Testing follows immediately and might better be termed elicitation and shaping of student production, which, a gain, is done in as silent a way as possible. Finally, the teacher silently monitors learners‟ interactions with each other and may even le ave room while learners struggle with their new linguistic tools.The teacher uses gestures, charts, and manipulatives in order to elicit and shape student responses and so must be both facile and creative as a pantomimist and puppeteer. In sum, the Silent Way teacher, like the complete dramatist, writes the script, chooses the props, sets the mood models the action, designates the players, and is critic for the performance. Silent Way materials consist mainly of a set of colored rods, color- codedpronunciation and vocabulary wall charts, a pointer, and reading/ writing exercises, all of which are used to illustrate the relationships between sound and meaning in the target language. The materials are designed for manipulation by the students as well as by the teacher, independently and cooperatively, in promoting language learning by direct association.The pronunciation charts, called “Fidels,” have been devised for a number of languages and contain symbols in the target language for all of the vowel and consonant sounds of the language. The symbols are color- coded according to pronunciation; thus, if a language possesses two different symbols for the same sound, they will be colored alike.Just as the Fidel charts are used to visually illustrate pronunciation, the colored Cuisenaire rods are used to directly link words and structures with their meanings in the target language, thereby avoiding translation into the native language. The rods vary in length from 1 to 10 centimeters, and each length has a specific color. The rods may be used for I naming colors, for size comparisons, to represent people, build floor I plans, constitute a road map, and so on. Use of the rods is intended to promote inventiveness, creativity, and interest in forming communicative utterances on the part of the students, as they move from simple to more complex structures.ProcedureA Silent Way lesson typically follows a standard format. The first part of the lesson focuses on pronunciation. Depending on student level, the class might work on sounds, phrases, even sentences designated on the Fidel chart. At the beginning stage, the teacher will model the appropriate sound after pointing to a symbol on the chart. Later, the teacher will silently point to individual symbols and combinations of utterances, and monitor student utterances. The teacher may say a word and have students guess what sequence of symbols compromised the word.The pointer is used to indicate stress, phrasing, and intonation, Stress can be shown by touching certain symbols more forcibly than others when pointing out a word. Intonation and phrasing can be demonstrated by tapping on the chart to rhythm of the utterance.After practice with the sounds of the language, sentence patterns, structure, and vocabulary are practiced. The teacher models an utterance while creating a visual realization of it with the colored rods. After modeling the utterance, the teacher will have a student attempt to produce the utterance and will indicate its acceptability. If a response is incorrect, the teacher will attempt to reshape the utterance or have another student present the correct model. After a structure is introduced and understood, the teacher will create a situation in which the students can practice the structure through the manipulation of the rods. Variations on the structural theme will be elicited from the class using the rods and charts.The sample lesson that follows illustrates a typical lesson format. The language being taught is Thai, for which this is the first lesson.1.Teacher empties rods onto the table.2.Teacher picks up two or three rods of different colors, and aftereach rod is picked up says: [mai].3.Teacher holds up one rod of any color and indicates to a studentthat a response is required. Student says: [m ai]. If response isincorrect, teacher elicits response from another student, who then models for the first student.4.Teacher next picks up a red rod and says: [mai sii daeng].5.Teacher picks