《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 teachingThe oral approach (situational language teaching) is a grammar-based method inwhich principles of grammatical and lexical gradation are used and new teachingpoints are presented and practiced through meaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and A.S.Hornby.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○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 learningThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe 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 sentenceRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Choral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章 The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes theteaching of speaking and listening before reading and writing (b) uses dialoguesand drills. (c) discourages use of the mother tongue in the classroom (d) oftenmakes use of contrastive analysis. The audiolingual method was prominent in the1950s and 1960s, especially in the United States, and has been widely used in manyother parts 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 languageA 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 responses a 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 t heory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordinationof speech and action. This method 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 foreign language at an introductorylevel二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program>the central role of comprehension in language learningReminiscent 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 and should reflectthe same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally andeffortlessly out of it.4. Adults should use right-brain motor activities, while the left hemisphere watchesand learns.三、Designoral proficiency at a beginning levelSpecific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPR classesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of itsImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsA 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 feedbackNo 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 language acquisition.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makesuse 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 thestudents to talk. The method takes its name from the relative silence of the teacherusing 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 approachArtificial approachThe self of the learnerLearning to learn三、DesignAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageLearners exert a strong influence over each other’s learning.To teach, to test, to get out of the wayCreate an environmentThe 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 language teaching developed by CharlesCurran. CLL is an application of counseling learning(咨询学习法)to second andforeign language teaching and learning. It uses techniques developed in groupcounseling to help people with psychological and emotional problems. The methodmakes use of group learning in small or large groups. These groups are the“Community”. The method places emphasis on the learners’ personal feelings andtheir reactions to language learning. Learners say things which they want to talkabout, in their native language. The teacher (known as “Counselor”) translatesthe learners’ sen tences into the foreign language, and the learner then repeats thisto other members of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachLanguage as social processThe interactional view of language: interaction between equals, interaction between unequalsThe whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、Designnot defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageTopic-based courseTeacher’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,members of a communitybecome counselors to other learnersSpecific teacher roles are keyed to the five development stages.providing a safe environmentMaterials 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 teaching developed by the Bulgarian Lozanov.It makes use of dialogues, situations and translation to present and practiselanguage, and in particular, makes use of music, visual images, and relaxationexercises to make learning 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、Approachwhole meaningful textsix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concertpseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern 三、Designdeliver advanced conversational proficiency quicklytime duration——30 dayseach uniteach unitexpected teacher behaviorsExpected 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。