外语教学流派中文翻译打印版
语言教学法流派介绍(中文)
语法翻译法Grammar-Translation Method时间：18世纪末代表人物：[德]奥伦多夫语言学理论基础：历史比较语言学历史比较语言学认为所有语言同出一派心理学理论基础：官能心理学官能心理学认为心理的各种官能可分别加以训练.例如：记忆、思考、概括……语法翻译法是以系统的语法知识教学为纲，依靠母语，通过翻译手段，主要培养第二语言读写能力的教学法。
语法翻译法又称传统法,古典法,旧式法、阅读法、普鲁士法（the Prussian Method）等。
它是第二语言教学史上最古老的教学法。
历史地位：❖“外语教学中历史最长与使用最广泛的方法之一”（左焕琪，2002）；❖该教学法在替代了改变了拉丁语的统治地位之后几乎统治了欧洲外语教学长达数百年之久，于十九世纪达到全盛时期，在十九世纪四十年代到二十世纪四十年代之间“统治了整个欧洲”(Richards & Rodgers, 2000)；❖语法翻译法“创建了在外语教学中利用母语的理论，成为外语教学史上最早的一个教学法体系。
它的出现为建立外语教学法作为一门独立的科学体系奠定了基础”（鲁宗干，2001）。
主要特点：以理解目的语的书面语言、培养阅读能力和写作能力以及发展智力为主要目标，不重视口语和听力的教学以系统的语法知识为教学主要内容，语法教学采用演绎法，对语法规则进行详细地分析，要求学生熟记并通过翻译练习加以巩固。
词汇的选择完全由课文内容所决定，用对生词表进行教学；句子是讲授和练习的基本单位。
用母语进行教学，翻译是主要的教学手段、练习手段和评测手段。
强调学习规范的书面语，注重原文，阅读文学名著教学过程：[1] 复习：默写单词；背诵课文段落。
[2] 教授新词：在黑板上列出本课单词、音标及母语解释，并逐字讲解。
学生跟教师朗读单词。
[3] 讲授句法、语法：讲解句法、语法意义及相关规则，在黑板上列出课文中的相关词汇，学生按规则进行转换等。
[4] 讲解课文：教师逐句念课文，逐句讲解并要求学生能记住。
外语教学法主要流派及其特点
外语教学法主要流派及其特点:一、翻译法(Translation Method)二、直接法(Direct Method)三、听说法(Audio-lingual Method)四、情境法(Situational Method)五、认知法(Cognitive Approach)六、交际法(Communicative Approach)七、任务型教学法(Task-based Language Teaching Approach)八、全身反应法（Total Physical Response）翻译法(Translation Method):其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。
翻译法的优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。
翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣直接法(Direct Method) 其主要特点是：强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，不允许使用母语，用动作和图画等直观手段解释词义和句子，要求外语与思想直接联系。
教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。
优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。
其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，对许多语言现象只知其然而不知其所以然，导致学生说出的话语法错误较多。
3.忽视了幼儿学母语和已掌握了母语的人学习外语之间的差别，而采用了基本相同的方法来解决两种有一定区别的语言学习问题，偏重经验、感性认识，而对人的自觉性估计不足。
(完整版)《语言教学的流派第二版》自己整理的笔记
第一章A b r i e f h i s t o r y o f l a n g u a g e t e a c h i n g 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) isa grammar-based method in which principles ofgrammatical and lexical gradation are used and newteaching points are presented and practiced throughmeaningful situation-based activities.一、Background1. Two of the leaders were Harold palmer and .2. Vocabulary control3. Grammar control二、The Oral Approach and Situational Language TeachingThe 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. Vocabulary 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”.○2 One distinctive feature: structures must be linked to situations in which they could be used○3 Language 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 learningThreefold: 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、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentencepatterns to their automatic use in speech, reading and writing.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 exercisesListening 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 teachingwhich (a) emphasizes the teaching of speaking andlistening before reading and writing (b) usesdialogues and drills. (c) discourages use of the mothertongue in the classroom (d) often makes use ofcontrastive analysis. The audiolingual method wasprominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many otherparts 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. The 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 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、ApproachStructural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.Behavioral 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 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、DesignShort-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 haveA linguistic syllabus: phonology, morphology, and syntax of the language A lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writingDialoguesDrills --Various kinds of drills : repetition, inflection, replacement…Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little controlCentral and activeModels the target languageControls the direction and pace of learningMonitors and corrects the learners’ performanceTextbookTape 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 the following procedures will be observed:a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、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 ResponseTotal Physical Response is a language learning methodbased on the coordination of speech and action. Thismethod of learning was developed by James Asher, aprofessor of psychology at San Jose 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 Approach5、a tradition: the use of physical actions to teach a foreignlanguage at an introductory level二、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)<Bio-program> the central role of comprehension in language learninglanguage can be internalized as wholes or chunksReminiscent of the views of behavioral psychology: a stimulus-response viewLearning 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 andshould reflect the same naturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech developsnaturally and effortlessly out of it.4. Adults should use right-brain motor activities, while the lefthemisphere watches and learns.