英语教学法之Audiolingual Method(听说法)

世界常用外语教学法简介

世界常用外语教学法简介(3)--听说法(The Audio-Lingual Method)Langzi选编Audio-Lingual MethodThe Audio-Lingual Method, or the Army Method or also the New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the Direct method. Like the Direct Method, theAudio-Lingual Method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the Direct Method, the Audiolingual Method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. Theteacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.Charles Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure, or grammar was the starting point for the s tudent. In other words, it was the students’ job to orally recite the basic sentence patterns and grammatical structures. The students were only given “enough vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioural psychology, as developed by B.F. Skinner, into this method.Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These includeRepetition : where the student repeats an utterance as soon as he hears itInflection : Where one word in a sentence appears in another form when repeatedReplacement : Where one word is replaced by anotherRestatement : The student re-phrases an utteranceExamplesInflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.Restatement : Teacher : Tell me not to shave so often. Student : Don't shave so often!The following example illustrates how more than one sort of drill can be incorporated into one practice session :“Teacher: There's a cup on the table ... repeatStudents: There's a cup on the tableTeacher: SpoonStudents: There's a spoon on the tableTeacher: BookStudents: There's a book on the tableTeacher: On the chairStudents: There's a book on the chairetc.”Historical RootsThe Audio-lingual method is the product of three historical circumstances. For its views on language, audiolingualism drew on the work of American linguists such as Leonard Bloomfield. The prime concern of American Linguistics at the early decades of the 20th century had been to document all the indigenous languages spoken in the USA. However, because of the dearth of trained native teachers who would provide a theoretical description of the native languages, linguists had to rely on observation. For the same reason, a strong focus on oral language was developed. At the same time, behaviourist psychologists such as B.F. Skinner were forming the belief that all behaviour (including language) was learnt through repetition and positive or negative reinforcement. The third factor that enabled the birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over the world. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, thenew method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse. Because of the influence of the military, early versions of the audio-lingualism came to be known as the “army method.”.In PracticeAs mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. Modern day implementations are more lax on this last requirement.Fall from popularityIn the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky, who pointed out the limitations of structural linguistics. The relevance of behaviorist psychology to language learning was also questioned, most famously by Chomsky's review of B.F. Skinne's Verbal Behavior in 1959. The audio-lingual method was thus deprived of its scientific credibilityand it was only a matter of time before the effectiveness of the method itself was questioned.In 1964, Wilga Rivers released a critique of the method in her book, “The Psychologist and the Foreign Language Teacher.“ Subseq uent research by others, inspired by her book, produced results which showed explicit grammatical instruction in the mother language to be more productive. These developments, coupled with the emergence of humanist pedagogy led to a rapid decline in the popularity of audiolingualism. Philip Smith's study from 1965-1969, termed the Pennsylvania Project, provided significant proof that audio-lingual methods were less effective than a more traditional cognitive approach involving the learner's first language.TodayDespite being discredited as an effective teaching methodology in 1970, audio-lingualism continues to be used today, although it is typically not used as the foundation of a course, but rather, has been relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology seems to banish all forms of language processing that help students sort out new language information in their own minds.” Asthis type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for several reasons but in particular, because the input and output is restricted and both parties know what to expect.Manifestations in Popular CultureThe fact that audio-lingualism continues to manifest itself in the classroom is reflected in popular culture. Films often depict one of the most well-known aspects of audio-lingualism : the repetition drill. In South Park Episode #172, Cartman applies the repetition drill while teaching a class of high school students. In Mad Max Beyond Thunderdome, an LP record of a French lesson instructs a pair of obliging children to 'repeat' short phrases in French and then in English.听说法(The Audio-Lingual Method)本世纪40年代开始，结构语言学、数学语言学、心理语言学、控制论、行为主义心理学等相互渗透的学科得到发展；外语教学日益依赖现代技术；各国教学法家竞相实验新的教学法体系。

