语言教学的流派课程教案

《语言教学的流派》课程教案

Approaches and Methods in Language Teaching

1、Approach and method

2、Language teaching --- second language teaching or foreign language teaching

This book is a book on the history of language teaching, but it’s more than that. According t o the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions.

第一章 A brief history of language teaching 外语教学简史

在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）

和The Direct Method（直接法）

第二章The nature of approaches and methods in language teaching 外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框架中，教学法包括

三个部分：

1、Approach（理论）：语言理论和学习理论

2、Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用

3、Procedure（教学步骤）

This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies.

第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。

第三章The Oral Approach and Situational Language Teaching 口语法和情景法

第四章The Audiolingual method 听说法

第五章Communicative Language Teaching 交际法

第六章Total Physical Response 全身反应法

第七章The Silent Way 沉默法

第八章Community Language Learning 社团学习法

第九章The Natural Approach 自然法

第十章Suggestopedia 暗示法

Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter.

Where a method or approach has no acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.

第一章 A brief history of language teaching 外语教学简史

This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods.

Changes in language teaching methods throughout history have reflected

a.Recognition of changes in the kind of proficiency learners need (oral proficiency or reading

comprehension)

b.Changes in theories of the nature of language and of language learning.