三、DesignThe general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated.Be inferred from an analysis of the exercise types employed in TPRclassesA sentence-based syllabusA fixed number of items be introduced at a timeAttention to both the global meaning of language and the finer details of its organizationImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsReading and writing activitiesA primary role : listener and performerHave little influence over the contentMonitor and evaluate their own progressActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errorsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials) 四、ProcedureAsher’s account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second languageacquisition.It represents a useful techniques and is compatible with other approaches第六章The Silent WayIt is a method of foreign-language teaching developedby Gattegno which makes use of gesture, mime, visualaids, wall charts, and in particular Cuisiniere rods(wooden sticks of different lengths and colors) thatthe teacher uses to help the students to talk. Themethod takes its name from the relative silence of theteacher using these techniques.一、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.二、ApproachGattegno views language as a substitute for experience.By the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachVocabulary as a central dimensionSurrenderArtificial approachThe self of the learnerLearning to learn三、DesignThe general objectives: to give beginning level students oral and aural facilityAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageTeach learners how to learn a languagea basically structural syllabusvocabularysimple linguistic tasksresponses to commands, questions and visual cuesLearners are expected to develop independence, autonomy andresponsibility.Learners exert a strong influence over each other’s learning.Playing varying rolesTeacher silence is the most demanding aspect of the Silent Way.To teach, to test, to get out of the wayCreate an environmentTeacher likes the complete dramatist.The pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel 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, 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 languageteaching developed by Charles Curran. CLL is anapplication of counseling learning(咨询学习法)tosecond and foreign language teaching and learning. Ituses techniques developed in group counseling to helppeople with psychological and emotional problems. Themethod makes use of group learning in small or largegroups. These groups are the “Community”. The methodplaces emphasis on the learners’ personal feelingsand their reactions to language learning. Learners saythings which they want to talk about, in their nativelanguage. The teacher (known as “Counselor”)translates the learners’ sentence s into the foreignlanguage, and the learner then repeats this to othermembers of the group.一、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation二、ApproachTraditional structuralist positionLanguage as social processThe interactional view of language: interaction between equals,interaction betweenunequalsinteraction between learners and knowers, interaction betweenlearners.Contracted with traditional views (a putative learning view, thebehavioral view)The whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention andreflection)D(discrimination)the personal commitments三、DesignExplicit 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.No conventional language syllabusTopic-based courseTeacher’s responsibility： teacher transfers knowledge and proficiencyto the learnerGoal: attenting near-native like mastery of the target language.Combines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversationmembers of a communitybecome counselors to other learnersFive stagesCounselorSpecific teacher roles are keyed to the five development stages.providing a safe environmentNote two “asides” in the discussion of learning security.A textbook is not considered a necessary component.Materials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、? classical CLL and personal interpretations of it2、? the description of some typical activities in CLL classed3、? a protocol of what a first day’s CLL class coveredConclusion:Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.自己想法：学校英语角活动Question for discussion:社团学习法把语言学习过程比作是咨询过程，你们觉得这个比喻合适吗？为什么？第八章SuggostopediaSuggestopedia/Lozanov Method (暗示法/罗扎诺夫法)It is a method of foreign-language teachingdeveloped by the Bulgarian Lozanov. It makes use ofdialogues, situations and translation to present andpractise language, and in particular, makes use ofmusic, visual images, and relaxation exercises to makelearning more comfortable and effective.一、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning二、Approachlexis is centralwhole meaningful texta language to be its vocabulary and the grammar rules for organizing vocabularya desuggestive-suggestive sensesix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concert pseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklyincreased access to understanding and creative solutions of problemscourse descriptiontime duration——30 dayseach unitthe whole courseimitation, question and answer, role playeach unitlistening activitiesThe mental state of the learner is critical to success, mind-altering infantilizationthe primary role of the teacherexpected teacher behaviorsneeds three to six months training in acting, singing, and psychotherapeutic techniquesExpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;暗示法强调音乐的作用，那么音乐在外语学习过程中究竟起了怎样的作用？谈谈你们的看法。
外语教学法主要流派..