英语教学法之AudiolingualMethod（听说法）

英语教学法之AudiolingualMethod（听说法）Definition of Audio-lingual Method （American）a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWIIThe Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.The A udiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic PromotionIn 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach whichadvocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political PromotionThe need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the OutcomeThis need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learningLike structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.occurrence of these behaviors is dependent upon threecrucial elements in learning:①stimulus②response③reinforcementAccording to the Audio-lingual Method, learning consists of stimulus-response connections.According to the Audio-lingual Method, learning is described as the formation of association between responses.To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.The habit therefore is the result of stimulus, correct response and reward occurring again and again.According to Skinner, reward was much more effective than punishment in a teaching situation.In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility ofmaking mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner rolesLessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher rolesThe Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.According to the linguist Brooks “a teacher ” must betrained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional materialActive verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMeritsCombining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target languageSetting ou t to meet the learner’s direct communicative competenc eFostering the learner’s ability of using language flexibly according to speci fic context situationHelping the learner to grasp target language naturally and firmlyDefects:Over emphasizing the principle of entire structureCutting the connection between the spoken and written form of the language apart artificiallyPaying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongueOverstressing language form s instead of actual communicative content (pseudofunctional)。

英语教学法之听说法

• Emphasis on certain practice techniques: mimicry, memorization and pattern drills. • Discouraging the use of the mother tongue in the classroom, • Use of language laboratory.
• Theory of Learning:
1. Language is speech, not writing. 2. A language is what its native speakers say, not what someone thinks they ought to say. 3. Languages are different. 4. A language is a set of habits. 5. Teach the language, not about the language.
Objectives
• To enable students to use the target language communicatively. • To train in listening comprehension, accurate pronunciatiion, reading comprehension and production of correct sentences in writing.
6. Expansion drill 7. Clause combination drill 8. Backward build-up drill 9. Chain drill 10. Mini-dialogue drill
Summary and Comments

外语教学法主要流派

概念：直接法是一种通过实物、而达到直接理解和直接应用的外语教学法。
主要特点：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：一句话一句话听，模仿，反复练习，直到养成语言习惯。【直接学习，直接理解，直接应用】教学原则： 1.强调口语的重要性，即语言首先是口头语言； 2.强调连贯篇章在教学过程中的中心地位； 3.强调口语教学在课堂教学中的绝对优先权；
1. 翻译法（Translation Method） 2. 直接法（Direct Method） 3. 听说法（Audio-lingual Method） 4. 情景法（Situational Method）
一、语法翻译法（翻译法）(Translation Method)
概念：语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。【用母语来教授语法】
教学模式：老师带读单词---老师讲解课文---切合原意的课文翻译---课文句子结构分析---语法项目练习---翻译练习---学生背诵课文
教学原则： 1. 以语法教学为中心，强调系统语法的学习 2. 语言材料的内容以突出某种语法形式为准 3. 本族语（学生的母语）充当中介 4. 以阅读和书面翻译为主
优点：
1. 视听结合的方式比单纯依靠听觉或视觉来理解、记忆和储存的语言材料多得多。情境的创设能够加速外语与事物的联系，有助于理解所学的语言；
2. 重视整体结构的对话教学，使课堂变的生动活泼，学生学的语言自然，表达准确；
3. 听觉形象有助于养成正确的语音，语调。节奏及遣词、造句的能力和习惯。
优点： 1. 学生的语法概念清晰 2. 阅读能力强，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；

听说法

Theory of language

The Structural view of language is the view behind the audio-lingual method. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them.
Background
The United States entered into World WarⅡ
To supply the U. S. government with personnel who were fluent in languages. It was necessary to set up special language training program.
Structural linguistics—traditional grammar Language was viewed as a system of structurally related elements for the encoding of meaning, the elements being phonemes, morphemes, words, structures and sentence types.

Charles Fries
He applied the principles of structural linguistics to language teaching. Grammar was the starting point. The structure of the language was identified with its basic sentence patterns and grammatical structures. The language was taught by systematic attention to pronunciation and by intensive oral drills. Pattern practice was a basic classroom technique.

