外语教学流派中文翻译打印版

英语教学法重点术语英汉对照(王蔷)

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise →　exercise-task →　taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。

语言教学法流派介绍(中文)

语法翻译法Grammar-Translation Method时间：18世纪末代表人物：[德]奥伦多夫语言学理论基础：历史比较语言学历史比较语言学认为所有语言同出一派心理学理论基础：官能心理学官能心理学认为心理的各种官能可分别加以训练.例如：记忆、思考、概括……语法翻译法是以系统的语法知识教学为纲，依靠母语，通过翻译手段，主要培养第二语言读写能力的教学法。

语法翻译法又称传统法,古典法,旧式法、阅读法、普鲁士法（the Prussian Method）等。

它是第二语言教学史上最古老的教学法。

历史地位：❖“外语教学中历史最长与使用最广泛的方法之一”（左焕琪，2002）；❖该教学法在替代了改变了拉丁语的统治地位之后几乎统治了欧洲外语教学长达数百年之久，于十九世纪达到全盛时期，在十九世纪四十年代到二十世纪四十年代之间“统治了整个欧洲”(Richards & Rodgers, 2000)；❖语法翻译法“创建了在外语教学中利用母语的理论，成为外语教学史上最早的一个教学法体系。

它的出现为建立外语教学法作为一门独立的科学体系奠定了基础”（鲁宗干，2001）。

主要特点：以理解目的语的书面语言、培养阅读能力和写作能力以及发展智力为主要目标，不重视口语和听力的教学以系统的语法知识为教学主要内容，语法教学采用演绎法，对语法规则进行详细地分析，要求学生熟记并通过翻译练习加以巩固。

词汇的选择完全由课文内容所决定，用对生词表进行教学；句子是讲授和练习的基本单位。

用母语进行教学，翻译是主要的教学手段、练习手段和评测手段。

强调学习规范的书面语，注重原文，阅读文学名著教学过程：[1] 复习：默写单词；背诵课文段落。

[2] 教授新词：在黑板上列出本课单词、音标及母语解释，并逐字讲解。

学生跟教师朗读单词。

[3] 讲授句法、语法：讲解句法、语法意义及相关规则，在黑板上列出课文中的相关词汇，学生按规则进行转换等。

[4] 讲解课文：教师逐句念课文，逐句讲解并要求学生能记住。

外语教学法主要流派及其特点

外语教学法主要流派及其特点:一、翻译法(Translation Method)二、直接法(Direct Method)三、听说法(Audio-lingual Method)四、情境法(Situational Method)五、认知法(Cognitive Approach)六、交际法(Communicative Approach)七、任务型教学法(Task-based Language Teaching Approach)八、全身反应法（Total Physical Response）翻译法(Translation Method):其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法的优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣直接法(Direct Method) 其主要特点是：强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，不允许使用母语，用动作和图画等直观手段解释词义和句子，要求外语与思想直接联系。

教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。

优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，对许多语言现象只知其然而不知其所以然，导致学生说出的话语法错误较多。