• 其优点是： 1. 培养学生敢于大胆主动地使用所学语言进 行交谈，口语能力较强； 2. 句型操练对初学者帮助很大，语言规范； • 其缺点是： 1. 大量的模仿和机械操练不利于发展学生的 创造性思维； 2. 脱离语言内容和语境的句型操练不利于学生 对语言的灵活运用。 3. 放松读写训练，不利于学生全面发展实践能 力。
直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改 良法(Reformed Method)。 针对翻译法不能培养学生听说能力 的缺点，直接法于19世纪末在欧洲产 生。 它包含三个方面的意思：直接学习、 直接理解和直接应用。其主要特点是： 不允许使用母语，用动作和图画等直 观手段解释词义和句子。
直接法流行甚广，其优点是： 1. 采用各种直观教具，广泛运用接近实际生活的教 学方式，有助于培养用外语思维的能力； 2. 强调直接学习和直接应用，注重语言实践练习， 学生学习积极性高，学习兴趣浓厚； 3. 重视口语和语音教学，能有效地培养学生的语言 运用能力。 其缺点是： 1. 排斥母语，使学生对一些抽象和复杂的概念难以 理解； 2. 没有明晰的语法解释，导致学生说出的话语法错 误较多。
三、听说法(Audiolingualism, Audiolingual Method)
• 听说法于20世纪40至60年代盛行于美国。二战爆发 后，美国需要派大量的士兵出国作战 ，士兵们需要 掌握所去国家的语言，政府临时抽调外语教学法和 语言学专家以及有经验的外语教师，成立了外语训 练中心，研究外语速成教学方法，以六至八个月为 一期，培训士兵，其训练方法就是听和说，听说法 就这样产生了。 • 它吸收了直接法的许多优点，又受结构主义语言学 和行为主义心理学的影响。认为外语学习是习惯的 形成，采取模仿、机械练习和记忆的方法强化学生 的反应；课堂上学生做大量的句型操练，不考虑意 思和语境。
《语言教学的流派》笔记(可打印修改)
Task-Based Language TeachingDefinitionTask-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.The relationships between TBLT and Communicative Language Teaching (CLT)Task-based language teaching:• a logical development of CLT•formed part of the communicative language teaching movement from the 1980s.Eg:◎Activities that involve real communication are essential for language learning ◎Activities in which language is used for carrying out meaningful tasks promote learning ◎Language that is meaningful to the learner supports the learning process•The role of tasks has received further support from some researchers in second language acquisition (SLA), who are interested in developing pedagogical applications of SLA.•Task is regarded as the potential building blocks of SLA instruction.•SLA research has focused on the strategies and cognitive processemployed by second language learners•Language learning is believed to depend on immersing students not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.The key assumptions of task-based instruction are summarized by Feez（1998:17) as :The focus is on process rather than procedure. Basic elements are purposeful activities and tasks that emphasize communication and meaning. Learner learn language by interacting communicatively and purposefully while engaged in the activities and tasksActivities and tasks can be either: those that learners might need to achieve in real life; those that have a pedagogical purpose specific to the classroom.Activities and tasks of a task-based syllabus are sequenced