4 The Audiolingual Method听说法
The audio-lingual method
⊙Listen
to the tape, and imitate the dialogue.
Background
●1940s Word Ward Training Program (ASTP) →success
Definition
The approach was theoretically underpinned by structural linguistics, a movement in linguistics that focused on the phonemic（音 素的）, morphological（语形学的） and syntactic（造句法的） systems underlying the grammar of a given language.
Response behavior
Characteristics
The automatic production and comprehension of utterances can be learned by inducing the student to learn. Language skills are learned more effectively if the items to be learned in the target language. Analogy(类推) provides a better foundation for language learning than analysis. Inductive teaching(归纳法) of grammar is preferred(首选). Teaching a language involves teaching aspects of the native cultural system.
(听说法)
Stage 1: Experience
1. Let’s repeat the text. It’s red. /yy/showdetail.p hp?mid=1061&aid=165 Let’s see who is the star of imitation show.
•
• 在听说法的发展过程中，布龙菲尔德教学 的发展过程中， 法的教学过程得到了完善， 法的教学过程得到了完善，成为规范的五 段。 • (1) 认知 认知(recognition) • 认知即对所学句型耳听会意。 认知即对所学句型耳听会意。主要采用 外语本身相同或不同的对比， 外语本身相同或不同的对比，使学生从对 比中了解新句型或话语。 比中了解新句型或话语。 (2) 模仿 模仿(imitation) • 跟读、齐读、抽读、纠错、改正；同时记 跟读、齐读、抽读、纠错、改正； 忆。
• 布龙菲尔德制订了以结构主义语言学和操 练性条件反射为基础的陆军口语法， 练性条件反射为基础的陆军口语法，又称 布龙菲尔德教学法。试验取得成功； 布龙菲尔德教学法。试验取得成功；逐渐 完善为听说教学法并传及全世界。 完善为听说教学法并传及全世界。听说法 又叫结构法或句型法,《英语900句》 又叫结构法或句型法 《英语 句 （English 900）是听说法的典型教材。 ）是听说法的典型教材。
6. Let’s watch some more teaching cases
Stage 2: Exploration and exchange
1. What are the features of the above practices (上述操练有何特征 上述操练有何特征)? 上述操练有何特征 2. What objectives can be reached by using the techniques(这种操练可以达到 这种操练可以达到 什么的教学目的)? 什么的教学目的 3. What is the requirement for a teacher to organize such kind of practice?
世界常用外语教学法简介
世界常用外语教学法简介(3)--听说法(The Audio-Lingual Method)Langzi选编Audio-Lingual MethodThe Audio-Lingual Method, or the Army Method or also the New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the Direct method. Like the Direct Method, theAudio-Lingual Method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the Direct Method, the Audiolingual Method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. Theteacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.Charles Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure, or grammar was the starting point for the s tudent. In other words, it was the students’ job to orally recite the basic sentence patterns and grammatical structures. The students were only given “enough vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioural psychology, as developed by B.F. Skinner, into this method.Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These includeRepetition : where the student repeats an utterance as soon as he hears itInflection : Where one word in a sentence appears in another form when repeatedReplacement : Where one word is replaced by anotherRestatement : The student re-phrases an utteranceExamplesInflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.Restatement : Teacher : Tell me not to shave so often. Student : Don't shave so often!The following example illustrates how more than one sort of drill can be incorporated into one practice session :“Teacher: There's a cup on the table ... repeatStudents: There's a cup on the tableTeacher: SpoonStudents: There's a spoon on the tableTeacher: BookStudents: There's a book on the tableTeacher: On the chairStudents: There's a book on the chairetc.”Historical RootsThe Audio-lingual method is the product of three historical circumstances. For its views on language, audiolingualism drew on the work of American linguists such as Leonard Bloomfield. The prime concern of American Linguistics at the early decades of the 20th century had been to document all the indigenous languages spoken in the USA. However, because of the dearth of trained native teachers who would provide a theoretical description of the native languages, linguists had to rely on observation. For the same reason, a strong focus on oral language was developed. At the same time, behaviourist psychologists such as B.F. Skinner were forming the belief that all behaviour (including language) was learnt through repetition and positive or negative reinforcement. The third factor that enabled the birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over the world. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, thenew method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse. Because of the influence of the military, early versions of the audio-lingualism came to be known as the “army method.”.In PracticeAs mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. Modern day implementations are more lax on this last requirement.Fall from popularityIn the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky, who pointed out the limitations of structural linguistics. The relevance of behaviorist psychology to language learning was also questioned, most famously by Chomsky's review of B.F. Skinne's Verbal Behavior in 1959. The audio-lingual method was thus deprived of its scientific credibilityand it was only a matter of time before the effectiveness of the method itself was questioned.In 1964, Wilga Rivers released a critique of the method in her book, “The Psychologist and the Foreign Language Teacher.