《语言教学的流派第二版》自己整理的笔记

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 teaching

The oral approach (situational language teaching) is a grammar-based method in

which principles of grammatical and lexical gradation are used and new teaching

points are presented and practiced through meaningful situation-based activities.

一、Background

1. Two of the leaders were Harold palmer and A.S.Hornby.

2. V ocabulary control

3. Grammar control

二、The Oral Approach and Situational Language Teaching

The main characteristics of the approach were as follows:

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. V ocabulary selection procedures are followed to ensure that an essential 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

○1 a type of British “structuralism”.

○2One distinctive feature: structures must be linked to situations in which they could be used

○3Language was viewed as purposeful activity related to goals and situations in the real world.

a 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 teaching of grammar

(3).The same processed are thought to occur both in child language learning and in second language learning.

四、Design

(1). Practical command of the four basic skills of language

(2). Accuracy in both pronunciation and grammar is regarded as crucial.

(3). Automatic control of basic structures and sentence patterns is fundamental.

(4). Writing derives from speech.

(1) A structural syllabus—a list of the basic structures and sentence patterns

(2) Situation: the manner of presenting and practicing sentence patterns

(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, substitution activities, pair practice

(1) Listen, repeat and responds to questions and commands

(2) Have no control over the content of learning

Threefold: a model、a skillful manipulator、on the lookout for errors

The teacher is essential to the success of the method.

(1)Textbook: contains organized lessons

(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures

The teacher is expected to be the master of his textbook.

五、Procedure

Aim: to move from controlled to freer practice of structures and from oral use of sentence

Revision ( to prepare for new work if necessary)

Presentation of new structure or vocabulary

Oral practice (drilling)

Choral imitation

Individual imitation

Isolation

Building up to a new model

Elicitation

Substitution drilling

Question-answer drilling

Correction

第四章The Audiolingual Method

It is a method of foreign or second language teaching which (a) emphasizes the

teaching of speaking 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 used in

many other parts of the world.

一、Background

The 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. The order in which language skills are introduced

2. Focus on accuracy through drill and practice in the basic structures

3. Sectence patterns of the target language

However, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and 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、Approach

Structural linguistics (1950s): a reaction to traditional grammar

The primary medium of language is oral: speech is language.

Behavioralpsychology: stimulus-response chains

Learning 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 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 deductive.

4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.

三、Design

Short-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.

Long-range objectives：To develop in the students the same types of abilities that native speakers have

A linguistic syllabus:phonology, morphology, and syntax of the language

A lexical syllabus of basic vocabulary

Languageskills: listening, speaking, reading, writing

Dialogues

Drills --Various kinds of drills : repetition, inflection, replacement…

Organisms that can be directed by skilled training techniques to produce correct responses

a reactive role, have little control

Central and active

Models the target language

Controls the direction and pace of learning

Monitors and corrects the learners’ performance

Textbook

Tape recorders and audiovisual equipment

四、Procedure

1、The process of teaching involves extensive oral instruction

2、The procedures the teacher should adopt ( Brook)

3、In a typical audiolingual lesson 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 expectation.

2、the theoretical attack: Noam Chomsky’s theory of transformational grammar

第五章Total Physical Response

Total 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 Jose State University, California.

一、Background

1、the “trace theory” of memory in psychology

2、developmental psychology：child first language acquisition

3、humanistic psychology: the role of affective factors

4、Comprehension Approach

5、a tradition: the use of physical actions to teach a foreign language at an introductory level

二、Approach

structuralist or grammar-based views of language

detailed cognitive map (abstractions and nonabstractions)

the central role of comprehension in language learning

Reminiscent of the views 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 language 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 activities, while the left hemisphere watches

and learns.

三、Design

The general objectives: to teach oral proficiency at a beginning level

Asentence-based syllabus

A fixed number of items be introduced at a time

Attention to both the global meaning of language and the finer details of its

Imperative drills are the major classroom activity.

Role plays：center on everyday situation

Slide presentations

A primary role : listener and performer

Have little influence over the content

Active and direct role

Well prepared and well organized

Teachers follow the example of parents giving feedback

No basic text, materials and realia play an increasing role in later learning stages.

Student kits that focus on specific situations (supporting materials)

四、Procedure

Asher’s account of a course:

Review

New commands

Role reversal

Reading and writing

Conclusion:

Total Physical Response has enjoyed some popularity because of its support by thosewho emphasize the role of comprehension in second language acquisition.

第六章The Silent Way

It is a method of foreign-language teaching developed by Gattegno which makes

use of gesture, mime, visual aids, wall charts, and 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、Background

The premise of the Silent Way

The learning hypotheses

Learning is facilitated if the learner discovers or creates. (discovery learning)

Learning is facilitated by accompanying physical objects.

Learning is facilitated by problem solving.

二、Approach

By the "spirit" of the language Gattegno is referring to the way each language is

Composed of phonological and suprasegmental

A structural approach

Artificial approach

The self of the learner

Learning to learn

三、Design

An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language

a basically structural syllabus

Learners exert a strong influence over each other’s learning.

To teach, to test, to get out of the way

Create an environment

The colored cuisenaire rods

The vocabulary or word charts

Other materials

四、Procedure

A standard format

Practice of the sounds (using the pronunciation charts)

Practice of sentence patterns, structure, and vocabulary (using the rods and charts)

A sample lesson

Fidel chart

Conclusion:

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, 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