《语言教学流派第二版》自己整理笔记

《语⾔教学流派第⼆版》⾃⼰整理笔记
第⼀章A brief history of language teaching
第⼆章The nature of approaches and methods
前两章很简单，详见前⾯中⽂导读
第三章The oral approach and situational language teaching
The oral approach (situational language teaching) is a grammar-based method in which
principles of grammatical and lexical gradation are used and new teaching points are
presented and practiced through meaningful situation-based activities.
⼀、Background
1. Two of the leaders were Harold palmer and A.S.Hornby.
2. Vocabulary control
3. Grammar control
⼆、The Oral Approach and Situational Language Teaching
The main characteristics of the approach were as follows:
1. Language teaching begins with the spoken language. Material is taught orally.
2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
5. Items of grammar are graded by their complexity.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
三、Approach
(2).An inductive approach is used to the teaching of grammar
(3).The same processed are thought to occur both in child language learning and in second language learning.
四、Design
(1). Practical command of the four basic skills of language
(2). Accuracy in both pronunciation and grammar is regarded as crucial.
(3). Automatic control of basic structures and sentence patterns is fundamental.
—a list of the basic structures and sentence patterns
a drill-based manner to practicing the new sentence patterns
(2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures
(3) Practice techniques: guided repetition, substitution activities, pair practice
Threefold: a model、a skillful manipulator、on the lookout for errors
(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures
The teacher is expected to be the master of his textbook.
五、Procedure
Aim: to move from controlled to freer practice of structures and from oral use of sentence
Revision ( to prepare for new work if necessary)
Presentation of new structure or vocabulary
Oral practice (drilling)
Choral imitation
Individual imitation
Isolation
Building up to a new model
Elicitation
Substitution drilling
Question-answer drilling
Correction
第四章The Audiolingual Method
It is a method of foreign or second language teaching which (a) emphasizes the teaching of
speaking and listening before reading and writing (b) uses dialogues and drills. (c)
discourages use of the mother tongue in the classroom (d) often makes use of contrastive
analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the
United States, and has been widely used in many other parts of the world.
⼀、Background
The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.
情境法与听说法的异同
There are many similarities between situational language teaching and audiolingualism.
1. The order in which language skills are introduced
2. Focus on accuracy through drill and practice in the basic structures
3. Sectence patterns of the target language
However, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.
⼆、Approach
1. Foreign language learning is basically a process of mechanical habit formation.
2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.
3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.
4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.
三、Design
、accurate pronunciation, reading comprehension and production
Models the target language
Controls the direction and pace of learning
Tape recorders and audiovisual equipment
四、Procedure
1、The process of teaching involves extensive oral instruction
2、The procedures the teacher should adopt ( Brook)
3、In a typical audiolingual lesson the following procedures will be observed:
a. Recognition;
b. Imitation and repetition
c. Patterns drill:
d. Follow-up activities
五、The decline of Audiolingualism
1、Criticism on two fronts: the theoretical foundations（both in language and language learning）and the practical results fell short of expectation.
2、the theoretical attack: Noam Chomsky’s theory of transformational grammar
第五章Total Physical Response
Total Physical Response is a language learning method based on the coordination of speech
and action. This method of learning was developed by James Asher, a professor of psychology
at San Jose State University, California.
⼀、Background
1、the “trace theory” of memory in psychology
2、developmental psychology：child first language acquisition
3、humanistic psychology: the role of affective factors
4、Comprehension Approach
5、a tradition: the use of physical actions to teach a foreign language at an introductory level
⼆、Approach
structuralist or grammar-based views of language
detailed cognitive map (abstractions and nonabstractions)
the central role of comprehension in language learning
Reminiscent of the views of behavioral psychology: a stimulus-response view
Learning hypotheses ( to facilitate or inhibit foreign language learning )
According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:
1. Second language learning is parallel to first language learning and should reflect the same
naturalistic processes.
2. Listening should develop before speaking.
3. Once listening comprehension has been developed, speech develops naturally and effortlessly
out of it.
4. Adults should use right-brain motor activities, while the left hemisphere watches and learns.
三、Design
oral proficiency at a beginning level
A sentence-based syllabus
A fixed number of items be introduced at a time
Imperative drills are the major classroom activity.