“ Subseq uent research by others, inspired by her book, produced results which showed explicit grammatical instruction in the mother language to be more productive. These developments, coupled with the emergence of humanist pedagogy led to a rapid decline in the popularity of audiolingualism. Philip Smith's study from 1965-1969, termed the Pennsylvania Project, provided significant proof that audio-lingual methods were less effective than a more traditional cognitive approach involving the learner's first language.TodayDespite being discredited as an effective teaching methodology in 1970, audio-lingualism continues to be used today, although it is typically not used as the foundation of a course, but rather, has been relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology seems to banish all forms of language processing that help students sort out new language information in their own minds.” Asthis type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for several reasons but in particular, because the input and output is restricted and both parties know what to expect.Manifestations in Popular CultureThe fact that audio-lingualism continues to manifest itself in the classroom is reflected in popular culture. Films often depict one of the most well-known aspects of audio-lingualism : the repetition drill. In South Park Episode #172, Cartman applies the repetition drill while teaching a class of high school students. In Mad Max Beyond Thunderdome, an LP record of a French lesson instructs a pair of obliging children to 'repeat' short phrases in French and then in English.听说法(The Audio-Lingual Method)本世纪40年代开始，结构语言学、数学语言学、心理语言学、控制论、行为主义心理学等相互渗透的学科得到发展；外语教学日益依赖现代技术；各国教学法家竞相实验新的教学法体系。
英语教学法之AudiolingualMethod（听说法）
英语教学法之AudiolingualMethod（听说法）Definition of Audio-lingual Method （American）a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWIIThe Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.The A udiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic PromotionIn 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach whichadvocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political PromotionThe need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the OutcomeThis need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learningLike structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.occurrence of these behaviors is dependent upon threecrucial elements in learning:①stimulus②response③reinforcementAccording to the Audio-lingual Method, learning consists of stimulus-response connections.According to the Audio-lingual Method, learning is described as the formation of association between responses.To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.The habit therefore is the result of stimulus, correct response and reward occurring again and again.According to Skinner, reward was much more effective than punishment in a teaching situation.In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility ofmaking mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner rolesLessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher rolesThe Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.According to the linguist Brooks “a teacher ” must betrained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional materialActive verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMeritsCombining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target languageSetting ou t to meet the learner’s direct communicative competenc eFostering the learner’s ability of using language flexibly according to speci fic context situationHelping the learner to grasp target language naturally and firmlyDefects:Over emphasizing the principle of entire structureCutting the connection between the spoken and written form of the language apart artificiallyPaying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongueOverstressing language form s instead of actual communicative content (pseudofunctional)。
Chapter 4 The Audiolingual Method
The Major Factors Promoting the Development
Need for a radical change and rethinking of FL teaching methodology Late 1950s, reaction to Sputnik, “quick learning” of foreign languages Increased attention and more intensive effort were given to FL teaching The National Defense Education Act (1958) provided funds for the study and analysis of modern languages. Teachers were encouraged to receive training.
The approach developed by Fries and others was known as the Oral Approach, the Aural Oral Approach, and the Structural Approach. It influenced the way of teaching languages in US throughout the 50s, and its orthodox promoted by UM’s journal Language Learning. More materials were produced and widely used. Its linguistic principles incorporated the most advanced scientific approach to language teaching.
Audio-lingual method听说法教学基本方法
Contents
• Definition：It is a style of teaching used in teaching foreign
languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. • Oral Drills：Drills and pattern practice are typical of the Audiolingual method.
Thanks!
PPT制作：xiao
OTHERS
• The llowing example illustrates how more than one sort of drill can be incorporated into one practice session :
-Teacher: There's a cup on the table ... repeat Students: There's a cup on the table -Teacher: Spoon Students: There's a spoon on the table. -Teacher: Book Students: There's a book on the table. -Teacher: On the chair Students: There's a book on the chair.