according to difficulty.The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support availablewhat is “task” ?A task is an activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map, and giving directions,making a telephone call etc.Nunan (1989:10) offers this definition: the task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. And also have a sense of complexity.•“Task” first appeared in the vocational training practices of the 1950s. Task focus here first derived from training design concerns of military regarding new military technologies and occupational specialties of the period. Task analysis initially focus on solo psychomotor tasks for which little communication or collaboration was involved, and largely manual tasks were translated into training tasks.Task-based training identified several key areas of concern: Analysis of real world task-use situationsThe translation of those into teaching task descriptionsThe detailed design of instructional tasksThe sequencing of instructional tasks in classroom training/teaching Four major categories of team performance function in task-based instructionOrientation function:process for generating and distributing information necessary to task accomplishment to team membersOrganizational function:process necessary for members to coordinate actions necessary for performanceAdaption function:process occurring as a team members adapt their performance to each other to complete the taskMotivational function:defining team objectives and “energizing the group’ to complete the taskWhat is academic task?•The academic task is the mechanism through which the curriculum is enacted for students (Doyle 1983: 161)•Academic tasks are defined as four important dimensions:◎The products students are asked to produce◎The operations they are required to use in order to produce these products◎The cognitive operations required and resources available◎The accountability system involvedDefinition of a Task◆Prabhu: a task is “ an activities which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.”