Role plays：center on everyday situation
Slide presentations
A primary role : listener and performer
Have little influence over the content
Active and direct role
Well prepared and well organized
Teachers follow the example of parents giving feedback
No basic text, materials and realia play an increasing role in later learning stages.
Student kits that focus on specific situations (supporting materials)
四、Procedure
Asher’s account of a course:
Review
New commands
Role reversal
Reading and writing
Conclusion:
Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.
第六章The Silent Way
It is a method of foreign-language teaching developed by Gattegno which makes use of gesture,
mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of different
lengths and colors) that the teacher uses to help the students to talk. The method takes its
name from the relative silence of the teacher using these techniques.
⼀、Background
The premise of the Silent Way
The learning hypotheses
Learning is facilitated if the learner discovers or creates. (discovery learning)
Learning is facilitated by accompanying physical objects.
Learning is facilitated by problem solving.
⼆、Approach
By the "spirit" of the language Gattegno is referring to the way each language is
Composed of phonological and suprasegmental
A structural approach
Artificial approach
The self of the learner
Learning to learn
三、Design
An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language
Learners exert a strong influence over each other’s learning.
To teach, to test, to get out of the way
Create an environment
The colored cuisenaire rods
The vocabulary or word charts
Other materials
四、Procedure
A standard format
Practice of the sounds (using the pronunciation charts)
Practice of sentence patterns, structure, and vocabulary (using the rods and charts)
A sample lesson
Fidel chart
Conclusion:
The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive 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 upon learners, and the materials used.
第七章Community Language Learning社团语⾔学习法
It is a method of second and foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法)to second and foreign language
teaching and learning. It uses techniques developed in group counseling to help people with
psychological and emotional problems. The method makes use of group learning in small or
large groups. Thes e groups are the “Community”. The method places emphasis on the
learners’ personal feelings and their reactions to language learning. Learners say things
which they want to talk about, in their native language. The teacher (known as “Counselor”)
translat es the learners’ sentences into the foreign language, and the learner then repeats this
to other members of the group.
⼀、Background
1、Rogerian counseling——Charles A. Curren
2、Humanistic techniques：the whole person
3、Language alternation
⼆、Approach
Language as social process
The interactional view of language: interaction between equals, interaction between
unequals
The whole-person learning (five stages)
Consensual validation
S(secure)A(attention and aggression)R(retention and reflection)D(discrimination)
the personal commitments
三、Design
not defined.
Teacher transfers knowledge and proficiency to the learner.
Goal: attaining near-native like mastery of the target language
Topic-based course
Teacher’s responsibility：teacher transfers knowledge and proficiency to the learner
Goal: attenting near-native like mastery of the target language.
Translation, Group Work, Recording, Transcription, Analysis, Reflection and
become counselors to other learners
Specific teacher roles are keyed to the five development stages.
providing a safe environment
Materials may be developed by the teacher as the course develops.
the use of teaching machines
四、Procedure
1、classical CLL and personal interpretations of it
2、the description of some typical activities in CLL classed
3、 a protocol of what a first day’s CLL class covered
Conclusion:
Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.
⾃⼰想法：学校英语⾓活动
Question for discussion:
社团学习法把语⾔学习过程⽐作是咨询过程，你们觉得这个⽐喻合适吗？为什么？
第⼋章Suggostopedia
Suggestopedia/Lozanov Method (暗⽰法/罗扎诺夫法)
It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations and translation to present and practise language, and in particular,
makes use of music, visual images, and relaxation exercises to make learning more
comfortable and effective.
⼀、Background
1、Suggestology
2、the most conspicuous characteristics of Suggestopedia
3、Soviet psychology
4、mental states
5、the centrality of music and musical rhythm to learning
⼆、Approach
whole meaningful text
six principal theoretical components:
authority, infantilization, double-planedness, intonation, rhythm, concert
pseudo-passiveness
the type of music
the rate of presentation of material to be learned within the rhythmic pattern
三、Design
deliver advanced conversational proficiency quickly
time duration——30 days
each unit
each unit
expected teacher behaviors
Direct support materials: text and tape
Indirect support materials: classroom fixtures and music
四、Procedure
Bancroft’s description: a four-hour language class has three distinct parts.