英语教学法之Audiolingual Method听说法.doc
Definition of Audio-lingual Method （American）❖a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWII❖The Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.❖The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.❖The Audiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.❖The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic Promotion❖In 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.❖The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political Promotion❖The need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the Outcome❖This need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.•Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.•The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.•According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.•The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.•The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learning•Like structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.•Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.•Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.•To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.•occurrence of these behaviors is dependent upon three crucial elements in learning:①stimulus②response③reinforcement•According to the Audio-lingual Method, learning consists of stimulus-response connections.•According to the Audio-lingual Method, learning is described as the formation of association between responses.• To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.•According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.•This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.•According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.•The habit therefore is the result of stimulus, correct response and reward occurring again and again.•According to Skinner, reward was much more effective than punishment in a teaching situation.•In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility of making mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)•The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.•This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner roles❖Lessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher roles❖The Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.❖According to the linguist Brooks “a teacher ” must be trained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional material❖Active verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.❖In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMerits❖Combining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target language❖Setting out to meet the learner’s direct communicative competenc e❖Fostering the learner’s ability of using language flexibly according to speci fic context situation❖Helping the learner to grasp target language naturally and firmlyDefects:❖Over emphasizing the principle of entire structure❖Cutting the connection between the spoken and written form of the language apart artificially❖Paying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongue❖Overstressing language form s instead of actual communicative content (pseudofunctional)。
听说法
Chapter4 The Audiolingual Method听说法听说法是20世纪40 年代产生于美国的第二语言教学法。
强调通过反复的句型结构操练培养口语听力能力，又称“句型法”或“结构法”。
I、BackgroundTh e Audio –lingual Method is in origin mainly American . It was developed in the U.S .during the Second World War .At that time there was a need for people to learn foreign language rapidly for military purpose.听说法是在第二次世界大战期间的美国发展起来的。
当时，美国政府感到很有必要建立一套专门语言训练计划来满足军事上对外语人员的需求。
因此，美国政府委托几所美国大学来承担培养军事外语人才的工作。
于是在1942年制订了《军队专门训练方案》。
背景：二战提高了美国的国际地位，扩大了美国的影响，留学生和移民的增多，英语作为第二语言教学（ESL）的需求增加。
密歇根大学The University of Michigan最先成立英语教学机构。
机构主任佛里斯（Fries）主张：1. 将结构作为教学起点，2. 强调对学习者进行语音和句型的强化训练。
反映了一种结构主义语言观。
II、Theoretical Basis(理论基础)1.Theory of languageT he theory of language underlying ,Audiolinguism was derived a view proposed by American linguists in the 1930s and the 1940sThe view then came to be known as structural linguistics which views language as a system of structurally related elements for the expression of meaning。
中学英语常见的教学方法之听说法
中学英语常见的教学方法之听说法赣县吉埠中学龙建国听说法(audio-lingual method(一)听说法及其理论基础1.定义：听说法(audio-lingual method)，又称“口语法”、“句型法”、“结构法”、“军队教学法”。
这是一种强调通过反复句型结构操练培养口语听说能力的教学法。
2．产生时间、背景：听说法于20世纪40年代在美国产生。
第二次世界大战爆发后，美国军队为在短期内培养大批掌握外语口语能力的军人，采取一系列的措施和手段强化训练士兵的听说能力，听说法便应运而生。
战后，该法被推广应用到学校外语教学中，并在20世纪五六十年代风行美国和西方各国。
3. 理论基础：①语言学理论基础是美国结构主义语言学，该法强调第二语言教学要从口语开始，从说话开始，通过掌握语言结构学会目的语。
②心理学基础是行为主义心理学的刺激---反应论。
认为言语行为是通过刺激与反应的联结并加以强化而形成习惯，强调第二语言教学要通过大量的模仿和反复操练养成新的语言习惯。
4.教学过程：美国布朗大学特瓦德尔教授在1958年把听说法的教学过程归纳为认知、模仿、重复、变换、选择五个阶段。
(二)听说法的主要特征听说法的主要特征表现在以下7个方面。
(1)听说领先。
注重口语，听说领先，听说是一切言语活动的基础。
口语是第一位的，读写是在听说的基础上派生出来的；初级阶段先练口语，以培养口语能力为主，读写为辅。
(2)反复操练，用模仿、重复、记忆的方法去反复实践，形成自动化的习惯。
(3)以句型为中心。
句型是语言教学的基础，也是外语教学的中心，通过句型操练能自动化地运用每一个句型，掌握目的语。
(4)排斥或限制使用母语和翻译，尽量用直观手段或借助于情景、语境，直接用目的语理解和表达。
(5)对比语言结构，确定教学难点，把外语教学的主要力量放在攻克难点上。
语言结构对比包括母语同目的语结构的对比分析和目的语结构内部的对比分析。
(6)能及时、严格地纠正学习者出现的错误，培养正确的语言习惯。
英语教学法之Audiolingual-Method(听说法)
I Prompted by WWII
The Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in theU.S.during theSecond World War.At that time, ernment found it a great necessity to set up a special language training programto supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. Theobjectives of the army programwere for students to attainconversational proficiencyin a variety of foreign languages.