听说法在英语教学中的应用

"听说法"（Audiolingual Method）是一种语言教学方法，旨在通过反复听和模仿，培养学生的语言听力和口语表达能力。

这一方法在英语教学中有一段时间内得到了广泛的应用。

以下是听说法在英语教学中的一些应用和特点：
1. 强调口语和听力：听说法主要强调口语和听力的训练。

学生通过模仿教师的语音、语调，反复练习口语表达，以培养流利的口语和敏锐的听力。

2. 结合日常情景：教学内容通常围绕日常生活情景展开，使学生在语言学习中更容易理解和应用。

通过模拟真实交际场景，鼓励学生运用所学语言进行实际交流。

3. 基于对话和模仿：课堂上通常会出现对话模型，学生需要听懂并模仿其中的语言表达。

这有助于培养学生的语感和语言表达能力。

4. 重视语音规律：听说法注重语音规律的教学，包括语音连读、音节强调等。

通过反复训练，学生能更好地掌握英语的语音特点。

5. 强调记忆和机械化学习：听说法在一定程度上强调学生的记忆和机械化学习。

学生通过不断的重复、模仿和记忆，达到能够熟练运用语言的目的。

6. 小组活动和合作学习：听说法通常包括小组活动和合作学习，通过与同学互动，学生可以更好地运用所学语言，提高交际能力。

7. 使用语言实例：教学过程中经常使用大量的语言实例，以便学生更好地理解和应用新的语言结构和表达方式。

需要注意的是，尽管听说法在过去曾经是主流的语言教学方法之一，但现代语言教学理论和实践更强调综合语言能力的培养，包括阅读、写作、听力和口语等。

因此，目前的语言教学往往采用多元化的方法，更注重培养学生的全面语言能力。

Audio-lingual method听说法教学基本方法

The Audio-lingual Method
Contents
• Definition：It is a style of teaching used in teaching foreign
languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. • Oral Drills：Drills and pattern practice are typical of the Audiolingual method.
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PPT制作：xiao
OTHERS
• The llowing example illustrates how more than one sort of drill can be incorporated into one practice session :
-Teacher: There's a cup on the table ... repeat Students: There's a cup on the table -Teacher: Spoon Students: There's a spoon on the table. -Teacher: Book Students: There's a book on the table. -Teacher: On the chair Students: There's a book on the chair.

英语教学法之Audiolingual Method听说法.doc

Definition of Audio-lingual Method （American）❖a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWII❖The Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.❖The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.❖The Audiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.❖The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic Promotion❖In 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.❖The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political Promotion❖The need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the Outcome❖This need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.•Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.•The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.•According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.•The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.•The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learning•Like structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.•Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.•Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.•To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.•occurrence of these behaviors is dependent upon three crucial elements in learning:①stimulus②response③reinforcement•According to the Audio-lingual Method, learning consists of stimulus-response connections.•According to the Audio-lingual Method, learning is described as the formation of association between responses.• To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.•According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.•This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.•According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.•The habit therefore is the result of stimulus, correct response and reward occurring again and again.•According to Skinner, reward was much more effective than punishment in a teaching situation.•In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility of making mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)•The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.•This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner roles❖Lessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher roles❖The Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.❖According to the linguist Brooks “a teacher ” must be trained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional material❖Active verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.❖In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMerits❖Combining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target language❖Setting out to meet the learner’s direct communicative competenc e❖Fostering the learner’s ability of using language flexibly according to speci fic context situation❖Helping the learner to grasp target language naturally and firmlyDefects:❖Over emphasizing the principle of entire structure❖Cutting the connection between the spoken and written form of the language apart artificially❖Paying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongue❖Overstressing language form s instead of actual communicative content (pseudofunctional)。

听说教学法

听说教学法听说法(Audiolingual Method )又叫结构法或句型法，是美国流行的一种外语教学法。

《英语900句》是听说法的典型教材。

听说法产生的背景：二战之前美国的外语教学比较落后一方面，美国政治上的孤立主义使人们不关心国外的事物，这里面就包括外语，另一方面，英语在世界上流行很广，美国人到外国去，感觉不到学习外语的迫切需要。

二战爆发后，美国参战，派士兵参战。

但士兵不懂所去国家的语言，所以临时调外语教学法和语言学专家以及有经验的外语教师，成立外语训练中心，研究外语速成教学方法，编写专用的课本以6—8个月为一期，培训士兵。

要求士兵短期内能说日常生活上简单的外语，对他们的要求是听和说训练的方法也是听和说，听说法就这样产生了。

听说法的特征听说法的特征是认为语言是言语，不是文字，是习惯形成的。

重视模仿、记忆。

听说法的主要特点是主张以句型为纲来组织教学内容。

强调模仿、强记固定短语并大量重复，极其重视语音的正确，尤其强调语调训练，广泛利用对比法、在对比分析母语与外语的基础上学习外语的难点，并在教学中有针对性地加以解决。