The first part: an oral review section
The second part: new material is presented and discussed
The third part: the séance or concert session
Conclusion:
Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
Question for discussion;
暗⽰法强调⾳乐的作⽤，那么⾳乐在外语学习过程中究竟起了怎样的作⽤？谈谈你们的看法。

第九章The Whole Language 全语⾔法
The purpose of the Whole Language theory is to present language learning as a whole process
in practice. Language is taught as a whole that is not divided into phonetics, vocabulary and
grammar. However, language are taught by the ways of the listening, speaking, reading and
writing for learners in the colleges or universities.
源于母语Holistic
⼀、Background
The term was initially created in 1980s by Goodman and a group of U.S. educators concerned with the teaching of reading and writing in the native language.
As a holistic way to teach reading, whole language argues:
学⽣作为某种⽂化的⼀个成员与知识的创造者，应该受到尊重。

Respect for each student as a member of a culture and as a creator of knowledge.
教师作为⼀名专业⼈⼠应该受到尊重。

Respect for each teacher as a professional.
We see it as an approach based on key principles about language (language as a whole) and learnig (writing, reading, listening, and speaking should be interated in learning).
⼆、Approach
1. Language Theory:
socially international perspective This perapective is most obviously a social one that views language as a vehicle for human communication and in which there is an interactional relationship between readers and writers.
Heavy emphasis in whole language is placed on “authenticity,” on engagement with the authors of written texts, and also on conversation.
psycho-linguistically perspective The Whole Language also views language psycholinguistically as a vehicle for internal “interaction,” for egocentric speech, for thinkin g.
A founctional model of language is always seen as something that is used for meaningful purposes and to carry out authentic functions.
2. Learning Theory
Humanistic school
Constructivist school
三、Design
Objectives: Language should be taught as a whole, integration of reading, writing and other skills
Syllabus: No specific syllabus
Learning activities: student-centered learning
Teacher roles: facilitator, active participant, supporter
Students roles: collaborator, evaluator, self-director, selector
The role of instruction materials: real-world materials
四、Procedure
4 classroom features: the use of literature; the use of process writing; encouragement of cooperative learning among students; concern for students’ attitude
Approach/Method Teaching Features
Whole language learning as a whole; meaning, authentic and real texts, student-
center; focus on fluency rather than accuracy Suggestopedia lexis is center; aim to deliver advanced conversational proficiency
quickly; students' confidence, relaxing environment, abandon their
fear.
Community Language
Learning Student-center; reduce anxiety; lack of syllabus; real community;
focus on fluency rather than accuracy
The Silent Way teacher is silent; students create/discover; vocabulary
(pronunciation)and grammar
Total Physical Response teaching language through physical activity; grammar-based;
stimulus-response; relaxing environment; action-based drills; for
beginners
The Audiolingual
Method dialogues & drills, stimulus-response, reinforcement, habit
formation
Situational Language
Leaching
strong emphasis on oral practice, grammar and sentence pattern
第⼗章多元智能法
Multiple intelligence refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education.
⼀、Background
Howard Gardner霍华德·加德纳Gardner(1993) proposed a view of natural human talents that is labeled the “Multiple Intelligences Model”.
⼆、Approach
Theory of language learningThere is more to a language than what is usually subsumed under linguistics.
Intelligences are separate but equal and each of them share the pinnacle at the top of the hierarchy.
三、Design
1. Objectives: Making the language learner a better designer of his/her own learning experiences, who will become empowered, more fulfilled, more goal-directed.
2. Syllabus: around intelligence: awaken-amplify-teach-transfer
3. Learning activities:
●Multiple intelligence projects
●Curriculum-based project
●Thematic-based projects
●Resource-based projects
●Students-based projects
4. Role of teachers: Curriculum developers, lesson designers and analysts, activity finders or inventors, most critically orchestrators of a rich array of multisensory activities. is not only to improve the second language abilities but also the overall development of students' intelligence.
5. Role of learners: Learners are encouraged to see their goals in broader terms.
6. Procedure
四、Compare and conclusion
第⼗⼀章Neurolinguistic Programming(NLP) 神经语⾔程序法
Neurolinguistic Programming (NLP) is a training philosophy and set of training techniques first developed by Grindler and Richard Bandler in the mid-1970s as an alternative form of therapy.