Definition of Audio-lingual Method（American）
a method of foreign or second Language teaching which emphasizes the teaching ofspeaking and listening before reading and writing;mother tongue is discouragedin the classroom.
The informant served as a source of language for imitation, and the linguist supervised the learning experience.
【全文】英语教学法之听说法
• Individual differences in students received fresh consideration.
• It is among the first theories to recommend the development of a language teaching theory on declared linguistic and psychological principles.
• Discouraging the use of the mother tongue in the classroom,
• Use of language laboratory.
Objectives
• To enable students to use the target language communicatively.
• In 1914 the first English Language Institute in the U.S. was established in the University of Michigan.
Theoretical Basis
• Theory of language:
1. Elements in a language are produቤተ መጻሕፍቲ ባይዱed in a rule-governed (structured) way.
1. Language is speech, not writing. 2. A language is what its native
speakers say, not what someone thinks they ought to say. 3. Languages are different. 4. A language is a set of habits. 5. Teach the language, not about the language.
(完整版)外语教学流派中文翻译(打印版)
第三章口语法和情景法背景（background）：这种方法起源于英国教学法专家在20-30年代的研究。
在开始阶段，一些杰出的教学法专家发展了了语言教学中原则性理论到方法的基础。
在这个活动中的两个领导人物是Harold Palmer和A.S.Horby，他们是20世纪英国语言教学中最杰出的代表。
他们两个就像Otto Jespersen 和Daniel Jones一样熟悉语言学家的研究以及直接法（Direct Method）。
他们尝试发展一种比曾在英语教学口语理论的直接法中证实的更加科学的基础。
结果是一种原则和步骤的系统研究，这种步骤适用于语言课程内容的选择和组织。
词汇管理（Vocabulary control）受到注意的设计方法的第一个方面的一种是词汇的角色。
在20-30年代一些大规模的外语词汇研究机构开始着手研究。
这项研究的动力来自于两个方面。
第一，在像Palmer这样的语言教学专家中存在着普遍的共识，即词汇是外语学习中最重要的一个方面。
第二个影响就是在一些国家中作为外语教学目的的越来越注重的阅读技巧。
这是Coleman报告的推荐，也是另一个英国语言教学专家Michael West的独立结论，Michael West考察了20年代在印第安的英语的作用。
词汇被看做是一个词汇阅读的必要部分。
这引起了词汇管理原则的发展，词汇管理在接下来的几十年里对英语的教学产生了主要的实际的影响。
频率计算指出大约2000个单词经常使用于写作，而且这些单词的含义在外语阅读中也占了很大一部分。
Harold Palmer，Michael West和其他的专家制作了一本称为《词汇选择的临时报告》的指南，这本指南用于将英语作为外语讲解时需要的词汇，这本指南以频率和其他的一些标准为基础。
这本书在1953年被West修订并出版，名为《普通服务英语单词列表》，这本书成为了教学材料发展中的标准参考。
这些对于向选择语言课程词汇内容引入了科学和合理的基础的成果代表了在语言教学的大纲设计的建立原则的第一次尝试。
audio-lingual method