二、听说教学法的主要特点听说教学法其理论基础是建立在现在语言学和心理学基础之上的，它是力求实现把教学材料即，教学活动和教学技巧融为一体的教学模式。

它的主要特点为：1、听说教学法比较重视口语能力的提高，可以帮助学习者去实现语言的准确性和流畅性。

视听法认为英语学习的最终目的就是学以致用，而这种应用就是让学生开口说。

语言的准确性在于对它做一个正确全面的理解，学习英语不仅仅只是对英语语法和结构的理解，而是在于对它进行超越字面意思的交流，从而完成对英语这种语言的整体理解。

2、听说法侧重于语言和情景密切集合。

传统英语教学往往把学生放在比较枯燥的语言环境中去学习，学生往往感受不到一个真实的语言环境，这对学习英语是不利的。

视听法除了注重学生的听说能力，往往是把学生放在一个真的语言环境里面，通过现代教学辅助手段，让学生一面看画面，一边练习听说，身临其境的学习英语，把看到的情景和听到的声音自然地联系起来，使学生的印象更加深刻。

中学英语常见的教学方法之听说法

中学英语常见的教学方法之听说法赣县吉埠中学龙建国听说法(audio-lingual method(一)听说法及其理论基础1.定义：听说法(audio-lingual method)，又称“口语法”、“句型法”、“结构法”、“军队教学法”。

这是一种强调通过反复句型结构操练培养口语听说能力的教学法。

2．产生时间、背景：听说法于20世纪40年代在美国产生。

第二次世界大战爆发后，美国军队为在短期内培养大批掌握外语口语能力的军人，采取一系列的措施和手段强化训练士兵的听说能力，听说法便应运而生。

战后，该法被推广应用到学校外语教学中，并在20世纪五六十年代风行美国和西方各国。

3. 理论基础：①语言学理论基础是美国结构主义语言学，该法强调第二语言教学要从口语开始，从说话开始，通过掌握语言结构学会目的语。

②心理学基础是行为主义心理学的刺激---反应论。

认为言语行为是通过刺激与反应的联结并加以强化而形成习惯，强调第二语言教学要通过大量的模仿和反复操练养成新的语言习惯。

4.教学过程：美国布朗大学特瓦德尔教授在1958年把听说法的教学过程归纳为认知、模仿、重复、变换、选择五个阶段。

(二)听说法的主要特征听说法的主要特征表现在以下7个方面。

(1)听说领先。

注重口语，听说领先，听说是一切言语活动的基础。

口语是第一位的，读写是在听说的基础上派生出来的；初级阶段先练口语，以培养口语能力为主，读写为辅。

(2)反复操练，用模仿、重复、记忆的方法去反复实践，形成自动化的习惯。

(3)以句型为中心。

句型是语言教学的基础，也是外语教学的中心，通过句型操练能自动化地运用每一个句型，掌握目的语。

(4)排斥或限制使用母语和翻译，尽量用直观手段或借助于情景、语境，直接用目的语理解和表达。

(5)对比语言结构，确定教学难点，把外语教学的主要力量放在攻克难点上。

语言结构对比包括母语同目的语结构的对比分析和目的语结构内部的对比分析。

(6)能及时、严格地纠正学习者出现的错误，培养正确的语言习惯。

英语教学法之Audiolingual-Method(听说法)

Historical and social background
I Prompted by WWII
The Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in theU.S.during theSecond World War.At that time, ernment found it a great necessity to set up a special language training programto supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. Theobjectives of the army programwere for students to attainconversational proficiencyin a variety of foreign languages.
Definition of Audio-lingual Method（American）
a method of foreign or second Language teaching which emphasizes the teaching ofspeaking and listening before reading and writing;mother tongue is discouragedin the classroom.
The informant served as a source of language for imitation, and the linguist supervised the learning experience.

【全文】英语教学法之听说法

• Individual differences in students received fresh consideration.
• It is among the first theories to recommend the development of a language teaching theory on declared linguistic and psychological principles.
• Discouraging the use of the mother tongue in the classroom,
• Use of language laboratory.
Objectives
• To enable students to use the target language communicatively.
• In 1914 the first English Language Institute in the U.S. was established in the University of Michigan.
Theoretical Basis
• Theory of language:
1. Elements in a language are produቤተ መጻሕፍቲ ባይዱed in a rule-governed (structured) way.
1. Language is speech, not writing. 2. A language is what its native
speakers say, not what someone thinks they ought to say. 3. Languages are different. 4. A language is a set of habits. 5. Teach the language, not about the language.

