最新《语言教学的流派》自己整理的笔记

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 i s 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、Theory of language

○1 a type of British “structuralism”．

○2One distinctive feature: structures must be linked to situations in which they could be used

○3Language was viewed as purposeful activity related to goals and situations in the real world.

2、Theory of learning

(three processes in learning a language)

a type of behaviorist habit-learning theory

(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、Objectives:

(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.

2、The syllabus

(1) A structural syllabus—a list of the basic structures and sentence patterns

(2) Situation: the manner of presenting and practicing sentence patterns

3、Types of learning and teaching activities

(1) SLT employs a situational approach to presenting new sentence p atterns and a drill-based manner to practicing the new sentence patterns

(2) Situation: the use of c oncrete objects, pictures and realia, which together with actions and gestures

(3) Practice techniques: guided repetition, substitution activities, pair practice

4、Learner roles

(1) Listen, repeat and responds to questions and commands

(2) Have no control over the content of learning

5、Teacher roles

Threefold: a model、a skillful manipulator、on the lookout for errors

The teacher is essential to the success of the method.

6、The role of instructional materials

(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 patterns to their automatic use in speech, reading and writing.

The teaching of a structure: four parts

Pronunciation

Revision ( to prepare for new work if necessary)

Presentation of new structure or vocabulary

Oral practice (drilling)

Reading of material on the new structure, or written exercises

The sequence of activities:

Listening practice

Choral imitation

Individual imitation

Isolation

Building up to a new model

Elicitation

Substitution drilling

Question-answer drilling

Correction