《语言教学流派第二版》自己整理笔记

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

(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.

—a list of the basic structures and sentence patterns

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

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

(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

Oral practice (drilling)

Choral imitation

Individual imitation

Isolation

Building up to a new model

Elicitation

Substitution drilling

Question-answer drilling

Correction

第四章The Audiolingual Method

It is a method of foreign or second language teaching which (a) emphasizes the teaching of

speaking and listening before reading and writing (b) uses dialogues and drills. (c)

discourages use of the mother tongue in the classroom (d) often makes use of contrastive

analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the

United States, and has been widely used in many other parts of the world.

一、Background

The 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 introduced

2. Focus on accuracy through drill and practice in the basic structures

3. Sectence patterns of the target language

However, 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、Approach

1. Foreign language learning is basically a process of mechanical habit formation.