up a green rod and says: [mai sii khiaw].6.Teacher picks up either a red or green rod and elicits responsefrom student. If response is incorrect, procedure in step 3 isfollowed (student modeling).7.Teacher introduces two or three other colors in the same manner.8.Teacher shows any of the rods whose forms were taught previouslyand elicits student response. Correction technique is throughstudent modeling, or the teacher may help student isolate errorand self- correct.9.When mastery is achieved, teacher puts one red rod in plain viewand says: [mai sii daeng nung an].10.Teacher then puts two red rods in plain view and says: [mai siidaeng song an].11.Teacher places two green rods in view and says: [mai sii khiawsong an].12.Teacher holds up two rods of a different color and elicits studentresponse.13.Teacher introduces additional numbers, based on what the classcan comfortably retain. Other colors might also be introduced. 14. Rods are put in a pile. Teacher indicates, through his or her ownactions, that rods should be picked up, and the correct utterance made. All the students in the group pick up rods and makeutterances. Peer-group correction is encouraged.15. Teacher then says:[kep mai sii daeng song an].16. Teacher indicates that a student should give the teacher the rodscalled for. Teacher asks other students in the class to give him or her the rods that he or she asks for. This is all done in the target language through unambiguous actions on the part of the teacher.17. Teacher now indicates that the students should give each othercommands regarding the calling for of the rods. Rods are put at the disposal of the class.18. Experimentation is encouraged. Teacher speaks only to correct anincorrect utterance, if no peer-group correction is forthcoming.(Joel Wiskin, personal communication)ConclusionDespite the philosophical and sometimes almost metaphysical quality of much of Gattegno's writings, the actual practices of the Silent Way are much less revolutionary than might be expected. Working from what is a rather traditional structural and lexical syllabus, the method exemplifies many of the features that characterize more traditional methods, such as Situational Language Teaching and Audiolingualism, with a strong focus on accurate repetition of sentences modeled initially by the teacher and a movement through guided elicitation exercises to freer communication. The innovations in Gattegno‟s method derive primarily from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed on learners to figure out and test their hypotheses about how the language works, and the materials used to elicit and practice language.Bibliogra phy and fur ther r eadingArnold, F. 1981, College English: A Silent-Way Approach. Nara, Japan: Dawn Press.Blair, R. W. (ed.). 1982. Innovative Approaches to Language Teaching. Rowley, Mass.: Newbury House.Borasi, R., and B. Agor. 1990. What can mathematics educators learn from second language instruction? Focus on Learning Problems in Mathematics.17(3/4):1-27.Bower,G.H.,and D. Winzenz. 1970. Comparison of associative learning strat-egies. pychonomk Sciences 20: 119-120.Bruner,J.1966. On Knowing: Essays for the Left Hand. New York: Atheneum. Cheery,D.1944. Learning with rods: One accou nt. Master‟s thesis, School for International Training, Brattleboro, Vermont.Craik, F.I.M.1973.A levels of analysis view of memory.In P. Pliner, L. Krames, and T. Alloway (eds.), Communication and Affect: Language and Thought.New York: Academic Press.Diller, K. C. 1978. The Language Teaching Controversy.Rowley, Mass.: Newbury House.Gattegno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. 