⼀、Background
1. Founder:
Grindler and Richard Bandler are interested in :
●How people influence each other and how the behaviors of very effective people could be
duplicated.
●Discovering how successful communicators achieved their success.
2. Definition: NLP......is a collection of techniques,partterns, and strategies for assisting effective communication, personal growth and chage, and learning. It is based on a series of underlying assumptions about how the mind works and how people act and interact.
3. Effect of NLP：
The NLP model provides a theoretical framework and a set of working principles for directing or guiding therapeutic chage, -------but the principles have been applied in a variety of other fields.
-------NLP had some appeal within language teaching to those interested in humanistic approaches, which focus on developing one's sense of self-actualization and self-awareness, as well as to those drawn to New Age Humanism.
⼆、Approach:
1.Theory of language
Nero: 指的是⼈们通过感官体验世界，再经过神经系统It refers to belief about the brain & how it function
Linguistic: ⼈们运⽤语⾔作为中介refers to a theory of communication, one that tries to explain both a verbal and nonverbal information processing.
Programming: 为了让⾃⼰的潜能达到梦想的⾼度，通过训练学会新的，积极的态度、思考与
⾏动observable patterns of thoughts and behavior
2. Theory of learning:
Learning effective behaviors is viewed as a problem of skill earning: it is dependent on moving from stages of controlled to automatic processing
Modeling successful performance leads to excellence.
3. Principles of NLP
Principles: outcome——结果know what you want
Rapport——密切的联系和⼀致性——站在学⽣⾓度Establish rapport with yourself and then with others. Sensory acuity——敏锐感觉Use your senses. Look at, listen to, and feel what is actually happening.
Flexibility灵活——通过感官观察Keep changing what you do until you get what you want.
三、Design:
1. Objective: seeks to ralate each of these principles to language teaching.
2. Syllubus:
3. Types of learning and teaching activities depend on how the teacher applies the principles to language teaching.
4. Learner roles and student roles:
For teachers: model excellent teachers. Look at what they do, how they act, what sort of relationship they have with their students and colleagues. Ask how they feel about their bahaviors and their beliefs. Then, position them. Imagine what it's like to be them. As you learn techniques and strategies, put them into practice.
For learners: set the project of modeling good learners. Share and try out strategies they learn. If you want to speak a language like a native speaker, model native speakers.
5. The role of instructional materials: There is no description of what instructional materials are used in language teaching. Materials may be depend on what is the focal principle applied a certain class. 四、Procedures:
五、Conclusion
充其量只能算基于⼼理学的⼈本主义哲学的⼀些教学理念与建议
第⼗⼆章The lexical approach词汇法
A lexical approach in language teaching suggests that the building blocks of language learning and communication are not grammar, functions ,notions but lexis, that is words and word combinations ⼀、Background First and second language acquisition research.
Several approaches view vocabulary and lexical units as central in learning and teaching.
Advances in computer-based studies of language
⼆、Approach
理念：语⾔学习与交际的最基本构件应该是单词或单词组合，⽽不是语法、功能、意念或是其
他单位
Lewis suggests the following principles:
1)Lexis is the basis of language.
2)Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language. The mastery of the grammatical system is a prerequisite for effective communication.
3)The key principle of a lexical approach is that language consists of grammaticalized lexis, not lexicalized grammar 书134：
Lewis’s assumption:
1. several occasions
2. become “intake”
3. notice 相似，相异
4. language production is the product of previously met examples
5. no linear syllabus
三、Design
1. Objectives: Level 1 would aim to cover the 700 most frequent words together with their common patterns and uses.(Willis 1990:vi)
2. Lexical syllabus
3. Learning activites: He reviews a variety of criteria for classifying collocations and chunks and suggests approaches to instructional sequencing and treatment for different types of collocations
4. The role of teachers: create the environment, provide scaffolding, assistant
5. The role of learners: discoverer, data analyst, need training
6. Materials:
教学资源归为４类
第⼀类：完整的教学包course packages
第⼆类：系列词汇教学活动collections of vocabulary teaching activities。