十大英语教学法

.
十大英语教学法
直接教学法 (DirectMethod)
交互式教学法 (InteractiveLearning) 听说教学法 (Audio-LingualMethod)
授课时不用学生母语来教第二外国语，且在课程进行中也不做任何的翻译，纯粹藉由实物、图片、手势直接进行教学。
交往互动在母语及第二语言学习中发挥着巨大的作用。交互式教学法主要通过小组活动的形式开展师生之间和生生之间的互动，培养学生对英语学习的兴趣，帮助学生养成良好的学习习惯，掌握有效的学习策略，提高学生分析问题和解决问题的能力。
强调沟通技巧的训练，因为良好的沟通能力，不只是表达意见，或者仅具备语法能力，还要具备语言的多样功能，运用信息互补 (1nformationGap) 、自由选择 (Choice) 、响应(Feedback) 等方式，来达到语言正真的目的。
自然教学法
(NaturalApproach) 情境教学法
(SituationalLanguageTeaching) 字母拼读法
强调让学生反复练习，并在句型演练中达到有效地学习hysicalResponse) 沟通式教学法
(CommunicativeLanguageTeaching)
藉由学生的肢体动作来反映学习的咸效，并透过右脑控制肢体反映的刺激，帮助左脑的发展和提高语言学习的效果。
字母拼读法是以英语为母语的所有国家都使用并全力推广的一种单词拼读法。字母拼读法是用
26 个字母的
发音，5 个元音字母与前一个辅音字母相拼进行操练的拼读法。此教学方法可以大大提高单词拼读的准确率，
达到见字拼音、听音拼字的目的。
歌谣韵文教学 (Songs&Rhymes)
暗示教学法