◆Crookes :a task is “ a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.”Willis (1996) proposes six task types built on more or less traditional knowledge hierarchies.listing(列举型任务)work in groups: for a healthy lifestyle, what you should do and shouldn't do. make a list(brainstorming, fact-finding)ordering and sorting(排序与分类型任务)In the lesson of "How to make a milk shake?", disturb the main process, then rearrange them according to the actual ordercomparing (比较型任务）What things are the same at Spring Festival and Christmas Day? What things are different?problem solving(解决问题型任务)think of three low budget solutions to the problem of looking after a cat when the family is absent.sharing personal experiences(分享个人经验型任务)After students plant trees, ask them to talk about the significance of planting trees.creative tasks (创造型任务）work in groups: ask students to discuss their ideal bedroom, and make a sketch, with there be pattern.Pica, Kanagy and Falodun (1993) classify tasks according to the type of interaction that occurs in task accomplishment.Jigsaw tasks(拼图式任务)：These involve learners combining different pieces of information to form a whole.Information-gap tasks(信息差型任务)：one set of information--a complementary set of information--negotiate and find out--complete an activityProblem-solving tasks (解决问题型任务): Students are given a problem and a set of information. They must arrive at a solution to the problem. Decision- making tasks(选择决定型任务)：Students are given a problem for which there are a number of possible outcomes and they must choose one through negotiation and discussion.Opinion exchange tasks(交换观点型任务): Learners engage in discussion and exchange of ideas. They do not need to reach agreement. Other characteristics of tasks have also been describedone-way or two-way: whether the task involves a one-way exchange of information or two-way exchange.convergent or divergent: whether the students achieve a common goal or several different goals.collaborative or competitive: whether the students collaborate to carryout a task or compete with each other on a task.single or multiple outcomes: whether there is a single outcome or many different outcomes are possible.concrete or abstract language: whether the task involves the use of concrete language or abstract language.simple or complex processing: whether the task requires relatively simple or complex cognitive processing.simple or complex language: whether the linguistic demands of the task are relatively simple or complex.reality-based or not reality-based: whether the task mirrors a real-world activity or is a pedagogical activity not found in the real world.teacher rolesA central role of the teacher is in selecting, adapting ,and /or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs, interests and language skill level.任务型教学的优点:1.注重真实场景下的、以明确目标为导向；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。