3.忽视了幼儿学母语和已掌握了母语的人学习外语之间的差别，而采用了基本相同的方法来解决两种有一定区别的语言学习问题，偏重经验、感性认识，而对人的自觉性估计不足。

(完整版)《语言教学的流派第二版》自己整理的笔记

第一章A b r i e f h i s t o r y o f l a n g u a g e t e a c h i n g 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 teachingThe oral approach (situational language teaching) isa grammar-based method in which principles ofgrammatical and lexical gradation are used and newteaching points are presented and practiced throughmeaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and .2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe 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○1 a type of British “structuralism”.○2 One distinctive feature: structures must be linked to situations in which they could be used○3 Language was viewed as purposeful activity related to goals and situations in the real world.a type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation(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.(4). Writing derives from speech.(1) A structural syllabus—a list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns(1) SLT employs a situational approach to presenting new sentence patterns and 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(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learningThreefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method.(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The teacher is expected to be the master of his textbook.五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentencepatterns to their automatic use in speech, reading and writing.PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesListening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章The Audiolingual MethodIt is a method of foreign or second language teachingwhich (a) emphasizes the teaching of speaking andlistening before reading and writing (b) usesdialogues and drills. (c) discourages use of the mothertongue in the classroom (d) often makes use ofcontrastive analysis. The audiolingual method wasprominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many otherparts of the world.一、BackgroundThe 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 introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are 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、DesignShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the language A lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’ performanceTextbookTape recorders and audiovisual equipment四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lesson the following procedures will be observed:a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、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 ResponseTotal Physical Response is a language learning methodbased on the coordination of speech and action. Thismethod of learning was developed by James Asher, aprofessor of psychology at San Jose State University,California.一、Background1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach5、a tradition: the use of physical actions to teach a foreignlanguage at an introductory level二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program> the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent of the views of behavioral psychology: a stimulus-response viewLearning 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 andshould reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech developsnaturally and effortlessly out of it.4. Adults should use right-brain motor activities, while the lefthemisphere watches and learns.三、DesignThe general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPRclassesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of its organizationImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activitiesA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials) 四、ProcedureAsher’s account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second languageacquisition.It represents a useful techniques and is compatible with other approaches第六章The Silent WayIt is a method of foreign-language teaching developedby Gattegno which makes use of gesture, mime, visualaids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) thatthe teacher uses to help the students to talk. Themethod takes its name from the relative silence of theteacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachVocabulary as a central dimensionSurrenderArtificial approachThe self of the learnerLearning to learn三、DesignThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageTeach learners how to learn a languagea basically structural syllabusvocabularysimple linguistic tasksresponses to commands, questions and visual cuesLearners are expected to develop independence, autonomy andresponsibility.Learners exert a strong influence over each other’s learning.Playing varying rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.The pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel chartConclusion: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 languageteaching developed by Charles Curran. CLL is anapplication of counseling learning(咨询学习法)tosecond and foreign language teaching and learning. Ituses techniques developed in group counseling to helppeople with psychological and emotional problems. Themethod makes use of group learning in small or largegroups. These groups are the “Community”. The methodplaces emphasis on the learners’ personal feelingsand their reactions to language learning. Learners saythings which they want to talk about, in their nativelanguage. The teacher (known as “Counselor”)translates the learners’ sentence s into the foreignlanguage, and the learner then repeats this to othermembers of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals,interaction betweenunequalsinteraction between learners and knowers, interaction betweenlearners.Contracted with traditional views (a putative learning view, thebehavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention andreflection)D(discrimination)the personal commitments三、DesignExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.No conventional language syllabusTopic-based courseTeacher’s responsibility： teacher transfers knowledge and proficiencyto the learnerGoal: attenting near-native like mastery of the target language.Combines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversationmembers of a communitybecome counselors to other learnersFive stagesCounselorSpecific teacher roles are keyed to the five development stages.providing a safe environmentNote two “asides” in the discussion of learning security.A textbook is not considered a necessary component.Materials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、? classical CLL and personal interpretations of it2、? the description of some typical activities in CLL classed3、? a protocol of what a first day’s CLL class coveredConclusion: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SuggostopediaSuggestopedia/Lozanov Method (暗示法/罗扎诺夫法)It is a method of foreign-language teachingdeveloped by the Bulgarian Lozanov. It makes use ofdialogues, situations and translation to present andpractise language, and in particular, makes use ofmusic, visual images, and relaxation exercises to makelearning more comfortable and effective.一、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning二、Approachlexis is centralwhole meaningful texta language to be its vocabulary and the grammar rules for organizing vocabularya desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problemscourse descriptiontime duration——30 dayseach unitthe whole courseimitation, question and answer, role playeach unitlistening activitiesThe mental state of the learner is critical to success, mind-altering infantilizationthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techniquesExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion: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。

外语教学法主要流派..

• 其优点是： 1. 培养学生敢于大胆主动地使用所学语言进行交谈，口语能力较强； 2. 句型操练对初学者帮助很大，语言规范； • 其缺点是： 1. 大量的模仿和机械操练不利于发展学生的创造性思维； 2. 脱离语言内容和语境的句型操练不利于学生对语言的灵活运用。 3. 放松读写训练，不利于学生全面发展实践能力。
直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。它包含三个方面的意思：直接学习、直接理解和直接应用。其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。
直接法流行甚广，其优点是： 1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力； 2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚； 3. 重视口语和语音教学，能有效地培养学生的语言运用能力。其缺点是： 1. 排斥母语，使学生对一些抽象和复杂的概念难以理解； 2. 没有明晰的语法解释，导致学生说出的话语法错误较多。
三、听说法(Audiolingualism, Audiolingual Method)
• 听说法于20世纪40至60年代盛行于美国。二战爆发后，美国需要派大量的士兵出国作战，士兵们需要掌握所去国家的语言，政府临时抽调外语教学法和语言学专家以及有经验的外语教师，成立了外语训练中心，研究外语速成教学方法，以六至八个月为一期，培训士兵，其训练方法就是听和说，听说法就这样产生了。 • 它吸收了直接法的许多优点，又受结构主义语言学和行为主义心理学的影响。认为外语学习是习惯的形成，采取模仿、机械练习和记忆的方法强化学生的反应；课堂上学生做大量的句型操练，不考虑意思和语境。