The audio-lingual methodSteps•definition•background information •teaching aim•feature•principle and theory •advantage and disadvantage •conclusionBackground information •20世纪50年代产生于法国。
随着大众传播工具的迅速发展，把广播、电影、幻灯、录像、录音等广泛运用于外语教学领域，即运用光、声、电等现代化设备，使语言与形象结合起来，建立起外语与客观事物的直接联系，视觉感受和听觉感受相结合。
Teaching aim•视听法的主要特色是通过视觉手段，为学生提供日常对话使用的情景，不仅让学生学习对话，而且让他们认识、学习、体会、观察对话使用的场合。
•分为：1.呈现。
2.讲解。
3.记忆。
4.运用。
Features•语言和情景紧密结合。
•重视口语教学，认为口语是教学的基础。
•重视句型教学，强调通过情景操练句型，使学生掌握在一定场合常用的成套生活用语。
•日常生活情景对话是教学的中心。
•排除母语和文字作为中介，直接用外语进行释义和练习。
Principles and theory•教室教学和实验室作业。
•教学方式：连续3次放映对话片并伴放声音注释。
第一次介绍主题；第二次讲解；第三次复习；第四次放映对话片而不伴放声音注释，由学生进行讲解。
此后即进行简短的对话操练，内容是对口头言语的体裁，节奏，句型进行操练。
操练中要求从含义单位中领会言语的语音，即不脱离预留操练语音。
Advantages and disadvantagesAdvantages•视听教学使课堂更具趣味性。
•缩短教学时间．提高教学效率。
•选择恰当的视听教学媒体。
•视听教学媒体改变了学习方式，减轻了教师的劳动强度。
Disadvantages⏹①过分强调整体结构，忽视语言分析、讲解和训练，有碍于理解和运用外语；⏹②忽视书面语的作用，人为地割断了口语和书面语之间的联系。
听说法
听说法（Audio-lingual Approach）(一)听说法及其理论基础1.定义：听说法(audiolingual method),又称“口语法”、“句型法”、“结构法”、“军队教学法”、“耳口法”。
这是一种强调通过反复句型结构操练培养口语听说能力的教学法。
2.产生时间和背景听说法于20世纪40年代在美国产生。
第二次世界大战爆发后,美国军队为在短期内培养大批掌握外语口语能力的军人,采取一系列的措施和手段强化训练士兵的听说能力,听说法便应运而生。
战后,该法被推广应用到学校外语教学中,并在20世纪五六十年代风行美国和西方各国。
3. 理论基础①语言学理论基础是美国结构主义语言学,该法强调第二语言教学要从口语开始,从说话开始,通过掌握语言结构学会目的语。
②心理学基础是行为主义心理学的刺激---反应论。
认为言语行为是通过刺激与反应的联结并加以强化而形成习惯,强调第二语言教学要通过大量的模仿和反复操练养成新的语言习惯。
4.教学过程美国布朗大学特瓦德尔教授在1958年把听说法的教学过程归纳为认知,模仿,重复,变换,选择五个阶段。
5.听说法的主要代表人物弗里斯（C.C Fries）拉多（do）(二)听说法的主要特征听说放在首位，先用耳听，后用口说（audio-oral，反复口头操练，最终能自动化地运用所学语言材料。
(1)听说领先。
注重口语,听说领先,听说是一切言语活动的基础。
口语是第一位的,读写是在听说的基础上派生出来的；初级阶段先练口语,以培养口语能力为主,读写为辅。
(2)反复操练,用模仿,重复,记忆的方法去反复实践,形成自动化的习惯。
(3)以句型为中心。
句型是语言教学的基础,也是外语教学的中心,通过句型操练能自动化地运用每一个句型,掌握目的语。
(4)排斥或限制使用母语和翻译,尽量用直观手段或借助于情景,语境,直接用目的语理解和表达。
(5)对比语言结构,确定教学难点,把外语教学的主要力量放在攻克难点上。
听说法
Background
British
applied linguists during the same period a. Little attempt to treat language content systematically. b. no standardization of the vocabulary or grammar that was included
Charles Fries
He applied the principles of structural linguistics to language teaching. Grammar was the starting point. The structure of the language was identified with its basic sentence patterns and grammatical structures. The language was taught by systematic attention to pronunciation and by intensive oral drills. Pattern practice was a basic classroom technique.
