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1、英语课程与教学论新编,0903 赵蒙 020901101,Schools of English Teaching Methodology,The Grammar-Translation MethodThe Direct MethodThe Audio-lingual MethodThe Cognitive ApproachThe Communicative ApproachTask-based Language Teaching,The Grammar-Translation Method,1.Background2.Theoretical Basis3.Basis Principle4.Su
2、mmary and Comments,1.Background,(1)The history of the Grammar-Translation Method is not fully and carefully documented.However,there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century.The second impetus for the proced
3、ures of grammar analysis and translation in teaching Latin came from the social needs of European countries.,1.Background,Some people believed that the mind of human beings could be trained by logical analysis of the classic language,extensive memorization of complicated rules and paradigms and tran
4、slation between languages.(4)In the 19th century,more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation Method became the principal method of teaching modern languages in schools.,2.Theoretical Basis,（1）Theory of languag
5、e The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.（2）Theory of learning The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.,3.Basis Principle,（1）Main features（2）Objectives（3）Techniques(4)Exempli
6、fication,1.Grammar is the core of language,and language materials are arranged according to the grammar system.2.The main teaching activities are analysis,explanation and translation.3.The major practice is translating from and into the target language.4.The teaching focus is reading writing.5.First
7、 language is the main medium of instruction.6.The sentence is the basic unit of language teaching and learning.7.Language accuracy is emphasized.,（1）Main features,（2）Objectives,The objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the learners:to read
8、and translate its literature;to understand the target language;to help develop their minds;to gain a better understanding of the first language.,（3）Techniques,ReadingTranslationDeductive teaching of grammarAnalysis and comparisonMemorizationReading comprehension questionsWritten work,(4)Exemplificat
9、ion,Phase One A.The teacher reads and explain the new words and expressions in the first language.B.The teacher teaches the new grammar with deductive method.Phase Two A.Students are asked to read a few sentences out aloud and translated them into the first language.B.The teacher analyses some diffi
10、cult sentence and translates them into their native language.,(4)Exemplification,C.Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves.Phase ThreeA.Students are asked to write the answers to the questions about the reading passage.B.
11、Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.,4.Summary and Comments,(1)Main Advantages(2)Disadvantages,(1)Main Advantages,It makes use of the first language.In Grammar-Translation Method,the first language is maintained as the reference
12、 system in the learning of the second language.It helps students develop reading comprehension and production of written language.It is easy for teacher to use.The Grammar-Translation Method makes few demands on teacher although it often creates frustration for students.It is relatively easy to appl
13、y.,(2)Disadvantages,Overemphasis on translation,dependence on first language.Overemphasis on translation can never emancipate the learners from dependence on the first language.Too much emphasis on reading and writing,neglect of listening and speaking.It put too much emphasis on reading and writing
14、and neglects listening and speaking.,(2)Disadvantages,Not meeting the communicative and practical needs of the students.Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation.The texts are mostly taken from literary works.T
15、he language learned often doesnt meet the practical needs of the learners.Rote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.,The Direct Method,BackgroundTheoretical BasisBasic PrinciplesExemplificationSummary and
16、 Comments,The Direct Method,1.BackgroundUse the natural way to communicate,like a baby learning its mother tongue.In the late 19th century in Europe,for economic development,the communication among nations became more frequent.Foreign languages learning was highly demanded.,The Direct Method,Oral co
17、mmunication became the main goal of foreign language teaching.Revolution to Grammar Translation Method.One of the revolutionists was Francois Gouin.First introduced in France and Germany.Berlitz(Maximilian D.Berlitz,1852-1921)used extensively in Rhode Island,USA,and opened the first language school,
18、The Direct Method,2.Theoretical Basis The theory of language mainly derives from the following views proposed by the innovators and reformers of the 19th century:Every language has its own structure and cannot be forced into the straitjacket of Latin grammar.Speech patterns rather than grammar shoul