《语言教学的流派》笔记(可打印修改)

Task-Based Language TeachingDefinitionTask-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.The relationships between TBLT and Communicative Language Teaching (CLT)Task-based language teaching:• a logical development of CLT•formed part of the communicative language teaching movement from the 1980s.Eg:◎Activities that involve real communication are essential for language learning ◎Activities in which language is used for carrying out meaningful tasks promote learning ◎Language that is meaningful to the learner supports the learning process•The role of tasks has received further support from some researchers in second language acquisition (SLA), who are interested in developing pedagogical applications of SLA.•Task is regarded as the potential building blocks of SLA instruction.•SLA research has focused on the strategies and cognitive processemployed by second language learners•Language learning is believed to depend on immersing students not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.The key assumptions of task-based instruction are summarized by Feez（1998:17) as :The focus is on process rather than procedure. Basic elements are purposeful activities and tasks that emphasize communication and meaning. Learner learn language by interacting communicatively and purposefully while engaged in the activities and tasksActivities and tasks can be either: those that learners might need to achieve in real life; those that have a pedagogical purpose specific to the classroom.Activities and tasks of a task-based syllabus are sequenced according to difficulty.The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support availablewhat is “task” ?A task is an activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map, and giving directions,making a telephone call etc.Nunan (1989:10) offers this definition: the task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. And also have a sense of complexity.•“Task” first appeared in the vocational training practices of the 1950s. Task focus here first derived from training design concerns of military regarding new military technologies and occupational specialties of the period. Task analysis initially focus on solo psychomotor tasks for which little communication or collaboration was involved, and largely manual tasks were translated into training tasks.Task-based training identified several key areas of concern: Analysis of real world task-use situationsThe translation of those into teaching task descriptionsThe detailed design of instructional tasksThe sequencing of instructional tasks in classroom training/teaching Four major categories of team performance function in task-based instructionOrientation function:process for generating and distributing information necessary to task accomplishment to team membersOrganizational function:process necessary for members to coordinate actions necessary for performanceAdaption function:process occurring as a team members adapt their performance to each other to complete the taskMotivational function:defining team objectives and “energizing the group’ to complete the taskWhat is academic task?•The academic task is the mechanism through which the curriculum is enacted for students (Doyle 1983: 161)•Academic tasks are defined as four important dimensions:◎The products students are asked to produce◎The operations they are required to use in order to produce these products◎The cognitive operations required and resources available◎The accountability system involvedDefinition of a Task◆Prabhu: a task is “ an activities which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.”◆Crookes :a task is “ a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.”Willis (1996) proposes six task types built on more or less traditional knowledge hierarchies.listing(列举型任务)work in groups: for a healthy lifestyle, what you should do and shouldn't do. make a list(brainstorming, fact-finding)ordering and sorting(排序与分类型任务)In the lesson of "How to make a milk shake?", disturb the main process, then rearrange them according to the actual ordercomparing (比较型任务）What things are the same at Spring Festival and Christmas Day? What things are different?problem solving(解决问题型任务)think of three low budget solutions to the problem of looking after a cat when the family is absent.sharing personal experiences(分享个人经验型任务)After students plant trees, ask them to talk about the significance of planting trees.creative tasks (创造型任务）work in groups: ask students to discuss their ideal bedroom, and make a sketch, with there be pattern.Pica, Kanagy and Falodun (1993) classify tasks according to the type of interaction that occurs in task accomplishment.Jigsaw tasks(拼图式任务)：These involve learners combining different pieces of information to form a whole.Information-gap tasks(信息差型任务)：one set of information--a complementary set of information--negotiate and find out--complete an activityProblem-solving tasks (解决问题型任务): Students are given a problem and a set of information. They must arrive at a solution to the problem. Decision- making tasks(选择决定型任务)：Students are given a problem for which there are a number of possible outcomes and they must choose one through negotiation and discussion.Opinion exchange tasks(交换观点型任务): Learners engage in discussion and exchange of ideas. They do not need to reach agreement. Other characteristics of tasks have also been describedone-way or two-way: whether the task involves a one-way exchange of information or two-way exchange.convergent or divergent: whether the students achieve a common goal or several different goals.collaborative or competitive: whether the students collaborate to carryout a task or compete with each other on a task.single or multiple outcomes: whether there is a single outcome or many different outcomes are possible.concrete or abstract language: whether the task involves the use of concrete language or abstract language.simple or complex processing: whether the task requires relatively simple or complex cognitive processing.simple or complex language: whether the linguistic demands of the task are relatively simple or complex.reality-based or not reality-based: whether the task mirrors a real-world activity or is a pedagogical activity not found in the real world.teacher rolesA central role of the teacher is in selecting, adapting ,and /or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs, interests and language skill level.任务型教学的优点:1.注重真实场景下的、以明确目标为导向；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。