2nd ed. New York: Educational Solutions.Gattegno,C. 1976. The Common Sense of Teaching Foreign Languages.New York: Educational Solutions.Harbon, L. 1997. Constructivism in the language classroom. Babel32(3): 12-15Lantolf, J. 1986. Silent Way in a university setting: An applied research report.Canadian Modern Language Review43(1): 34-58.Rossner, R. 1982. Talking shop: A conversation with Caleb Gattegno, inventor of the Silent Way.ELT Journal36(4): 237-41.Scott, R., and M. Page. 1982. The subordination of teaching to learning: A seminar conducted by Dr. Caleb Gattegno. ELT Journal36(4): 273-274. Selman, M. 1977. The Silent Way: Insights for ESL. TESL Talk8: 33-6. Stevick, E. W. 1976. Memory, Meaning and Method: Some Psychological Perspectives on Language Learning.Rowley, Mass.: Newbury House. Stevick, E. W. 1980.Teaching Languages: A Way and Ways.Rowley, Mass.:Newbury House.Stevick, E. W. 1990. Humanism in Language Teaching.Oxford: Oxford University Press.Stevick, E. W. 1998. Working with Teaching Methods: What‟s at Stake? Boston, Mass.: Heinie&Heinle.Thompson, G. J. 1980. The Silent Way: Interpretation and application. Master‟s thesis, University of Hawaii.Varvel, T. 1979. The Silent Way: Panacea or pipedream? TESOL Quarterly 13(4): 483-494.。
Thesilentway沉默法ppt课件ppt
通过静默和自我觉察，使个体更加了解自己的内心世界，提高自我认知和自我管理能力。
强调实践和体验
不同于其他理论课程，thesilentway沉默法强调学员的实践和体验，让学员在实践中学习和成长。
thesilentway沉默法的原则和特点
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应用领域
提高学生的专注力和学习效率
通过教授学生如何排除干扰并专注于学习任务，沉默法可以帮助学生在学习过程中保持专注，提高学习效率和成绩。
意识觉察
情绪调节
专注力
自我认知
学习识别和调节负面情绪，以更有效地管理情绪。
培养专注力，使注意力集中在当前任务上，减少分心的干扰。
通过反思和自我观察，了解自己的行为模式和信念，进而调整自己的态度和行为。
家庭教育
家长可以使用thesilentway沉默法来改善与孩子的沟通，帮助他们更好地处理情绪和解决冲突。
详细描述
提高工作效率、增强团队凝聚力、提升员工士气
商业领域是thesilentway沉默法的另一个应用领域。通过运用thesilentway沉默法，企业可以提高员工的工作效率和团队凝聚力，同时提升员工的士气和忠诚度。一些企业已经
教育领域
培养学生的思考能力
沉默法强调通过思考来解决问题，而不是简单地依靠直觉或快速反应。这有助于培养学生的思考能力和创造力。
改善学生的情绪和压力管理
沉默法注重自我意识和情绪管理，通过教授学生如何平静下来和自我调节情绪，可以帮助学生更好地应对学习和生活中的压力和负面情绪。
提高员工的工作效率
01
沉默法可以帮助员工排除干扰，提高专注力和工作效率，从而提高整个团队的生产力和绩效。
促进身心健康
健康和医疗领域
沉默法可以辅助康复治疗，帮助患者更好地应对疼痛、焦虑和抑郁等问题，提高康复治疗效果。
小学下册I卷英语第二单元期末试卷
小学下册英语第二单元期末试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A _______ (金鱼) can live for many years.2.Which sport uses a bat and ball?A. FootballB. BasketballC. BaseballD. Tennis3.What is the largest continent on Earth?A. AfricaB. AsiaC. EuropeD. AustraliaB4.What do we call the time when it is very cold?A. SummerB. SpringC. AutumnD. Winter5.Which continent is known as the "Dark Continent"?A. AsiaB. AfricaC. EuropeD. AustraliaB6.An island formed from volcanic activity is called a ______ island.7.The __________ (历史的角色) in society is multifaceted.8.I learned about _____ (history/science) in class.9.Goldfish are popular ______.10.Which insect has colorful wings?A. AntB. ButterflyC. BeetleD. SpiderB11.My grandmother has a __________ home. (舒适的)12.What is the term for a young sloth?A. KitB. PupC. CalfD. HatchlingC13.What is the name of the famous American holiday celebrated on the fourth of July?A. Labor DayB. Independence DayC. ThanksgivingD. ChristmasB14.We have a ______ (特别的) event this weekend.15.The _____ (长颈鹿) uses its long neck to reach leaves high in the trees. 长颈鹿用它长长的脖子去够树上高处的叶子。
小学上册第三次英语第1单元暑期作业
小学上册英语第1单元暑期作业英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.Can you help me _____ (find/lose) my toy?2.What is the name of the famous composer of "The Four Seasons"?A. BeethovenB. BachC. VivaldiD. MozartC3. A ______ is a geographical area characterized by specific features.4.The garden is _______ (blooming) in spring.5.What is the capital city of Thailand?A. BangkokB. PhuketC. Chiang MaiD. PattayaA6._____ (vegetable) smoothies are healthy drinks.7.The ______ (海龟) swims gracefully in the ocean.8.My mom loves to organize ____ (events).9.Jupiter has a very strong ______ field.10.Water is a __________ (液体) that is essential for life.11.What is the name of the popular video game where you can create and design your own world?A. MinecraftB. The SimsC. RobloxD. Second LifeA12. A ______ is a systematic approach used in research.13.I have a toy _______ that can spin and dance to music.14.I like to _______ (记录)我的生活。
英语教学法 沉默法The Silent Way
1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. More cooperative position: students are taking part in the formulation and at times may play the principal role.
Instructional materials
Consist of a set of colored rods, color-coded pronunciation and vocabulary wall charts, pointer, and reading/writing exercises.
Advantages
Learner- oriented, paying more attention on learning rather than teaching.
Theoryuctural approach. Gattegno: the “spirit” of language, which is composed of phonological and suprasegmental elements that combine to give the language its unique sound and melody.
the SW based on premise: teacher should be silent as much as possible; learner should be encouraged to produce language as much as possible.
