《语言教学的流派第二版》自己整理的笔记培训资料

《语言教学的流派第二版》自己整理的笔

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

○1a 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 learning

Threefold: 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、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