外语教学法主要流派及其介绍

外语教学法流派介绍外语教学法主要流派及其特点一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。

翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。

翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。

其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法历史悠久，其优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣。

二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。

针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。

它包含三个方面的意思：直接学习、直接理解和直接应用。

其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。

直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多。

三、听说法(Audiolingualism, Audiolingual Method)听说法于20世纪40至60年代盛行于美国。

外语教学法主要流派

外语教学法主要流派一、语法翻译法语法翻译法是中世纪欧洲人教希腊语、拉丁语等死语言的教学法，到了十八世纪，欧洲的学校虽然开设了现代外语课，但仍然沿用语法翻译法，当时语言学的研究对象基本上还是书面语。

人们学习外语的目的，主要是为了阅读外语资料和文献。

德国语言学家奥朗多弗等学者总结了过去运用语法翻译法的实践经验，并在当时机械语言学、心理学的影响下，给语法翻译法以理论上的解释，使语法翻译法成为一种科学的外语教学法体系。

语法翻译法是为培养阅读能力服务的教学法，其教学过程是先分析语法，然后把外语译成本族语，主张两种语言机械对比和逐词逐句直译，在教学实践中把翻译当成教学目的，又当成教学手段。

语法翻译法重视阅读、翻译能力的培养和语法知识的传授，忽视语言技能的培养，语音、词汇、语法与课文阅读教学脱节。

二、直接法直接法是十九世纪下半叶始于西欧的外语教学改革运动的产物，是古典语法翻译法的对立面。

德国外语教育家菲埃托是最早提出直接法的教学法构想的先驱人物。

十九世纪语音学的建立和发展为直接法提供了语音教学的科学基础，直接法主张采用口语材料作为教学内容，强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。

教学中只用外语讲述，广泛利用手势、动作、表情、实物、图画等直观手段，要求外语与思想直接联系，绝对不使用本族语，即完全不借助于翻译，语法降到完全不重要的地位。

直接法是在教活语言，特别是在培养口语能力方面，取得显著的成绩。

直接法比起古典语法翻译法是教学法史上一大进步，成为以后的听说法、视听法、功能法等现代改革派的发端，但它是完全针对语法翻译法的弊端提出的，本身难免有它的局限性和片面性的地方，对母语在外语教学中的作用，只看到消极的一面，而没有看到或充分估计到它的积极的一面，只看到和只强调幼儿学母语和已掌握了母语的人学习外语之间的共同规律，而对两者之间的差别未曾注意到或没有充分估计到，因此采用了基本相同的方法来解决两种有一定区别的语言学习问题，在教学中偏重经验、感性认识，而对人的自觉性估计不足，对文学的修养不够注意，对许多语言现象只知其然而不知其所以然。

外语教学法流派

外语教学法流派：暗示法（Suggestopedia）暗示法（Suggestopedia）是由保加利亚精神病疗法心理学家罗札诺夫（G.Lozanov）于6 0年代中期创立的。

暗示法主张创造高度的动机，建立激发人的潜力，把各种无意识暗示因素组织起来，以便有效地完成学习伍务。

暗示法由此而得名。

另外，暗示法采用加速的方法进行外语教学，所以，它又称为暗示速成教学法（Suggestive-Ace1eratively Learning an d Teachinhg，简称SALT）。

