(完整版)外语教学流派中文翻译(打印版).docx
（完整版）外语教学
（完整版）外语教学Chapter 2 Aspects of Foreign Language TeachingTeaching GuideThis chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students’ Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content concerning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “Implementation”we provide three activities concerning syllabus design, syllabus identification and FLT principles.2.1 Teaching ObjectivesThrough the study of this chapter, students should be able to:1. understand views of language and foreign language teaching.2. understand foreign language teaching syllabus.3. understand foreign language teaching principles.4. understand aims and objectives of foreign language teaching and learning.2.2 Interpreting Chapter ContentThis chapter mainly deals with the following four issues:2.2.1 Two Views of Language and Foreign Language Teaching1. The Structural ViewThis view sees language in terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students’ book).2. The Functional ViewThis view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social being and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment.According to the functionalists, language has three main functions: descriptive, expressive and social.1). The descriptive function of language is to convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside.2). The expressive function of language is to supply information about the speaker, his or herfeelings, preferences, prejudices, and past experiences.e.g.I’m not inviting the Smiths again.3). The social function of language serves to establish and maintain social relations betweenpeople.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of functions together with the language items needed for them.2.2.2 Foreign Language Teaching Syllabus1. Definition of SyllabusThe syllabus is a description of the contents of a course and the order in which they are to betaught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs to express in the target language.2. Types of SyllabusThere are many types of syllabuses such as grammatical syllabus, task-based syllabus,skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic syllabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based.A: Grammar or Structural (organized according to a list of grammatical structures and one that will readily be recognized by most English language teachers.)B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language. )C : Situational (presents a set of everyday situations or settings.)D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.)E: Topic-based(uses topics or themes as its starting point.)3. Design of SyllabusesThe important thing to do in syllabus design is to decide what to include in the syllabus. Below is a list of possible components of syllabuses.Aims/GoalsGeneral statements about what must be accomplished by the end of the course.Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals.Non-language outcomesAffect cultivation, such as confidence, motivation, interestLearning strategies, thinking skills, interpersonal skills, etc.Cultural understandingLearning contentsKnowledge: vocabulary list, grammar itemsSkills: listening, speaking, reading and writingFunctions and notionsTopicsCultureImplementationApproaches/methodologiesTeaching principlesTeaching suggestionsRecommendation of textbooks/materialsAssessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation?What should be evaluated?How is evaluation best done?For what purposes should evaluation be done?Proficiency tests4. Changes in Foreign Language Teaching and the ImplicationsThe major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students’ book)These changes have the implication that the integration of the four skills is the most plausible approach to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include:1) a pre-reading discussion of the topic to activate schemata;2) listening to a lecture or a series of informative statements about the topic of a passage to beread;3) a focus on a certain reading strategy, e.g. scanning;4) writing a paragraph of a section of the reading passage.2.2.3 Principles of Foreign Language TeachingTeaching and learning are interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching style, our approach, methods, and classroom techniques.According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram):Cognitive principles: relate mainly to mental and intellectual functions, including automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection.Linguistic principles:center on language itself and on how learners deal with these complex linguistic systems, including the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning1. General Aim --- to develop student’s communicative competenceForeign language teaching and learning used to focus on imparting the language knowledge to the language learners, but now its general aim is to develop students’communicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a formal system to the social and cultural k nowledge which speakers need in order to understand and use linguistic forms (Hedge, 2002: 45).According to Hymes (1972), communicative competence consists of linguistic / grammatical competence, discourse competence, sociocultural competence, and strategic competence.Linguistic/Grammatical Discourse Sociocultural StrategicLinguistic competence refers to the ability to recognize the lexical, morphological, syntactic, and phonological features of a language, the sentence-level grammatical forms, and to make use of these features to interpret and form words and sentences.Discourse competence is concerned, in oral texts, with the ability to perform the turns in discourse, to maintain the conversation and to develop the topic; while in written context, theability to understand and interpret the relationships through formal devices and to create coherent written texts.Social-cultural competence refers to an ability to interact effectively with people of different social and cultural backgrounds. Socio-cultural competence comprises four components:1) Awareness of one's own socio-cultural world view;2) Attitude towards cultural differences;3) Knowledge of different social and cultural practices and worldviews;4) Cross-cultural