外语教学法主要流派及其介绍
外语教学法流派介绍外语教学法主要流派及其特点一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。
翻译法历史悠久，其优点是：1. 学生语法概念清晰；2. 阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；3. 有助于培养翻译能力和写作能力。
翻译法的缺点是：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣。
二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。
针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。
它包含三个方面的意思：直接学习、直接理解和直接应用。
其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。
直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。
其缺点是：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多。
三、听说法(Audiolingualism, Audiolingual Method)听说法于20世纪40至60年代盛行于美国。
外语教学法主要流派
外语教学法主要流派一、语法翻译法语法翻译法是中世纪欧洲人教希腊语、拉丁语等死语言的教学法，到了十八世纪，欧洲的学校虽然开设了现代外语课，但仍然沿用语法翻译法，当时语言学的研究对象基本上还是书面语。
人们学习外语的目的，主要是为了阅读外语资料和文献。
德国语言学家奥朗多弗等学者总结了过去运用语法翻译法的实践经验，并在当时机械语言学、心理学的影响下，给语法翻译法以理论上的解释，使语法翻译法成为一种科学的外语教学法体系。
语法翻译法是为培养阅读能力服务的教学法，其教学过程是先分析语法，然后把外语译成本族语，主张两种语言机械对比和逐词逐句直译，在教学实践中把翻译当成教学目的，又当成教学手段。
语法翻译法重视阅读、翻译能力的培养和语法知识的传授，忽视语言技能的培养，语音、词汇、语法与课文阅读教学脱节。
二、直接法直接法是十九世纪下半叶始于西欧的外语教学改革运动的产物，是古典语法翻译法的对立面。
德国外语教育家菲埃托是最早提出直接法的教学法构想的先驱人物。
十九世纪语音学的建立和发展为直接法提供了语音教学的科学基础，直接法主张采用口语材料作为教学内容，强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。
教学中只用外语讲述，广泛利用手势、动作、表情、实物、图画等直观手段，要求外语与思想直接联系，绝对不使用本族语，即完全不借助于翻译，语法降到完全不重要的地位。
直接法是在教活语言，特别是在培养口语能力方面，取得显著的成绩。
直接法比起古典语法翻译法是教学法史上一大进步，成为以后的听说法、视听法、功能法等现代改革派的发端，但它是完全针对语法翻译法的弊端提出的，本身难免有它的局限性和片面性的地方，对母语在外语教学中的作用，只看到消极的一面，而没有看到或充分估计到它的积极的一面，只看到和只强调幼儿学母语和已掌握了母语的人学习外语之间的共同规律，而对两者之间的差别未曾注意到或没有充分估计到，因此采用了基本相同的方法来解决两种有一定区别的语言学习问题，在教学中偏重经验、感性认识，而对人的自觉性估计不足，对文学的修养不够注意，对许多语言现象只知其然而不知其所以然。
外语教学法流派
外语教学法流派：暗示法（Suggestopedia）暗示法（Suggestopedia）是由保加利亚精神病疗法心理学家罗札诺夫（G.Lozanov）于6 0年代中期创立的。
暗示法主张创造高度的动机，建立激发人的潜力，把各种无意识暗示因素组织起来，以便有效地完成学习伍务。
暗示法由此而得名。
另外，暗示法采用加速的方法进行外语教学，所以，它又称为暗示速成教学法（Suggestive-Ace1eratively Learning an d Teachinhg，简称SALT）。
暗示法的主要教学原则如下：1．语言材料的大量输入暗示教学的教学大纲所规定的语言材料量比常规的外语教学法所规定的量要多好几倍。
据试验，120个学时可学2000个词。
2．有意识和无意识相统一外语学习过程是大脑思维活动和情感同时作用的过程。
脑子的左半球主管语言和逻辑思维，右半球主管非语言和形象思维。
如果在学习外语时，采取措施，使两个半球同时发挥作用，就比用一个左半球好。
有意识活动和无意识活动联系越紧密，效果就越好。
暗示法的创新之处就在于，它集中无意中得到的信号去达到一个有意义的目的。
3．创造心情舒畅的气氛外语学习环境幽雅。
舒适的软椅排成半圆形，光线柔和，有音乐伴奏。
语言材料的输入采用戏剧、诗歌等方式，并伴随着丰富的表情和手势。
在这种和谐的环境里，学生的紧张心理消除了，心情舒畅，充满乐趣，善于想象。
这种环境可以激发学生的超级记忆能力，加速记忆效能，提高学习效果。
4．借助母语翻译和对比在学习过程中借助母语翻译，并对比两种语言的异同，开发学生的智力。
5．建立高度的自信心鼓励大胆说外语，尽量少纠错，避免造成紧张气氛。