暗示法的主要教学原则如下：1．语言材料的大量输入暗示教学的教学大纲所规定的语言材料量比常规的外语教学法所规定的量要多好几倍。

据试验，120个学时可学2000个词。

2．有意识和无意识相统一外语学习过程是大脑思维活动和情感同时作用的过程。

脑子的左半球主管语言和逻辑思维，右半球主管非语言和形象思维。

如果在学习外语时，采取措施，使两个半球同时发挥作用，就比用一个左半球好。

有意识活动和无意识活动联系越紧密，效果就越好。

暗示法的创新之处就在于，它集中无意中得到的信号去达到一个有意义的目的。

3．创造心情舒畅的气氛外语学习环境幽雅。

舒适的软椅排成半圆形，光线柔和，有音乐伴奏。

语言材料的输入采用戏剧、诗歌等方式，并伴随着丰富的表情和手势。

在这种和谐的环境里，学生的紧张心理消除了，心情舒畅，充满乐趣，善于想象。

这种环境可以激发学生的超级记忆能力，加速记忆效能，提高学习效果。

4．借助母语翻译和对比在学习过程中借助母语翻译，并对比两种语言的异同，开发学生的智力。

5．建立高度的自信心鼓励大胆说外语，尽量少纠错，避免造成紧张气氛。

6．创造自然的情境暗示法在学习过程中创造了十几个自然的情境，让学生把所学的语言材料应用到交际情境中去。

选自：盛炎著《语言教学原理》外语教学法流派：认知法（Cognitive Approach）认知法又称认知－符号法（Cognitive-Code Approach），产生于60年代的美国，代表人物是卡鲁尔、布鲁纳。

外语教学法流派

外语教学法流派：默教法暗示法主张大量输入，而另外一种教学法却主张最低限度的输入，这就是默教法（Silent Way）。

默教法是由英国数学家兼心理学家加特诺（G·Gattegno）于60年代初首创的。

这种教学法的含义是：教师少说，让学生多说。

教服从学，学要大大超过教，充分调动学生的学习积极性。

以下分别说明它的一些主要原则：1．教从属于学。

学生是学习的主体，负责自己的学习；而教师是启蒙者，他的责任是启发学生学习，培养学生的学习能力。

2．教师少说，让学生多说，多活动。

在整个教学过程中，教师很少说话，要求学生大量活动。

随着学生水平的提高，教师说得越来越少，学生活动越来越多。

教师除了示范需要学习的新语音、词语和句子让学生模仿外，不用母语说话，也很少用外语说话，而是用彩色棒、颜色音图、实物、动作、手势等手段代替母语和外语进行教学。

3．口语领先。

一开始就注意培养学生的口语能力，随后培养学生的读、写能力。

4．教师不改正学生的错误，让学生自己改正。

5．睡觉期间能学习到外语。

6．不用母语。

7．正确处理语言结构与语言精神实质之间的关系。

所谓语言的精神实质，是指存在于语言韵律中的本质特征。

只有陶醉在这种语言里，才能体会出这种精神实质。

学习语言，不但要学习它的结构，而且要学习它的精神实质。

韵律与呼吸法有关，懂得不同语言的不同呼吸法，对理解语言的精神实质有帮助。

另外，学习一种语言的功能词汇，也是理解精神实质的一个途径。

8．正确处理语言与词汇之间的关系。

这里很重要的一点就是，用少量的词创造大量的语句。

教学一开始，教师利用很简单的教具（一盒着色的小律），不说一句本国语，一开始就和学生建立起联系来。

接着，通过4─5节这样的课堂教学，用学到的27个词，使学生学到上百句的外语。

读数法、功能词以及少量的形容词、代词等，可以早学，以便创造更多的句子。

9．分类征服词汇。

为了迅速扩大词汇量，首先将词汇进行分类。

先学习功能词，再学习半专业词，最后学习专业词。

外语教学的流派

对现在的小学英语教学的启示: 教学之初适当的使用母语; 慎用该教学方法
直接法the direct method

含义：语法翻译法的对立面；外语--客观事物基本特点：学外语与儿童学用母语过程基本相同；遵循语言学习顺序；靠直觉感知强调语音和语法的正确性
评析

1、优点强调用实物、图片、动作等进行外语教学，是外语与客观事物之间建立起直接的联系，符合小学生语言学习的特点，能提高他们的兴趣，活跃课堂气氛，吸进孩子的注意。使学生获得更多的语言输入；

