《語(yǔ)言教學(xué)的流派第二版》自己整理的筆記.doc

1、第一章 第一章 A brief brief history history of of language language teaching teaching第二章 第二章 The The nature nature of of approaches approaches and and methods methods前兩章很簡(jiǎn)單，詳見前面中文導(dǎo)讀 前兩章很簡(jiǎn)單，詳見前面中文導(dǎo)讀第三章 第三章 The The oral oral app

2、roach approach and and situational situational language language teaching teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are u

3、sed and new teaching points are presented and practiced through meaningful situation-based activities.一、 一、Background Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control 3. Grammar con

4、trol 二、 二、The The Oral Oral Approach Approach and and Situational Situational Language Language Teaching Teaching The main characteristics of the approach were as follows:1. Language teaching begins with the spoken langu

5、age. 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 e

6、ssential 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 Approach

7、1、 Theory of language a type of British “structuralism”. ○ 1One distinctive feature: structures must be linked to situations in which they could be used ○ 2Language was viewed as purposeful activity related to goals and

8、 situations in the real world. ○ 32、Theory of learninga type of behaviorist habit-learning theory(three processes in learning a language) (1). Language learning as habit formation (2).An inductive approach is used to the

9、 teaching of grammar (3).The same processed are thought to occur both in child language learning and in second language learning.四、Design DesignBuilding up to a new model Elicitation Substitution drillingQuestion-answer

10、 drilling Correction第四章 第四章 The The Audiolingual Audiolingual Method MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b)

11、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 St

12、ates, and has been widely used in many other parts of the world.一、 一、Background BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to th

13、e Audiolingual Method.情境法與聽說(shuō)法的異同 情境法與聽說(shuō)法的異同 There are many similarities between situational language teaching and audiolingualism.1. The order in which language skills are introduced2. Focus on accuracy through drill and

14、 practice in the basic structures3. Sectence patterns of the target languageHowever, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavi

15、oral 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

16、 different traditions.二、 二、Approach Approach1、Theory of language Structural linguistics (1950s): a reaction to traditional grammar The primary medium of language is oral: speech is language.2、Theory of learning Behaviora

17、l psychology: stimulus-response chainsLearning principles: 1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in t