Chapter 12 Language Teaching 语言教学法

Chapter 12 Language Teaching ①

Questions for discussion:

1. How to teach a foreign language effectively?

2. What are elements of a teaching method?

3. What are synonyms with method or 方法? What are the differences? 12.1 Methodological Elements

Figure 12 Language Teaching Methodology 12.1.1 Approach, method and technique ◆

Different theories about the nature of language and how languages are learned (the approach ) imply different ways of teaching language (the method ), and different methods make use of different kinds of classroom activities (the technique ).

An approach is a set of corelative assumptions dealing with the nature of language teaching and learning.

A method is an overall plan for the orderly presentation of language material, which is based upon a selected approach.

A technique is implementational. It is what actually takes place in a classroom. It is a particular trick used to accomplish an immediate objective.

12.1.2 Approach

Theory of language

? The structural view: language is a system of structurally related elements for coding of meaning. (AM, TPR, SW)

? The functional view: language is a vehicle for the expression of functional meaning. (CLT, ESP)

? The interactional view: language is a vehicle for the realization of interpersonal relations and for the performance of social transaction between individuals. (Interaction analysis, conversation analysis)

Theory of language learning

A learning theory underlying an approach or a method responds to two questions: ? What are the psycholinguistic and cognitive processes involved in language learning? (Monitor theory: acquisition vs. learning)

? What are the conditions that need to be met in order for these learning processes to be activated? (Monitor theory: comprehensible input hypothesis)

12.1.3 Design

① 本章内容全部为教材以外的补充内容。

Objectives

?Product-oriented: more emphasis on grammar and vocabulary

?Process-oriented: more emphasis on learning behaviors

“Learning is not seen as the means of accumulating knowledge but as a means of becoming a more proficient learner in whatever one is engaged in.”

Syllabuses (content choice and organization)

Some of the influential types of syllabuses are

?The structural syllabus is a grammar oriented syllabus based on a selection of language items and structures.

?The situational syllabus assumes that language is used for communication and aims to specify the situations in which the target language is used.

?The notional-functional syllabus organizes instruction in terms of notions (a particular context in which people communicate) and fucntions (a specific purpose for a speaker in a given context).

?The communicative syllabus aims to help students develop their ability to effectively communicate in a variety of real-life contexts.

?The task-based syllabus is more concerned with the classroom processes that stimulate learning. It consist of a list of specifications of the tasks and activities.

Other types are Lexical syllabus, Text-based syllabus, Skill-based syllabus, Learner-generated syllabus, Mixed syllabus.

Learning and teaching activities

Role Play, Interviews, Information Gap, Games, Language Exchanges, Surveys, Pair Work, Learning by teaching, Simulation, Drama, Dialogue, Pattern drills, Question and answer, etc.

Learner roles 师傅领进门，修行靠个人

?The roles are examined in terms of their influence on teaching, learning, materials.

?Total dependency to total independence, passive receiver to active part

?Passive recipient, processor, performer, initiator, problem solver

Teacher roles

?Shift the reponsibility for learning gradually from the teacher to the learner

?controller, director, instructor, planner, manager, diagnostician, participant, assessor, prompter, consultant

The role of instructional materials

To what extent does language teaching rely on the instructional materials?

?Mechanical use of materials

?Selective use of materials

?Adaptive use of materials

?Developing materials

12.1.4 Procedure

Procedure encompasses the actual techniques, practices, and behaviors that operate in teaching a language according to particular method.

Procedure focuses on the way a method handles the phases of teaching:

presentation, practice and feedback.

12.2 Teaching Methods

12.2.1 The Grammar-translation Method

The goal of L2 learning is to read its literature.

Reading and writing are the major focus.

Vocabulary selection is based solely n the reading texts used.

The sentence is the basic unit of teaching and language practice.

Accuracy is emphasized.

Grammar is taught deductively.

The native language is the medium of instruction.

Questions for discussion:

1. How do you think of the Grammar-translation Method?

12.2.2 Situational Language Teaching

Approach: Speech was regarded as the basis of language, which must be linked to situations; language learning is habit formation.

Design: accuracy emphasized, errors to be avoided; a structural syllabus and word list; guided repetition and substitution activities; the learner having no control over the learning content; the teacher as a model, a conductor and a manipulator;

dependent on a textbook and visual aids.

Procedure: from controlled to freer practice of structures, from oral use of sentence patterns to automatic use in speaking, reading and writing.

12.2.3 Communicative Language Teaching

Approach: language is a system for the expression of meaning and its primary function is for interaction and communication; language learning comes about through using language communicatively.

Design: communicative competence; a notional syllabus; functional communication activities and social interaction activities; the learner as a negotiator, a contributor in an independent way; a teacher as a facilitator, a participant, a researcher, a learner, an analyst, a counselor and a manager;

materials primarily to promote communicative language use.

Procedure: no typical classroom procedures

12.2.4 Other teaching methods

The Direct Method 直接教学法

The Audiolingual Method 听说教学法

Total Physical Response 全身反应教学法

The Silent Way 沉默教学法

The Natural Approach 自然教学法

Suggestopedia 暗示感应教学法

Questions for discussion:

1. Compare these teaching methods.

12.3 Selecting a Method★

Questions for discussion:

1. What do we need to consider when selecting a method?

12.3.1 Needs analysis

General parameters of a language program include

Who the learners are

Their present level of language proficiency

Teacher and learner goals and expectations

The teacher’s teaching skills and level of proficiency in the TL

Constraints of time and budget

Instructional resources available

Societal expectations

12.3.2 Formulation of objectives

Objectives may be stated in terms of

In terms of a proficiency level in a particular skill area (competence), or

In the form of behavioral objectives (performance)

Questions for discussion:

1. Say a little about the differences between Chinese and English, and the implication of these differences in English learning?

1. Do you think the differences between Chinese and Japanese will cause difficulties and the similarities will facilitate Japanese learning?

12.3.3 Selection of methods

A method is chosen according to how well its objectives fit those of the program. Classroom activities are selected according to how well they address the the objectives of a program.

12.3.4 Evaluation

Are the goals and objectives being attained?

How have teachers and students responded to the method?

(The end of Chapter12)