6．创造自然的情境暗示法在学习过程中创造了十几个自然的情境，让学生把所学的语言材料应用到交际情境中去。
选自：盛炎著《语言教学原理》外语教学法流派：认知法（Cognitive Approach）认知法又称认知－符号法（Cognitive-Code Approach），产生于60年代的美国，代表人物是卡鲁尔、布鲁纳。
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第三章口语法和情景法背景（background）：这种方法起源于英国教学法专家在20-30年代的研究。
在开始阶段，一些杰出的教学法专家发展了了语言教学中原则性理论到方法的基础。
在这个活动中的两个领导人物是Harold Palmer和A.S.Horby，他们是20世纪英国语言教学中最杰出的代表。
他们两个就像Otto Jespersen 和Daniel Jones一样熟悉语言学家的研究以及直接法（Direct Method）。
他们尝试发展一种比曾在英语教学口语理论的直接法中证实的更加科学的基础。
结果是一种原则和步骤的系统研究，这种步骤适用于语言课程容的选择和组织。
词汇管理（Vocabulary control）受到注意的设计方法的第一个方面的一种是词汇的角色。
在20-30年代一些大规模的外语词汇研究机构开始着手研究。
这项研究的动力来自于两个方面。
第一，在像Palmer这样的语言教学专家中存在着普遍的共识，即词汇是外语学习中最重要的一个方面。
第二个影响就是在一些国家中作为外语教学目的的越来越注重的阅读技巧。
这是Coleman报告的推荐，也是另一个英国语言教学专家Michael West的独立结论，Michael West考察了20年代在印第安的英语的作用。
词汇被看做是一个词汇阅读的必要部分。
这引起了词汇管理原则的发展，词汇管理在接下来的几十年里对英语的教学产生了主要的实际的影响。
频率计算指出大约2000个单词经常使用于写作，而且这些单词的含义在外语阅读中也占了很大一部分。
Harold Palmer，Michael West和其他的专家制作了一本称为《词汇选择的临时报告》的指南，这本指南用于将英语作为外语讲解时需要的词汇，这本指南以频率和其他的一些标准为基础。
这本书在1953年被West修订并出版，名为《普通服务英语单词列表》，这本书成为了教学材料发展中的标准参考。
这些对于向选择语言课程词汇容引入了科学和合理的基础的成果代表了在语言教学的大纲设计的建立原则的第一次尝试。
语法管理（Grammar control）与对于词汇选择的合理原则发展兴趣相对的是语言课程的语法容的焦点。
Pamler在他的著作中强调了学习外语的学生语法的问题。
从1922年到第二次世界大战，他在日本指导研究所的英语教学研究，在那里的大部分工作都是通过口语理论来指导适用于基础语法形式教学的课堂步骤的发展。
然而，他的语法观点与语法翻译法（Grammar-Translation Method）是为语法理论的模式有着极大的不同，语法翻译法以一种假设为基础，这种假设是所有语言的普遍逻辑基础以及老师的职责是指出每一个普通语法的种类在外语中是如何表达的。
Palmer将语法视作口语的句式的基础。
Palmer,Hornby和其他英国教学法专家分析英语并且将其主要语法结构分类为句式（后来成为“替换表”），这能用于帮助将英语句式的规则在化。
Hornby,Gatenby和Wakefield将英语句式的分类合成为第一部为将英语作为外语的学生使用的字典，并且发展，于1953年出版了《高级学生当代英语字典》。
一些教学法上的积极的英语语法描述被以下这些书采用，包括《严格语音基础口语语法》、《英语语法手册》以及Hornby的《英语模式以及使用指导》，这种描述成为了基础英语句式教材作者的标准参考素材。
随着语言课程的词汇和语法容的系统化理论的发展以及像Palmer,West和Hornby这样的专家的为了将英语视为外语的教学使用这些资源作为一种理解方法结构，在TEFL/TESL——口语法——英国的方法的基础牢牢的建立了。
口语法和情景法（The Oral Approach and Situational Language Teaching）Palmer, Hornby和其他教学法专家从20年代起将理论向前发展成了方法论，这种方法论包括系统原则的选择（词汇和语法容选择的步骤），阶段（组织和顺序容决定的原则），以及演讲（课程中演讲和练习项目的技巧使用）。
尽管Palmer,Hornby以及其他英语教学专家在教英语时使用的详细步骤上有着不同的观点，但是他们普遍的原则都设计了口语法教英语的原则。
这不能与直接法混淆，直接法尽管使用口语步骤，但是它在专业语言理论和实践方面缺乏系统化基础。
口语法不应该与过时的直接法混淆，直接法意味着学生被未分等级的对话流程所迷惑，他会在对话中得到普通环境中的语言以及失去在那些环境部分更好的语境化的优势补偿，受到这些困难的困扰。
口语法是50年代英语教学中公认的英国式方法。
French,Gurrey,Frisby和Billows在这个时期的标准方法论教材里描述了它。
这些原理出现在Hornby著名的《成人学生牛津改革英语课程》以及许多其他近代教材中。
60年代口语法最积极的拥护者之一是澳大利亚的George Pittman。
Pittman和他的同事们负责以情景法为基础的有影响力的教学材料，该教学材料广泛应用于澳大利亚，新几亚岛以及太平洋区域。
大部分太平洋区域仍然使用由Pittman的同事Gloria Tate发展的所谓的Tate教材。
Pittman也负责在澳大利亚悉尼的教育联邦办事处发展的符合客观情况的基础材料，该材料用于澳大利亚的移民英语学习计划。