听说法的教学

听说法的教学
听说教学法（audiolingual method；audiolingualism）是一种外语或第二语言教学法。

听说教学法在心理学上的根据以行为主义为主，而行为主义的中心主张之一即是刺激－反应及增强理论。

行为主义者认为世界上存在的生命体都是经由“增强”来获致特定的行为的：如果做得对，就获得正向的回馈，例如奖品；如果做错了，就得到负向的回馈，例如惩罚。

重复这样的过程，久而久之，学习者就会习惯成自然，“学会了”该行为。

这种语言教学法与较早的直接教学法有部分相近之处。

两种教学法都主张教师应该避免使用学生的第一语言、避免讲解生词文法，而应该直接用所要学的目标语言来教学生。

但直接教学法重视词汇的教学，而听说教学法则否。

听说教学法较重视教师借由充分的操练，使学生学会如何自动自发地使用特定的文法结构。

应用在实际的语言课堂中，使用听说教学法的教师会呈现正确的范例，让学生模仿、重说。

教师接下来可能会介绍新的词汇让学生进行代换练习，目的是要让学生更加熟练在范例中使用的文法结构。

教师不必解释文法，学生唯一要做的也仅仅是把语言的形式记忆下来。

重点是学生要一直重复操练特定的结构，直到他们有能力不经思考就能使用该结构为止。

学生并没有真正能够控制自己输出话语的机会，教师要的也是某种特定的、正确的回应，才能给予学生正向的回馈。

换言之，听说教学法并不认为学生需要在语言课堂中表达自己真正的意见或想法。

总的来说，听说教学法的种种特征都与当代流行的沟通式教学法大相径庭。

听说法

在语言教学中应该教授学习者活的、有声的、实用的语言。授学习者活的、有声的、实用的语言。在外语教学中, 更应如此。在外语教学中更应如此。
3) 20 世纪三十年代行世纪三十年代, 为主义语言学派创始人之一Skinner 认为, 认为语言不是一种思维现象, 维现象而是一种行为 ( A language is a behavior. )。。是通过习惯的养成而学会的。学会的。
8：00—8：10 讲授新词与对话（课文）结合：教师进入课堂后在：讲授新词与对话（课文）结合：：黑板上画一个女孩（Sally）和一个男孩（John），在他们后面黑板上画一个女孩（）和一个男孩（），在他们后面），画一个超级市场入口处。教师用英语介绍情况：画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单的图画说明，相遇，开始了一段对话（新词用简单的图画说明，动词现在进行时包含在对话中）。教师边表演对话边解释语言难点，）。教师边表演对话边解释语言难点时包含在对话中）。教师边表演对话边解释语言难点，再让学生听两遍录音。听两遍录音。 8：10—8：25 熟悉课文：教师先与一个学生对话（重复上述课熟悉课文：教师先与一个学生对话（：：），然后全班两人一组练习对话重复课文）。然后全班两人一组练习对话（）。练习完毕后请文），然后全班两人一组练习对话（重复课文）。练习完毕后请几对学生上讲台对话。几对学生上讲台对话。 8：25—8：45 句型操练：：：句型操练：教师简单讲解动词现在进行时的构成后说，（1））教师简单讲解动词现在进行时的构成后说，“Now Sally is talking to John.”，并给出动词词组：ask John a few ，并给出动词词组： questions, wait for her sister, plan to buy lots of things…要要求学生根据动词现在进行时的构成做替换练习。求学生根据动词现在进行时的构成做替换练习。教师给出主语Sally, Mary, Cathy, David, Tim, she, he, （2））教师给出主语 we, they等，要求学生做主语替换练习。先单个学生做，再两人等要求学生做主语替换练习。先单个学生做，一组做并互相检查。一组做并互相检查。用同样方法做动词现在进行时的问题和否定形式操练，（3））用同样方法做动词现在进行时的问题和否定形式操练，直到学生能比较熟练地掌握这种句型为止。直到学生能比较熟练地掌握这种句型为止。 8：45—8：50听一遍录音后，要求背诵课文对话。听一遍录音后，：：听一遍录音后要求背诵课文对话。布置作业：拼写单词；听课文录音；做句型替换书面练习。布置作业：拼写单词；听课文录音；做句型替换）替换分单项替换和多项替换。单项替换： ①单项替换： T:We'll go over the new words.Repeat. S:We'll to over the new words. T:Have a test. S:We'll have a test. T:Talk about some pictures. S:We'll talk about some pitures. 多项替换： ②多项替换： T:I will go with you to the cinema this afternoon.Repeat. S:I will go with you to the ainema this afternoon. T:Him,tomorrow. S:I will go with him to the cinema tomorrow. T.… 2)转换转换(conversion)。包括含义转换、结构转换和增减句子转换。包括含义转换、要素。比如，陈述句转换为疑问句。要素。比如，主动句转换为被动句；陈述句转换为疑问句。 3)扩展扩展(expansion)。包括前置修饰扩展和后置修饰扩展。扩展。包括前置修饰扩展和后置修饰扩展。

读英语教学法的心得体会

一、引言随着全球化进程的加快，英语已经成为国际交流的重要工具。

在我国，英语教学已经得到了广泛重视，各种英语教学法也应运而生。

作为一名英语教师，我深知掌握有效的英语教学法对于提高学生的英语水平至关重要。

近年来，我深入学习了多种英语教学法，并结合自己的教学实践，总结了一些心得体会。

二、英语教学法的种类1. 直接法（Direct Method）直接法又称自然法，主张通过直观、形象、生动的教学方法，让学生在语言环境中自然地习得英语。

这种教学法强调口语训练，注重培养学生的听说能力。

2. 听说法（Audiolingual Method）听说法强调通过大量的听力训练，让学生掌握语音、词汇和语法知识。

在教学过程中，教师引导学生模仿、跟读，培养学生的听说能力。

3. 交际法（Communicative Approach）交际法主张以学生为中心，强调在真实的语言环境中进行交际活动。

教师通过设计各种情景，让学生在交流中运用英语，提高实际运用能力。

4. 任务型教学法（Task-Based Language Teaching）任务型教学法强调通过完成具体任务来提高学生的语言运用能力。

教师设计各种任务，让学生在完成任务的过程中学习语言。

5. 情境教学法（Situational Language Teaching）情境教学法主张将教学内容与实际生活相结合，创设真实、生动的教学情境，激发学生的学习兴趣。