skills. Developing cultural competence results in an ability to understand,communicate with, and effectively interact with people across culturesStrategic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and affective strategies.The key components of communicative competence, as identified by a number of researchers, could also be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56).Linguistic Pragmatic Discourse Strategic Fluencycompetence competence competence competence Chomsky's view of linguistic competence, however, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingual adult native speaker, and distinct from how they happen to use and experience language.Canale and Swain (1980) defined communicative competence in terms of four components:1) grammatical competence: words and rules2) sociolinguistic competence: appropriateness3) discourse competence: cohesion and coherence4) strategic competence: appropriate use of communication strategiesCanale and Swain's definition has become canonical in applied linguistics.A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.2. Aims:Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching is to develop students’ communicative competence and language awareness is essential. Aims are often affected b y the following factors beyond the teacher’s control:--- community attitudes to learning English;--- educational policy within a state;--- importance of exams;--- time allotted to teaching foreign language (hours per week)--- place within curriculum (compulsory, optional, or taught only at certain level)--- students’ needs: why do they need English?--- students’ level: what level of English do they require?The following guidelines could be used in making aims more concrete:1. Indicate which observable activity or task the students can carry out when he has achieved theaims.2.Indicate the subject matter (learning content) with respect to which the students can carry outthe task described.3.Indicate the conditions under which the student can carry out the tasks described.4.Indicate the criteria for acceptable performance.3. Objectives:Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students), in terms of skills (e.g. to give students practice in extracting specific information from a text) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The written objectives will be more or less specific depending on how specific the teacher’s aims are.Aims and objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it.However, defining foreign language teaching objectives is no easy matter, it entails at least: 1. specifying what students can do in the target language (behavioral specification) e.g. the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time.2. specifying the linguistic elements ( language forms) necessary to carry out the tasksspecified (linguistic specification). This could for instance include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc.3. specifying the level of proficiency in listening, speaking, reading and writing.2.3 ImplementationActivity 1 When a syllabus is designed, which of the following aspects of the intended learner should be taken into account:a. the learner’s previous knowledgeb. the learner’s attitude and motivationc. the learner’s past experience of languag e learningd. the learner’s present mastery of the languagee. the learner’s goal of studyf. the gap between the learner’s present mastery of the language and his/her goalReference:Generally speaking, all of the above-mentioned aspects should be taken into account in designing a syllabus.Activity 2 The following is an excerpt from a textbook written on the basis of situational syllabus. Study the excerpt carefully and then try to describe the difference between the situational syllabus and the grammatical syllabus.Talking about WeatherWang: Oh, it is raining outside. Mark, the weather is quite different in different places. What is the weather in your hometown?Jones: It is very hot. The temperature is sometimes over 40C.Wang: Do you like the weather in Beijing?Jones: Well, I like Beijing in autumn and summer, but I don’t like it in spring.Wang: Why?Jones: It’s very windy and cold in spring.Wang: What about the weather in your wife’s hometown?Jones: It changes very quickly. A sunny day will probably become very rainy and cold.Wang: Really?Jones: One day last week, we went for walk in the country. When we started in the morning, the sky was blue and it waswarm and sunny. There were no clouds at all. But at midday, a sudden rain came. There was a strong wind, too.Wang: Oh, that’s terrible. Did you bring any raincoats?Jones: No, we didn’t bring any raincoats or umbrellas. There were no houses nearby. We walked in the rain for about half an hour.Wang: Did you catch cold in the rain?Jones: Yes, I had a bad cold after that. So people sometimes say that you can have four seasons in one day. Reference:As for the situational syllabus, the fundamental principle for the organization of the contents is situation, instead of grammar items, although which will also appear in the syllabus. Situational syllabus attaches much importance to the context within which the theme and the linguistic topics are presented; more often than not there would be a list of useful situations which learners would encounter during the course. On the contrary, a grammatical syllabus is based on the structures of a language. Learners learn grammatical structures in a sequence that reflects their complexity, rather than their use in communication. And also learners are not usually exposed to more difficult structures than the ones they are learning. The whole purposes of the grammatical syllabus was to control input to the learner so that only one item was presented at a time. Activity 3 Match Column A with Column BColumn A Column BCognitive principles risk-takingmeaningful learning,the anticipation of reward,intrinsic motivationstrategic investment.Affective principles the native language effect,the language-culture connectioncommunicative competence.Linguistic principles language ego,self-confidence,automaticityinterlanguage.Reference:1.Cognitive principles include automaticity, meaningful learning, the anticipation of reward,intrinsic motivation and strategic investment.2.Affective principles includes language