这些书作为《情景英语》系列于1965年在世界围出版使用。
Alexander 和其他主要的英语教材作者的教材也反映了情景法的原则，他们在20年的时间里有了逐步发展。
该方法的主要特征如下：1.语言教学由口语开始。
材料在以书面形式表达前以口头教学。
2.所学的目标语言是课堂语言。
3.新的语言要点是有情景的介绍和练习。
4.词汇选择的步骤要遵循确保基本服务性词汇都覆盖到。
5.语法项目按照简单的形式在复杂的形式前教的原则逐级教授。
6.一旦足够的词汇和语法基础建立好，就能介绍阅读和写作了。
第三个特征在60年代成为了该方法的关键特征，随后“情景”这个术语越来越多的使用于口语法。
Hornby自己在1950年出版的《英语教学》一书中一系列有影响的论文中使用了术语情景法。
后来术语情景法和情景教学得到广泛的使用。
为了避免稍后的混淆，我们使用情景教学（SLT）包括结构情景和口语法。
情景教学在理论、设计、步骤阶段的是如何体现自己的特征呢？一、理论（Approach）1.语言理论（Theory of language）情景教学的语言理论被赋予了一种英国式结构主义的特色。
对话被认为是语言的基础，结构被视为谈话能力的核心。
Palmer,Hornby和其他的英国语言专家准备了英语基础语法结构的教学法的描述，而且这些都用于了随后发展的教学法。
“单词规则，结构单词，很少的英语词形变化以及文字容构成了我们教学的材料。
”根据语言理论，这与像Charles Fries这样的美国语言学家提出的观点没有多大的区别。
事实上，60年代时Pittman被Fries的语言理论强烈地吸引，但是50年代时美国理论并不为英国语言专家所熟知。
然而，英国理论学家对于他们的结构主义版本有不同的重点——“情景”的概念。
“我们在英语结构教学的主要课堂活动是结构的口语练习。
在情景中会给出这种受约束的句式的口语练习，设计学生演讲英语时给予最大量的这种练习。
”能够使用的必须与情景相关的结构知识的理论给予了情景教学最独特之处。
这个理论反应了自30年代英国语言学家的功能趋势。
许多英国语言学家强调了语言结构与语言使用的上下文环境和情景的密切联系。
像J.R.Firth和M.A.K.Halliday这样的英国语言学家发展了一个有力的语言观点，这种观点给予了含义、上下文环境和情景一个显著的地位：“现在重点在于语言活动的描述，像整个复杂事件的一部分与参与者、相关主题一起虚构实际的情景。
”因此，相比于美国结构学家在语言上的观点，语言被视为与在现实世界中的目的和情景相关的有目的的活动。
“一个人发起的语言……是用于表达目的的。
”2.学习理论（Theory of learning）情景教学的学习理论是一种行为学习习惯理论。
它主要讨论的是学习的过程而不是条件。
例如Frisby应用了Palmer的权威观点：正如Palmer指出的，在学习语言时有三个过程——接受知识或材料，通过重复将其记住，在实际练习中使用直到所学的变成自己的技巧。
同样，French也看出了学习语言就是习惯构成。
基本原则是正确的交谈习惯……学生应该不用犹豫、几乎不用思考就将单词组成正确的句子。
这种交谈习惯能够通过盲目的模仿练习培养出来。
像直接法一样，情景教学法采用了语法教学的归纳性方法。
单词的含义或者结构不会通过母语或所学的母语给予解释，而是通过在情景中使用来诱导学习。
“如果我们通过母语或者同义词来叫一个新单词，当我们一介绍这个单词时，我们就会减弱这个单词在我们脑海中的印象。
”因此不鼓励解释，而是让学生通过情景中的表现自己推导出所学的结构或是单词的含义。
通过概括将结构和单词扩展到新的情况。
学生可望申请在教室里学课堂以外的情况。
这就是相信儿童语言教育如何进行，根据情景教学法的创始人的想法，相同的学习过程也发生在二语言和外语的学习中。
二、设计（Design）1.目的（Objectives）情景教学法的目的是教语言的四种基础计较的实用掌握，与大部分的语言教学法有共同的目的。
但是技巧是通过结构成法的。
发音和语法的精确性被视为关键性的，而且要不惜一切代价避免错误。
基础结构和句式的自动管理是阅读写作技巧的基础，而且能够通过演讲工作达到目的。
“在我们的学生阅读新的结构和新的单词以前，我们应该先口头的教一下新结构和单词。
”写作同样起源于演讲。
口语作文是一种非常有价值的练习……然而，这种技巧以及掌握这种技巧的能力很大程度上取决于老师要求以及学生使用的对于语言的掌握……只有当老师合理的确信学生可以相当正确的使用他们有限的句式结构和词汇演讲时，老师才能允许他们自由的选择句式结构和词汇。
2.大纲（The syllabus）情景教学法的英语教学的基础是一个结构大纲和词汇表。
这个结构大纲就是基础机构和英语句式的清单，根据他们演讲的要求安排。
在情景教学法中，经常在句子中教结构，根据词汇能否更好的体现要教的句式结构来选择词汇。
“我们早期的课程包括句式的清单[表达形式，问题形式，要求或命令形式]……包括尽可能多的结构单词，以及足够容的单词以提供给我们语言练习为基础的材料。
”Frisby给出了一个单行结构大纲的以情景教学为基础的实例：句式词汇1st lesson This is …book, pencil, rulerThat is …desk2nd lesson These are …chair, picture, doorThose are …window3rd lesson Is this …? Yes it is. watch, box, penIs that …? Yes it is. Blackboard因此这个大纲不是有时使用的意义上的情景大纲（例如：情景和与之相关的语言的清单）。