19、d be the fundamental elements of language.,The Direct Method,Training in phonetics will enable teachers and students to pronounce the language accurately.The sentence is a more useful unit of language instruction.The verb no less important than the noun to which language pedagogy had previously paid
20、 much more attention.,The Direct Method,3.Basic Principles(1).Main featuresThis method aims at developing the students ability to communicate in the target language.The first language and translation exercises are completely avoided.The syllabus used in the Direct Method is arranged semantically acc
21、ording to situations to topics.(2).ObjectivesThe objectives are to foster the students ability to communicate in the target language.,The Direct Method,(3).Techniques In order to realize the goal of teaching,a Direct Method teacher is usually found using the following techniques:Direct association Q
22、uestion and answer exercises Conversation practice Error correction Dictation,The Direct Method,(4).Inductive teaching of grammar Grammar is by no means taken for granted by most practitioners of the Direct Method.Listening comprehension takesGraded composition,The Direct Method,4.ExemplificationCla
23、ssroom procedures in the Direct Method can be roughly divided into three phase:(1).Presentation by direct association(2).Oral practice in the target language(3).Consolidation with written work,The Direct Method,5.Summary and Comments(1).AdvantagesIt is necessary in efficient real communication.It is
24、 important in achieving automaticity of using the target language.Special attention paid to pronunciation and intonation is desirable in teaching spoken language.It is strategic in fostering the four skill.It makes foreign language learning more natural and efficient for students to understand.,The
25、Direct Method,(2).DissatisfactoryIt results in the exclusive tongue occasionally troubles the Direct Method in teaching the meaning of abstract concepts.It is difficult for students to safeguard against mistakes and self-correct them with the guidance of the rules of the target language.It requires
26、teachers who have native-speaker-like fluency in the target language.,The Audio-Lingual Method,BackgroundTheoretical BasisBasic PrinciplesObjectivesTechniquesExemplificationSummary and Comments,Background,The Audio-Lingual Method is in origin mainly America.It was developed in the U.S.during the Sec
27、ond World War.In 1914 the first English Language Institute in the U.S.was established in the University of Michigan.It provided the methodological foundation that formed the basis of such widely used series as the Lado English Series,English 900 and Success With English.,Theoretical Basis,Theory of
28、languageTheory of learning,Theory of language,The theory of language underlying Audio linguals was derived from a view proposed by American linguists in the 1930s and the 1940s.The view then came to be known as structural linguistics which views language as a system of structurally related elements
29、for the expression of meaning.,Theory of learning,Five slogans:Language is speech,not writingA language is what its native speakers say,not what someone thinks they ought to sayLanguages are differentA language is a set of habitTeach the language,not about the language,Basic Principles,There are fiv
30、e features of the Audio-Lingual Method:Separation of language skills into listening,speaking,reading and writing,with emphasis on the teaching of listening and speaking before reading and writing.Use of dialogues as the chief means of presenting the language.Emphasis on certain practice techniques:m
31、imicry,memorization,and pattern drills.Discourage the use of the mother tongue in the classroomUse of language laboratory,Objectives,The general objective of the Audio-Lingual Method is to enable the students to use the target language communicatively.The objectives of the Audio-Lingual Method are t
32、he development of mastery in all four language skills,begins with listening and speaking,and using these as basis for the teaching and writing.,Techniques,Dialogues and drills form the basis of audio lingual classroom practice.Repetition drillSimple substitution drillProgressive drillTransformation
33、drillQuestion-and-answer drillExpansion drillClause combination drillBackward build-up drillChain drillMini-dialogue(A：Completion B:Use of Minimal Pair),Exemplification,In a typical audio-lingual lesson the following procedures will be observed:RecognitionImitation and RepetitionPatter DrillsFollow-
34、up Activities,Summary and Comments,Characters of the Audio-Lingual Method:New material is presented in dialogue formThere is dependence on mimicry,memorization of set phrases and over-learningStructures are sequenced by means of contrastive analysis and taught one at a timeStructural patterns are ta
