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1、第一章第一章Abriefbriefhistyhistyofoflanguagelanguageteachingteaching第二章第二章TheThenaturenatureofofapproachesapproachesmethodsmethods前兩章很簡(jiǎn)單，詳見(jiàn)前面中文導(dǎo)讀前兩章很簡(jiǎn)單，詳見(jiàn)前面中文導(dǎo)讀第三章第三章TheThealalapproachapproachsituationalsituationallanguagelan

2、guageteachingteachingThealapproach(situationallanguageteaching)isagrammarbasedmethodinwhichprinciplesofgrammaticallexicalgradationareusednewteachingpointsarepresentedpracticedthroughmeaningfulsituationbasedactivities.一、一

3、、BackgroundBackground1.TwooftheleaderswereHaroldpalmerA.S.Hnby.2.Vocabularycontrol3.Grammarcontrol二、二、TheThealalApproachApproachSituationalSituationalLanguageLanguageTeachingTeachingThemainacteristicsoftheapproachwereasf

4、ollows:1.Languageteachingbeginswiththespokenlanguage.Materialistaughtally.2.Thetargetlanguageisthelanguageoftheclassroom.3.Newlanguagepointsareintroducedpracticedsituationally.4.Vocabularyionproceduresarefollowedtoensure

5、thatanessentialgeneralservicevocabularyiscovered.5.Itemsofgrammararegradedbytheircomplexity.6.Readingwritingareintroducedonceasufficientlexicalgrammaticalbasisisestablished.三、ApproachApproach1、TheyoflanguageatypeofBritis

6、h“structuralism”.○1Onedistinctivefeature:structuresmustbelinkedtosituationsinwhichtheycouldbeused○2Languagewasviewedaspurposefulactivityrelatedtogoalssituationsintherealwld.○32、Theyoflearningatypeofbehaviisthabitlearning

7、they(threeprocessesinlearningalanguage)(1).Languagelearningashabitfmation(2).Aninductiveapproachisusedtotheteachingofgrammar(3).Thesameprocessedarethoughttooccurbothinchildlanguagelearninginsecondlanguagelearning.四、Desig

8、nDesignBuildinguptoanewmodelElicitationSubstitutiondrillingQuestionanswerdrillingCrection第四章第四章TheTheAudiolingualAudiolingualMethodMethodItisamethodoffeignsecondlanguageteachingwhich(a)emphasizestheteachingofspeakinglist

9、eningbefereadingwriting(b)usesdialoguesdrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950s1960sespeciallyintheUnitedStateshasbeenwidely

10、usedinmanyotherpartsofthewld.一、一、BackgroundBackgroundThecombinationofstructurallinguistictheycontrastiveanalysisauralalproceduresbehaviistpsychologyledtotheAudiolingualMethod.情境法與聽(tīng)說(shuō)法的異同情境法與聽(tīng)說(shuō)法的異同Therearemanysimilaritiesb

11、etweensituationallanguageteachingaudiolingualism.1.Thederinwhichlanguageskillsareintroduced2.Focusonaccuracythroughdrillpracticeinthebasicstructures3.SectencepatternsofthetargetlanguageHoweversituationallanguageteachingw

12、asadevelopmentoftheearlierDirectMethoddoesnothavethestrongtiestolinguisticbehavialpsychologythatacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageoflanguagelearningthroughth

13、eseviewswereinfactdevelopmentfromquitedifferenttraditions.二、二、ApproachApproach1、TheyoflanguageStructurallinguistics(1950s):areactiontotraditionalgrammarTheprimarymediumoflanguageisal:speechislanguage.2、TheyoflearningBeha

14、vialpsychology:stimulusresponsechainsLearningprinciples:1.Feignlanguagelearningisbasicallyaprocessofmechanicalhabitfmation.2.Languageskillsarelearnedmeeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinspke

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