不足： 1.以功能为纲，增加了语法学习的难度； 2.如何选择合适功能表达，没有标准； 3.比其他方法更难评估； 4.交际法对教师的能力有较高要求。
练习

分组用交际英语教学法设计一个教学案例

基本特点; 1.强调用语言去学，和学会用语言； 2.在情景当中教授 3.以学生为中心，教学过程情景化；
评价

优点： 1.强调学生语言运用能力的培养； 2.对错误呈宽容态度； 3.强调教学过程交际化； 4.以学生为中心；
启示

情景化和交际化与新课标要求一致；对语言错误的容忍可以给学生提供更大的自由和空间练习；有助于学生交际能力的培养
对现代小学英语教学的启示

重视情景对现代小学英语教学非常有用；对外语教学的发展作出了贡献
练习

分组讨论，根据听说法的四步，设计一个教学案例，例，教授 I can swim
全身反应法

基本特点 1、强调理解 2、先听后说 3强调语言意义 4以句子为教学单位

外语教学法主要流派及其特点

外语教学法主要流派及其特点一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。

翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。

翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。

其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法历史悠久，其优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣。

二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。

针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。

它包含三个方面的意思：直接学习、直接理解和直接应用。

其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。

循序直接法的创立者美国学者里查兹(L.A.Richards)和布吉布兹(C.Gibson) 要求每教一句都有相应的情景，以便理解和运用。

直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多。

外语教学法主要流派及其特点

外语教学法主要流派及其特点:一、翻译法(Translation Method)二、直接法(Direct Method)三、听说法(Audio-lingual Method)四、情境法(Situational Method)五、认知法(Cognitive Approach)六、交际法(Communicative Approach)七、任务型教学法(Task-based Language Teaching Approach)八、全身反应法（Total Physical Response）翻译法(Translation Method):其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。

翻译法的优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。

翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣直接法(Direct Method) 其主要特点是：强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，不允许使用母语，用动作和图画等直观手段解释词义和句子，要求外语与思想直接联系。

教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。

优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。

其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，对许多语言现象只知其然而不知其所以然，导致学生说出的话语法错误较多。

