认知法,交际法,任务型语言教学

(2)theory of learning ①It not only lays emphasis on innate organizing principles in human perception and learning, but also the various mental processes in thinking, remembering, perceiving, recognizing, classifying, etc. ②Piaget saw cognitive development as essentially a process of maturation, within which genetics and experience interact.
(3)techniques ①Four skills are used for the classes. ②It seeks the intellectual understanding by the learner of the language as a system; and practice of meaningful material is regarded as being of greater merit than the drive towards automatic control. ③Rule learning, meaningful practices, and creativity are the focus of classroom teaching.
Advantages It has pinpointed theoretical and practical weakness of the earlier theory. It has also rediscovered valuable features in the Grammar Translation Method and in the Direct Method . In practice the Cognitive Approach involves more active use of the students’ mental power. It utilizes all four skills which can agrees more with the nature of real communication.
The Cognitive Approach
The cognitive approach is a process which involves active mental process and not simply the forming of habits. • Background (1)As the audio-lingual method was on the decline in the 1960s and many shortcomings were found in it. (2)It was an attempt to bring to language teaching the new insights of psychology , psycholinguistics , and modern development in linguistics.
• Exemplification (1)Introduction of new materials (2)Exercises (3)Application activities The following is the deductive order of learning proposed by Chastain: ①Comprehension of new grammatical concepts, which are presented deductively. ②Practice in selection of linguistic forms to fit the context in exercises. ③The study of reading or listening materials, with some opportunity provided for students to produce messages intended to communicate their thoughts to others.
(2)objectives ①To develop in the students the same type of abilities possessed by native speakers. ②To develop the students ’ ability to the point at which they have a minimum control over the rules that allow native speakers to create the language necessary to communication. ③The control of the language in all its manifestations as a coherent and meaningful system ④Assimilation and accommodation.
• Summary and Comments Disadvantages: Teacher find it difficult to select and prepare meaningful presentations. Learning depends a lot on analysis and understanding. There are not yet complete and systematic practical activities and procedures for classroom use. The method as a system is still not very complete and needs further research and development.
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The Communicative Approach
The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. It is also called Communicative Language Teaching.(CLT) The Communicative Approach has been developed particularly by British applied linguists.
③J. B. Bruner(1966) emphasizes active restructuring of knowledge through experience with the environment. ④Contrary to Bruner, D. Ausubel(1968) emphasizes the role of expository or reception learning and is quite critical of some aspects of discovery learning. ⑤G. Kelly is one that encourages this process of making sense, of fitting or mapping the new onto the old to create a new understanding.
• Background (1)Towards the end of the 1960s there went on a growing dissatisfaction among foreign language teachers and applied linguists. (2)There were increasing possibilities for international communication. (3)People began to consider semantics to be basic to any theoretical model of language. (4)Wilkins’s book Notional Syllabuses(1976) had a significant impact on this approach.
• Theoretical Basis (1)theory of language ①The Communicative Approach in language teaching starts from a theory of language as communication. ②The Communicative Approach has a theory of language rooted in the functional school. ③Halliday, a British linguist, thinks language can be analyzed in terms of three factors: the filed of discourse, the tenor of discourse, the mode of discourse.
• Theoretical Basis (1)theory of language ①Cognitive theory reflects the theoretic reorientation in linguistics and psycholinguistics that initiated by Chomsky in the 1960s. ②Chomsky and others claimed that every normal human being was born with a LAD(language acquisition device). The LAD included basic knowledge about the nature and structure of human language.
• Basic Principles (1)main features ①Teachers are required to tell the learner about the language, because knowledge of rules facilities learning. ②Competence comes before performance. ③Learning should be based on understanding. ④The Cognitive Approach gives equal importance to all the skills. ⑤Students’ mistakes are a necessary and natural phenomenon.
(3)The generative linguist is interest not only in describing language but also in explaining language . (4)The structural school of linguistics prided itself in a rigorous application of the scientific principle of observation of human languages.