35、ught using repetitive drillsThere is little or no grammatical explanation.Grammar is taught by inductive analogy rather than deductive explanation.,Summary and Comments,Vocabulary is strictly limited and learned in context.There is much use of tapes,language labs,and visual aids.Great important is a
36、ttached to pronunciation.Very little use of the mother tongue by teachers is permitted.Successful responses are immediately reinforced.There is great effort to get students to produce effort-free utterances.There is a tendency to manipulate language and disregard content.,contributions,Its among the
37、 first theories to recommend the development of a language teaching theory on declared linguistic and psychological principles.It attempts to make language learning accessible to large groups of ordinary learners.The Audio Lingual Method stresses syntactic progression and use pattern drills to help
38、the students gain control over grammatical structures.,contributions,It leads to the development of simple techniques of varied,graded,and intensive practice of specific features of language,and more scientifically selected and systematically arranged materials and structural patterns to go with.It
39、develops the separation of the language skills into a pedagogical device.,The Cognitive Approach,1、Background2、Theoretical Basis3、Basic Principles4、Exemplification5、Summary and Comments,The Cognitive Approach is an approach to foreign language teaching which is based on the belief that language lear
40、ning is a process which involves active mental process and not simply the forming of habits.,Background,The decade of the 1960s saw a revolution in linguistic theory.In linguistics,the structural school gave away to the generative school with its beginning in the early 1960s.,Theoretical Basis,Theor
41、y of language Rejecting structural linguistics and behaviorism,the Cognitive Approach seeks in transformation-generative grammar and cognitive psychology a basis for second language teaching.In 1959,Chomsky launched a strong attack upon Skinners Verbal Behavior which had become rightly famous.,Theor
42、etical Basis,Chomsky maintained that language is not a form of behavior.On the contrary,it is an intricate rule-based system and a large part of language acquisition is the learning of this language competence that a child gradually acquires,and it is this language competence that allows to be creat
43、ive as a language user.,(2)Theory of learning,The Cognitive Approach lays emphasis on innate organizing principles in human perception and learning.In Cognitive Approach,the teacher is seen as an active participate in the learning process,using various mental strategies in order to sort out the syst
44、em of the language to be taught.,Basic Principles,Main featuresObjectivesTechniques,(1)Main features,The Cognitive Approach concentrates on the learners process of knowing rather than on mechanistic procedures imposed upon him by the teacher.Teachers were warned not to teach grammar,they were requir
45、ed to tell the learner about the language.The Cognitive Approach believes that learners play a decisive role in foreign language,(2)Objectives,The goal of the Cognitive Approach is to develop in the students the same type abilities possessed by native speakers,and to develop the students ability to
46、the point at which they have a minimum control over the rules that allows native speakers to create the language necessary to communication.,(3)Techniques,The Cognitive Approach emphasizes the conscious teaching of grammar or of language rules.It seeks the intellectual understanding by the learner o
47、f the language as a system.,Exemplification,Introduction of new materialsExercisesApplication activities,(1)Introduction of new materials,The first step in the classroom is to present all new sounds,vocabulary,and structures in a manner meaningful to each student.The purpose of this introduction par
48、t is to develop students comprehension of the language and prepare the students for the next two procedures.,(2)Exercise,Exercises are designed to consolidate the understanding of the new material,to help the students learn to manipulate and to remember these forms,and building up language competenc
49、e.,(3)Application activities,The teachers assign reading or listening comprehension passages for the students to study.Then the teacher can guide the students to engage in producing their own thoughts in the target language.,Summary and Comments,Cognitive theory is principally a critique of audiolin
50、gualism in the light of theoretical and practical weakness of the psycholinguistic.Another characteristic of the Cognitive approach is:it utilizes all four skills of listening,speaking,reading,and writing from the beginning of the course.,The Communicative Approach,Background Theoretical Basic princ