3.忽视了幼儿学母语和已掌握了母语的人学习外语之间的差别，而采用了基本相同的方法来解决两种有一定区别的语言学习问题，偏重经验、感性认识，而对人的自觉性估计不足。

(完整版)《语言教学的流派第二版》自己整理的笔记

第一章A b r i e f h i s t o r y o f l a n g u a g e t e a c h i n g 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 teachingThe oral approach (situational language teaching) isa grammar-based method in which principles ofgrammatical and lexical gradation are used and newteaching points are presented and practiced throughmeaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and .2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe 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○1 a type of British “structuralism”.○2 One distinctive feature: structures must be linked to situations in which they could be used○3 Language was viewed as purposeful activity related to goals and situations in the real world.a type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation(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.(4). Writing derives from speech.(1) A structural syllabus—a list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns(1) SLT employs a situational approach to presenting new sentence patterns and 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(1) Listen, repeat and responds to questions and commands(2) Have no control over the content of learningThreefold: a model、a skillful manipulator、on the lookout for errors The teacher is essential to the success of the method.(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures The teacher is expected to be the master of his textbook.五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentencepatterns to their automatic use in speech, reading and writing.PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesListening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章The Audiolingual MethodIt is a method of foreign or second language teachingwhich (a) emphasizes the teaching of speaking andlistening before reading and writing (b) usesdialogues and drills. (c) discourages use of the mothertongue in the classroom (d) often makes use ofcontrastive analysis. The audiolingual method wasprominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many otherparts of the world.一、BackgroundThe 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 introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are 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、DesignShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in the students the same types of abilities that native speakers haveA linguistic syllabus: phonology, morphology, and syntax of the language A lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’ performanceTextbookTape recorders and audiovisual equipment四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lesson the following procedures will be observed:a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、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 ResponseTotal Physical Response is a language learning methodbased on the coordination of speech and action. Thismethod of learning was developed by James Asher, aprofessor of psychology at San Jose State University,California.一、Background1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach5、a tradition: the use of physical actions to teach a foreignlanguage at an introductory level二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program> the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent of the views of behavioral psychology: a stimulus-response viewLearning 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 andshould reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech developsnaturally and effortlessly out of it.4. Adults should use right-brain motor activities, while the lefthemisphere watches and learns.三、DesignThe general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPRclassesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of its organizationImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activitiesA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials) 四、ProcedureAsher’s account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second languageacquisition.It represents a useful techniques and is compatible with other approaches第六章The Silent WayIt is a method of foreign-language teaching developedby Gattegno which makes use of gesture, mime, visualaids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) thatthe teacher uses to help the students to talk. Themethod takes its name from the relative silence of theteacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachVocabulary as a central dimensionSurrenderArtificial approachThe self of the learnerLearning to learn三、DesignThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageTeach learners how to learn a languagea basically structural syllabusvocabularysimple linguistic tasksresponses to commands, questions and visual cuesLearners are expected to develop independence, autonomy andresponsibility.Learners exert a strong influence over each other’s learning.Playing varying rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.The pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel chartConclusion: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 languageteaching developed by Charles Curran. CLL is anapplication of counseling learning(咨询学习法)tosecond and foreign language teaching and learning. Ituses techniques developed in group counseling to helppeople with psychological and emotional problems. Themethod makes use of group learning in small or largegroups. These groups are the “Community”. The methodplaces emphasis on the learners’ personal feelingsand their reactions to language learning. Learners saythings which they want to talk about, in their nativelanguage. The teacher (known as “Counselor”)translates the learners’ sentence s into the foreignlanguage, and the learner then repeats this to othermembers of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals,interaction betweenunequalsinteraction between learners and knowers, interaction betweenlearners.Contracted with traditional views (a putative learning view, thebehavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention andreflection)D(discrimination)the personal commitments三、DesignExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.No conventional language syllabusTopic-based courseTeacher’s responsibility： teacher transfers knowledge and proficiencyto the learnerGoal: attenting near-native like mastery of the target language.Combines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversationmembers of a communitybecome counselors to other learnersFive stagesCounselorSpecific teacher roles are keyed to the five development stages.providing a safe environmentNote two “asides” in the discussion of learning security.A textbook is not considered a necessary component.Materials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、? classical CLL and personal interpretations of it2、? the description of some typical activities in CLL classed3、? a protocol of what a first day’s CLL class coveredConclusion: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SuggostopediaSuggestopedia/Lozanov Method (暗示法/罗扎诺夫法)It is a method of foreign-language teachingdeveloped by the Bulgarian Lozanov. It makes use ofdialogues, situations and translation to present andpractise language, and in particular, makes use ofmusic, visual images, and relaxation exercises to makelearning more comfortable and effective.一、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning二、Approachlexis is centralwhole meaningful texta language to be its vocabulary and the grammar rules for organizing vocabularya desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problemscourse descriptiontime duration——30 dayseach unitthe whole courseimitation, question and answer, role playeach unitlistening activitiesThe mental state of the learner is critical to success, mind-altering infantilizationthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techniquesExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion: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。

外语教学法主要流派情况一览表

20世纪50年代初，法国。
２０世纪２０－６０年代，英国
圣克卢(Saint Cloud)高等师范学院
Palmer帕默，
Hornby霍恩比
四会（通过口语训练掌握结构去获取），主张语言在情境中的理解和运用，即采用直观教具尤其是电化教具（如图片、幻灯、电影）教学手段，在听懂和理解一个完整的情景或上下文或图像的基础上进行练习
教师是语言楷模、课堂活动设计者、指挥官；
学生是模仿者、参与者
设置情景，学习语言；听说领先，反复操练；书面练习，巩
固结构。
听说能力
1．按照结构
大纲
2．考虑学习者
的母语和文化背
景
不使用母语进行教学，但可进行两者对比，以确定学习者的难点
及时纠正
结构主义语言学
行为主义心理学
认知法Cognitive Approach（针对听说法的缺陷而提出,是一种经过改革的现代语法翻译法）
教学过程分为三个阶段：语言理解、培养语言能力和语言运用。
理解阶段着重明白规则，能力阶段主要通过有意义的操练
培养语言能力，运用阶段则是以学生为中心的交际性练习。
四会并进，特别是理解能力和自学能力的培养
按有利于学生发
现和理解语言规
则的原则设计
适量恰当使用母语
错误难免，应分析找出原因给予适当指点，但不打断说话去立即纠正
19世纪末，欧美
Gouin古安,
Berlitz贝力子，Palmer帕默，
West韦斯特
（改革运动、古安和系列法、贝力子和贝力子教学法、帕默和口授法、韦斯特和新法）
用外语交际的能力,特别是口头交际能力，达到能用外语思维。
原则：直接联系；句本位；模仿为主；归纳教语法；口语为基础；当代通用语为教材