三、心得体会1. 灵活运用多种教学法在教学过程中，我认识到灵活运用多种教学法的重要性。

根据学生的实际情况和教学目标，我尝试将直接法、听说法、交际法、任务型教学法和情境教学法相结合，以提高学生的英语水平。

2. 注重学生的主体地位在英语教学中，学生是学习的主体。

因此，我在教学过程中始终关注学生的需求，尊重学生的个性，激发学生的学习兴趣，让学生在主动参与的过程中提高英语能力。

3. 创设真实、生动的教学情境为了提高学生的英语实际运用能力，我在教学中注重创设真实、生动的教学情境。

英语学科-简答题、教学情境分析题高频考点汇总

模块一英语教学基本理论高频考点1外语教学常用方法1.听说法（The Audiolingual Method）以句型操练为中心，通过口语训练形成自动化的习惯，达到脱口而出的效果，进而学会语言的一种教学法。

（1）特点：以句型为中心，反复操练；限制母语和翻译的使用；严格纠正错误。

（2）优点：敢于使用所学语言进行交谈；有助于形成语言规范和语言习惯。

（3）缺点：过分重视模仿和机械性操练；脱离语境。

2.交际法（The Communicative Language Teaching Approach）【2021上高中·教学情境分析】【2020下高中·教学情境分析】交际法是以语言功能项目为纲，旨在培养在特定的社会语境中运用语言进行交际的能力的一种教学法。

（1）特点：主张教学过程交际化，注重培养交际能力；允许存在语言错误；话语是教学的基本单位。

（2）优点：重视实际需要；有利于培养学生的交际能力。

（3）缺点：功能、意念项目界定不明确；无法保证语法项目编排的体系性。

3.情境教学法（The Situational Language Teaching Method）【2020下高中·教学情境分析】【2022上初中·教学情境分析】情境教学法是通过设计一些有意义的场景，为语言学习和操练提供实例，从而达到教学目的的一种教学法。

（1）特点：重视口语教学；通过情境引入新知识并且在情境中进行操练；课堂教学语言使用目的语。

（2）优点：直观性、趣味性、生动性。

（3）缺点：学生被动接受语言材料的输入；不能最大限度地满足学生语言交际的实际需要。

（4）创设情境的手段：利用教学材料；借助现代化媒体；创设各种有趣的活动；利用直观教学手段；利用课外生活；积极评价。

（5）创设情境需注意的问题：情境创设要真实、开放、贴近生活；情境创设要符合学生的认识结构水平；问题的提出要兼顾学生的个体差异；教师不应过多地指责学生在语言中出现的错误。

听说法

听说法（Audio-lingual Approach）(一)听说法及其理论基础1.定义：听说法(audiolingual method),又称“口语法”、“句型法”、“结构法”、“军队教学法”、“耳口法”。

这是一种强调通过反复句型结构操练培养口语听说能力的教学法。

2.产生时间和背景听说法于20世纪40年代在美国产生。

第二次世界大战爆发后,美国军队为在短期内培养大批掌握外语口语能力的军人,采取一系列的措施和手段强化训练士兵的听说能力,听说法便应运而生。

战后,该法被推广应用到学校外语教学中,并在20世纪五六十年代风行美国和西方各国。

3. 理论基础①语言学理论基础是美国结构主义语言学,该法强调第二语言教学要从口语开始,从说话开始,通过掌握语言结构学会目的语。

②心理学基础是行为主义心理学的刺激---反应论。

认为言语行为是通过刺激与反应的联结并加以强化而形成习惯,强调第二语言教学要通过大量的模仿和反复操练养成新的语言习惯。

4.教学过程美国布朗大学特瓦德尔教授在1958年把听说法的教学过程归纳为认知,模仿,重复,变换,选择五个阶段。

5.听说法的主要代表人物弗里斯（C.C Fries）拉多（do）(二)听说法的主要特征听说放在首位，先用耳听，后用口说（audio-oral，反复口头操练，最终能自动化地运用所学语言材料。

(1)听说领先。

注重口语,听说领先,听说是一切言语活动的基础。

口语是第一位的,读写是在听说的基础上派生出来的；初级阶段先练口语,以培养口语能力为主,读写为辅。

(2)反复操练,用模仿,重复,记忆的方法去反复实践,形成自动化的习惯。

(3)以句型为中心。

句型是语言教学的基础,也是外语教学的中心,通过句型操练能自动化地运用每一个句型,掌握目的语。

(4)排斥或限制使用母语和翻译,尽量用直观手段或借助于情景,语境,直接用目的语理解和表达。

(5)对比语言结构,确定教学难点,把外语教学的主要力量放在攻克难点上。