Back-ground
1.1950年代末期外语教学在美国日益受重 视的结果. 2. 1957年苏联发射人造卫星 3. 1964年首次使用此名词,视al Method
The
army program+ the Aural-Oral Approach +behaviorist psychology Structural linguistic theory + contrastive analysis + aural-oral procedures+ structural linguistic theory
The-Audio-Lingual-Method教案资料
理论基础
• 结构主义语言学
• 强调第二语言教学要从口语开始，从说话开 始，通过掌握语言结构学会目的语言。认为 语言首先是说的话，所有的人在学会阅读之 前都是先学会说话的，文字是话语的表现形 式。
• 行为主义心理学
• 认为言语行为是通过刺激与反应的联结并加 以强化而形成习惯，强调第二语言教学要通 过大量的模仿和反复操练养成新的语言习惯 。
c) Emphasis on certain practice techniques: mimicry, memorization and pattern drills (强调模仿、记忆和句 型操练)
d) Discouraging the use of the mother tongue in the classroom（在课堂教学中避 免使用母语）
It uses dialogues as the main form of language presentation and drills as the main training techniques.
Mother tongue is discouraged in the classroom.
Historical background
Practical applications
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背景
听说法于20世纪40年代在美国产生。 第二次世界大战爆发后，美国军队为 在短期内培养大批掌握外语口语能力 的军人，采取一系列的措施和手段强 化训练士兵的听说能力，听说法便应 运而生。战后，该法被推广应用到学 校外语教学中，并在20世纪五六十年 代风行美国和s
听说教学法
听说教学法－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－听说教学法（audiolingual method；audiolingualism）是一种外语或第二语言教学法。
听说教学法在心理学上的根据以行为主义为主，而行为主义的中心主张之一即是刺激－反应及增强理论。
行为主义者认为世界上存在的生命体都是经由“增强”来获致特定的行为的：如果做得对，就获得正向的回馈，例如奖品；如果做错了，就得到负向的回馈，例如惩罚。
重复这样的过程，久而久之，学习者就会习惯成自然，“学会了”该行为。
这种语言教学法与较早的直接教学法有部分相近之处。
两种教学法都主张教师应该避免使用学生的第一语言、避免讲解生词文法，而应该直接用所要学的目标语言来教学生。
但直接教学法重视词汇的教学，而听说教学法则否。
听说教学法较重视教师借由充分的操练，使学生学会如何自动自发地使用特定的文法结构。
应用在实际的语言课堂中，使用听说教学法的教师会呈现正确的范例，让学生模仿、重说。
教师接下来可能会介绍新的词汇让学生进行代换练习，目的是要让学生更加熟练在范例中使用的文法结构。
教师不必解释文法，学生唯一要做的也仅仅是把语言的形式记忆下来。
重点是学生要一直重复操练特定的结构，直到他们有能力不经思考就能使用该结构为止。
学生并没有真正能够控制自己输出话语的机会，教师要的也是某种特定的、正确的回应，才能给予学生正向的回馈。
换言之，听说教学法并不认为学生需要在语言课堂中表达自己真正的意见或想法。
总的来说，听说教学法的种种特征都与当代流行的沟通式教学法大相迳庭。
听说教学法的代表性人物之一是任职美国密歇根大学英语学院院长的查尔斯．弗莱斯（Charles Fries）。
他认为学生学习语言的起点就在于学习结构或文法。
也就是说，学生有责任学会背诵基本句型及语法结构。
弗莱斯后来将史金纳的行为主义心理学理论融合到听说教学法当中。
英语教学法讲座之二——听说法听说法(TheAudio-LingualMethod)起源于第二次世界大战结束前夕的美国,在战后不断得到完善,20世纪五六十年代在世界范围内产生了很大影响。
语言学听说法
句式转换——同一句型不同句式的转换，比如肯定 句变否定句，疑问句等，
合并——把两个以上的句子合并为一个，
They must be honest. It is important.