THESILENTWAY默示教学法
THESILENTWAY默⽰教学法THE SILENT WAY 默⽰教學法(SW)歷史背景與淵源SW是由Caleb Gattegno在觀察⼀位歐洲學者進⾏數學教學後研發出來的教學法。
它最主要的學習理論包括了：（1）學習者若能⾃⼰去察覺(discover)、發現、及創造(create) ，將遠⽐覆誦(repeat)、熟背(remember)來的好--- 普通的教學通常可分為講述模式（expository mode）和假設模式（hypothetical mode）。
講述模式中所有的教學內容、型態、進度全權由教師來掌控，假設模式的教學則讓學⽣在實驗、摸索、嘗試中參與學習，加強了學習將度，增進內在的⾃信與成就感。
Gattegno認為SW可以讓學習者獲得假設模式的上課效果；（2）SW所使⽤的教具，如依顏⾊來分類的彩⾊⽊條(colored cuisenaire rods)和發⾳卡(Fidel pronunciation charts)，是⼼理學中所說可以幫助學⽣學習和記憶的輔助媒介(associate mediator)；（3）SW採⽤實驗⼼理學中〝解決問題〞（problem-solving）的⽅法來進⾏語⾔教學，也就是教師不再多遍地重述教學內容，⽽要求學⽣專⼼主動地去觀察、摸索出L2的各層⾵貌。
教學觀Gattegno認為，語⾔為⼀結構性的組合體，所以教學上可以將發⾳、⽂法等元素加以抽離於社會情境下來介紹。
這也就是為何他會採⽤彩⾊笨⼦等教具來進⾏教學的原因。
此外，Gattegno也⾮常強調學習者要學好L2的兩⼤特質：（1）沈默（silence）---沈默使學⽣能專注於所學的標的物上，進⽽產⽣組織、統合的能⼒。
學習中常⾒的覆誦（repetition）反⽽會攪擾⼼思運作的狀態；（2）意識狀態（awareness）---Gattegno⾮常重視⼼理學中〝如何學好學習〞（learning to learn）這⾨學問。
外语教学法试题
外语教学法请将答案填在答题纸相应位置上I. Multiple Choices: (20%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B, C, and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.1. The Grammar-Translation Method came into being in the ______ century.A. 16thB. 17thC. 18thD. 19th2. The generative-transformational school of linguistics emerged through the influence of ______.A. J.B. BrunerB. N. ChomskyC. D. AusubelD. G. Kelly3. In a ______ classroom, meaningful learning and meaningful practice are emphasized during the entire learning process.A. Cognitive ApproachB. Direct MethodC. Audiolingual MethodD. Natural Approach4. In the ______ century B.C. the ancient Greeks began to make a serious study of language in the realm of philosophy.A. 5thB. 10thC. 15thD. 18th5. Although the anomalists and the naturalists could not convince each other, their debate roused people’s interest in language and led them to the detailed study of ______.A. LatinB. GermanC. GreekD. Spanish6. According to Halliday, which of the following should NOT be accounted for in terms of linguistic events?A. Form.B. Context.C. Substance.D. Culture.7. The structural linguists believed that the primary medium of language is ______.A. written expressionB. sign languageC. oral speechD. body pose8. Students with the Grammar-Translation Method are expected to memorize grammatical rules and ______.A. sentence patternsB. principles for translationC. structuresD. bilingual word lists9. In an Audiolingual classroom, a dialogue is usually presented and memorized before specific ______ are picked out from it and later become the focus of drill exercises.A. expressionsB. phrasesC. certain key structuresD. idioms10. Features of communicative activities in a CLT classroom usually involve information gap, choice of form and content, and ______.A. presentationB. discussionC. conversationD. feedback11. In the 1970s, Krashen's distinction between language acquisition and language learning and his ______ aroused widespread interest.A. cognitive theoryB. Monitor Model theoryC. schema theoryD. whole-person learning theory12. The criticism by those advocating the Communicative Approach was that teaching language with its focus on grammar produced structurally competent students who were often incompetent ______.A. communicativelyB . in societyC. in interpretingD. lexically13. The neogrammarians, represented by______, formed the main linguistic basis of the Direct Method.A. W. M. WundtB. J.A. ComeniusC. F.GouinD. Hermann Paul14. In Krashen's view, acquisition refers to the ______ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious15. Who advocates the Total Physical Response Method?A. J. Asher.B. C. Gattegno.C. C. A. Curran.D.G. Lozanov.16. In both the Direct Method and the Oral Approach, grammar is taught ______.A. deductivelyB. inductivelyC. positivelyD. negatively17. In a Natural Approach class, which of the following is NOT an acquisition activity?A. Affective-humanistic activity.B. Problem-solving activity.C. Content activity.D. Translation activity.18. Of the nine fundamental principles of good language teaching and learning proposed by Palmer, ______ is the first and most important.A. vocabulary buildupB. phonetic practiceC. habit formationD. grammar acquisition19. In the Oral Approach, the teacher does NOT perform the role of a ______.A. modelB. manipulatorC. monitorD. commander20. The Direct Method emerged as a result of ______ in the 19th century.A. classroom instructionB. mass productionC. communicative needsD. language teaching innovationsII. Filling Blanks: (20%)Directions: In this section there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word.D. One point is given to each blank.21. The Silent Way is an approach to language teaching developed in the _____ .22. Community Language Learning advises teachers to consider their students as “_____”.23. Suggestopaedia believes that language learning can occur at a much faster rate than it is often expected if learners can make better use of their _____ .24. The Communicative Approach emphasizes that the goal of language learning is communicative _____.25. Pattern _____ is the center of practice in an Audiolingual Method classroom, for sentence patterns are the basis of language.26. In CLT, language is used in topics, context and _____.27. Short-range objectives of an Audiolingual program include training in listening comprehension, accurate _____ , reading comprehension and production of correct sentences in writing.28. The Total Physical Response method sees successful adult second language learning as a process paralleled to children's first language_____.29. The Communicative Approach has a theory of language rooted in the _____ school.30. According to Halliday, social context of language use can be analyzed in terms of _____ factors.31. According to Canale and Swain, communicative competence entails_____ dimensions.32. According to Krashen, language learning comes about through using _____ language communicatively.33. The Natural Approach uses _____ stages as a basis for beginners.34. Krashen’s Monitor Model of second language development distinguishes _____ distinct processes: acquisition and learning..35. The Natural Approach teacher has _____ central roles36. Chomsky and others claimed that every normal human being was born with a _____ (Language acquisition device).37. Kelly made a clear distinction between meaningful and _____learning activities.38. The Cognitive Approach believes that language learning is a process which involves _____ mental processes and not simply the forming of a habits.39. The Audiolingual Method uses dialogues as the main form of language presentation and _____ as the main training techniques.40. The Natural Approach was proposed in _____ by Tracy Terrell.III. Matching: (10%)Directions: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked①，②，③，④，or⑤in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.IV. Questions for Brief Answers: (30%)Directions: This section has six questions. You are to answer them briefly. Five points are given to each question.43. What is the basic theory of Gestalt psychology?44. What are the three factors that have helped to set up the cognitive psychology?45. How does the discourse theory explain the second language acquisition process?46. What are the five hypothesis of the monitor theory?47. What is linguistic performance?48. What is linguistic competence?V. Questions for Long Answers: (20%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.49. How does the cognitive psychology explain the acquisition of knowledge?50. How does the hypothesis of linguistic universals explain the second language acquisition process?。
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1.ຫໍສະໝຸດ The relevant learning hypotheses:
Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. Leaning is facilitated by accompanying physical objects. Learning is facilitated by problem solving involving the material to be learned: the learner is a principal actor rather than a bench-bound listener.
2. 3.
Theory of language:
Language is a substitute for experience , so experience is what gives meaning to language. (Gattegno 1972:8);
The spirit of language is the way each language is composed of phonological and suprasegmental elements that combine to give the language its unique sound system and melody.
Major roles: The student roles: teacher, student, problem-solver, self-evaluator; The teacher roles: the teacher, like the complete dramatist, writes the script, chooses the tools, sets the mood, models the action, designates the players.
Theory of learning: The processes of learning a second language are radically different from those involved in learning a first language. Successful learning involves commitment of the self to language acquisition through the use of silent awareness and then activate trial.
7. The Silent Way
The Background:
The premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible.