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1、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 teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are used and new
2、teaching points are presented and practiced through meaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and .2. Vocabulary control 3. Grammar control 二、The Oral Approach and Situational Language Teaching The main characteristics of the approach were as follows:
3、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 vocabu
4、lary 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、Approach1、 Theory of language a type of British “structuralism”. One distinctive feature: structures must be linked to situations
5、 in which they could be used Language was viewed as purposeful activity related to goals and situations in the real world.2、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
6、 to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design1、Objectives: (1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automati
7、c control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.2、The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、Types of learning and teaching acti
8、vities(1) SLT employs a situational approach to presenting new sentence patterns and 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, subs
9、titution activities, pair practice 4、Learner roles(1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning 5、Teacher rolesThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success of the method.6、The r
10、ole of instructional materials(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook. 五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sent
11、ence patterns to their automatic use in speech, reading and writing. The teaching of a structure: four parts PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structure, or written exercisesT
12、he sequence of activities:Listening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章 The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching of s
13、peaking 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 us
14、ed in many other parts of the world.一、BackgroundThe 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. T
15、he order in which language skills are introduced2. Focus on accuracy through drill and 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
16、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、Approach1、Theory of language Structural linguistics
17、 (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.2、Theory of learning Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learn
18、ed more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than ded
19、uctive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design1、ObjectivesShort-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-range objectives ：To develop in t
20、he students the same types of abilities that native speakers have2、The syllabusA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writing3、Types of learning and teaching activitiesDialogues Dril
21、ls -Various kinds of drills : repetition, inflection, replacement4、Learner roles Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little control 5、Teachers rolesCentral and activeModels the target languageControls the direction and pace
22、of learningMonitors and corrects the learners performance6、The role of instructional materialsTextbookTape recorders and audiovisual equipment 四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lesson
23、the following procedures will be observed: a. Recognition; b. Imitation and repetition c. Patterns drill: d. Follow-up activities五、The decline of Audiolingualism 1、Criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of exp
24、ectation.2、the theoretical attack: Noam Chomskys theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jo
25、se State University, California. 一、Background1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach 5、a tradition: the use of physical actions to teach a foreign language at
26、 an introductory level二、Approach1、Theory of language structuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)the central role of comprehension in language learninglanguage can be internalized as wholes or chunks2、Theory of learningReminiscent of the v
27、iews of behavioral psychology: a stimulus-response view Learning hypotheses ( to facilitate or inhibit foreign language learning ) According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:1. Second lang
28、uage learning is parallel to first language learning and should reflect the same naturalistic processes. 2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally and effortlessly out of it. 4. Adults should use right-brain motor activi
29、ties, while the left hemisphere watches and learns. 三、Design1、ObjectivesThe general objectives: to teach oral proficiency at a beginning levelSpecific instructional objectives are not elaborated.2、The syllabus:Be inferred from an analysis of the exercise types employed in TPR classesA sentence-based
30、 syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of its organization 3、Types of learning and teaching activitiesImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsR
31、eading and writing activities4、Learner rolesA primary role : listener and performer Have little influence over the contentMonitor and evaluate their own progress5、Teacher rolesActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusi
32、on of simplicity; having too narrow a tolerance for errors6、The role of instructional materialsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)四、Procedure Ashers account of a course:ReviewNew co
33、mmandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition. It represents a useful techniques and is compatible with other approaches to teaching.4.Traits1
34、. It uses psychomotor systems to teach.2. It support kinesthetic learning style, which is good for those who need to be active in the class.3. Command forms used to convey information.4. It works well with mixed-ability classes.5. It is very memorable, and it really helps students to remember phrase
35、s or words.6. It is a lot of fun, students enjoy it and it can be a real stirrer in the class. 7. It is very effective with teenagers and young learners.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and
36、in particular Cuisiniere rods (wooden sticks of different lengths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques. 一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is fac
37、ilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、Approach 1、Theory of languageGattegno views language as a substitute for experience.By the spirit of the language Gattegno is referr
38、ing to the way each language isComposed of phonological and suprasegmental A structural approach Vocabulary as a central dimension 2、Theory of learning SurrenderArtificial approach The self of the learnerLearning to learn三、Design1、ObjectivesThe general objectives: to give beginning level students or
39、al and aural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language Teach learners how to learn a language2、 The syllabusa basically structural syllabusvocabulary3、Types of learning and teaching activitiessimple linguistic tasksrespons
40、es to commands, questions and visual cues4、Learner rolesLearners are expected to develop independence, autonomy and responsibility.Learners exert a strong influence over each others learning.Playing varying roles5、Teacher rolesTeacher silence is the most demanding aspect of the Silent Way. To teach,
41、 to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.6、The role of instructional materialsThe pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word charts Other materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation ch
42、arts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lesson Fidel chartConclusion:The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the manner in which classroom activities are organized
43、, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.第七章Community Language Learning社团语言学习法 It is a method of second and foreign language teaching developed by Charles Curran. CLL is an a
44、pplication of counseling learning(咨询学习法)to second and foreign language teaching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group learning in small or large groups. These groups are the “Community”.
45、The method places emphasis on the learners personal feelings and their reactions to language learning. Learners say things which they want to talk about, in their native language. The teacher (known as “Counselor”) translates the learners sentences into the foreign language, and the learner then rep
46、eats this to other members of the group. 一、Background1、Rogerian counselingCharles A. Curren 2、Humanistic techniques：the whole person3、Language alternation二、Approach1、Theory of languageTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between
47、equals, interaction between unequals interaction between learners and knowers, interaction between learners.2、Theory of learning Contracted with traditional views (a putative learning view, the behavioral view)The whole-person learning (five stages)Consensual validation S(secure)A(attention and aggr
48、ession)R(retention and reflection)D(discrimination)the personal commitments三、Design1、 ObjectivesExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageSpecific objectives are not addressed.2、The syl