It is important that they be honest. 应答——根据情境要求对问题作出相应回答 礼貌应答：thank you. You’re welcome. 组词成句——根据所给的基本词语组成一个完成的
很接近，但两者的研究过程分别进行。
听说法一度被称为口语法oral apporach或者 听-说法Aural-oral approach，或结构法 Structural approach。
不同：听说法进一步明确了对语言学理论加 以应用的理念，同时也关注语言学习理论。 以美国结构主义语言学和对比分析理论为理 论基础，也有明确的语言观和学习观。
译法和听说法的一些优点。
阅读法
以阅读为主，只关注内容不关注语法，由教 师用学习者的母语讲解内容。
对阅读的重视影响了口语情景法的早期研究。 缺乏基本的理论研究，比如对教学使用的基
础词汇和语法点不加控制和规划，教学效果 不理想。 为什么不行？
陆军法
二战美国陆军的外语培训方法 1941 珍珠港事件 太平洋战争 美国正式参战 急需流利使用德、法、意、汉、日、马来语
机构主任佛里斯主张：
将结构作为教学起点，
强调对学习者进行语音和句型的强化训练。
反映了一种结构主义语言观。
50年代之后，更多的语言学家开始研究教学 法，并应用结构主义语言学原则。
美国政府支持出版的第二语言教材编写纲要 就是以结构为主要内容。
听说法最终成形
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• Learners studied 10 hours a day, 6 days a week, with 15 hours of drill with native speakers and 30 hours of private study over 2-3 six week sessions.
The starting point was grammar or “structure” of language: its basic
sentence patterns and grammatical structures.
Systematic attention on pronunciation and sentence patterns
Method and the Aural-oral Approach, and add their insights from structural linguistic theory, contrastive analysis and behaviorist psychology. All these led to the Audiolingual Method.
Background: New demand
The entry of the US into WWII put forward an urgent need to train
military staff as interpreters, translators or code-room assistants.
The Audiolingual Method: Emergence
The approach developed by Fries and others was known as the Oral
Approach, the Aural Oral Approach, and the Structural Approach.
The US government commissioned universities to develop language
programs for military purpose.
The Army Specialized Training Program (ASTP) was established in
approach to language teaching.
Characteristics of the Aural-Oral Approach
Order of teaching a language: aural training first, then
pronunciation, followed by speaking, reading, and writing
That is, unlike the British Situational Language Teaching, there were
in US no principles of selection, gradation and presentation of language content, such as grammar, sentence patterns and vocabulary.
Yale, as a part of their linguistic research, called the “informant method”:
Purpose: train linguists and anthropologists to master American
Indian and other languages.
It influenced the way of teaching languages in US throughout the
50s, and more materials were produced and widely used.
Its linguistic principles incorporated the most advanced scientific
Chapter 4 The Audiolingual Method
Background: Dissatisfaction
A modified version of the Direct Method or a reading-based
approach recommended in the Coleman Report provided little attempt to treat language content systematically.
The National Defense Education Act (1958) provided funds for the
study and analysis of modern languages.
The Major Factors Promoting the Development
Teachers were encouraged to receive training. Language teaching specialists drew on experiences of the Army
methodology
Late 1950s, reaction to Sputnik, “quick learning” of foreign
languages
Increased attention and more intensive effort were given to FL
teaching
Corpus: A Basis for the Preparation of Materials to Teach English as a Foreign Languages.
Between 1953 and 1956, the famous Spoken Language series were
Innovative only in terms of procedures, not in approach The value of an intensive, oral-based approach EFL learning was convincing.
Background: New demand
ASTP lasted only about 2 years and attracted considerable attention. The suitability in regular language program was much argued:
Derived from intensity of contact with TL, not from a well-developed methodological basis
Students’ tasks: drill, drill, and more drill
The Audiolingual Method: Emergence
More universities were involved in establishing similar programs
and developing courses and materials for the teaching of English.
More linguists involved in EFL teaching as America became an
international power
Growing demand for EFLT expertise since foreign students entered
US to study in universities
Language Institute in the US, to train teachers as EFL or ESL.
Charles Fries, director of the institute and a structural linguist,
applied the principles of structural linguistics to language teaching.
These factors led to the emergence of the American approach to
ESL— Audiolingualism.
The Audiolingual Method: Beginning
In 1939, the Michigan University developed the first English
published.
Fries’s principles in Teaching and learning English as a foreign
language (1945): The problems of learning a FL were attributed to the conflict of different structural systems, such as grammatical and phonological patterns; contrastive analysis helps to detect problems of interference of NL.
“General form” of each lesson: pronunciation, morphology,
grammar, drills and exercises.
The Audiolingual Method: Emergence
In 1952, Guidelines were published, such as Structural Notes and