ego, self-confidence, risk-taking and thelanguage-culture connection.3.Linguistic principles includes the native language effect, interlanguage and communicativecompetence.2.4 Suggested A nswers to the “Questions and T asks”(Page 28-29)1. How do you understand the two approaches to language study, the structural and the functional? How do they respectively contribute to language teaching?As for these two approaches to language study, it is not the matter of right or wrong. Both of them are contributable tolanguage. The structural approach mostly stresses the importance of all the aspects of language (i.e. word, phrase, clause, etc.) but it just considers language within language system itself and ignores the social aspects of language. The functional approach is concerned with language as instrumental of social interaction rather than as a system that is viewed in isolation, but it does not mean that it ignores the importance of the eight aspects of language, any kind of function is expressed by language items.2. Must we pay equal attention to all the eight aspects of language in teaching? Why or Why not?No, it is not necessary. The eight aspects of language are equally importance in terms of language itself, but it does not mean that we should pay equal attention to all of them in teaching. How much attention should be paid to the eight aspects in language depends on many factors such as the materials, the teaching objectives, the levels of learners, etc.3. How do you understand the last feature of language-“language and language learningboth have universal characteristics”?There are numerous kinds of languages in the world such as Chinese, English, Japanese, etc. and every kind of them has its own special features. However, according to Chomsky, there is a set of rules that are shared by all languages in the world. In other words, they share some universal characteristics. For example, they are mainly used for communications, for expressing personal ideas, feelings, etc. Thus accordingly, the ways of learning one language(i.e. Chinese) will be probably suitable to learning another language (i.e. English), though thelanguages themselves do differ from each other in many aspects.4. Of the 12 teaching principles specified by Brown, which do you think have been implemented in your teaching or/ and learning experience? Which should get more attention from you as a pre-service (or in-service) teacher？Why?Different language learners may have different experiences. According to my own experiences, among the 12 teaching principles, the anticipation of reward, self-confidence, the language-culture connection, the native language effect and communicative competence have been implemented in my teaching and learning, and the rest should be given more attention. For example, as a teacher, strategic investment should be paid more attention in teaching practices, that is, we should help learners become autonomous learners, letting them “invest” certain time, effort and attention in language learning according to their own situations.5. The aims and objectives of a certain course should be made clear to both the teacher and the student. Think of a course you like, say “Advanced Reading and Writing”, and specify the aims and objectives of the course in the position of a teacher. This is for open discussion.6. If you were asked to design a syllabus for a new English-as-a-foreign-language (EFL) course, what are some of the first things you would do as preparation？If I were in such a situation, some of the first things I would do as preparation are as the follows: a. the objectives of the course; b. the situations of learners; c. the situations of teachers, and etc.7. Locate three different EFL textbooks. Study the introduction and a chapter or two in each. What are some of the obvious differences in the goals of each book? In other words, what does the author of each book intend for the student to learn through the use of the book? What kinds of activities does the author provide? After studying the books, get together with a friend who has also reviewed a few texts. Take turns showing the text materials and discuss the goals of each book.This is for open discussion.2.5 Technical TermsAutomaticity: the ability to use a language using automatic processing which refers to the performance of a task without conscious or deliberate processing.Curriculum: an educational programme which states (a) the educational purpose of the programme; (b) the content, teaching procedures and learning experience which will be necessary to achieve this purpose; (c) some means for assessing whether or not the educational ends have been achieved.Interlanguage: the type of language produced by second-and foreign-language learners who are in the process of learning a language and it differs form both the mother tongue and the target language.Language ego: (in SL or FL learning) the relation between people’s feelings of personal identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language.Objective: a goal of a course of instruction. Two different types of objectives may be distinguished. General objectives, or aims, are the underlying reasons for or purposes of a course of instruction; specific objectives are descriptions of what is to be achieved in a course.Risk-taking: a personality factor which concerns the degree to which a person is willing toundertake actions that involve a significant degree of risk. It is said to be an important characteristic of successful SLL, since learners have to be willing to try out hunches about the new language and take the risk of being wrong.Syllabus design: the procedures for deciding what will be taught in a language programme. Syllabus: a description of the contents of a course of instruction and the order in which they are to be taught. Language-teaching syllabuses may be based on (a) grammatical items and vocabulary;(b) the language needed for different types of situations; (c) the meanings and communicative functions which the learner needs to express in the target language.2.6 Further readingBreen, M.P. (1987) “Contemporary paradigms in syllabus design” (Part I and II). Language Teaching (20.2): 81-92;(20.3):157-174.Brown, H.D. (2002) Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.Crombie, W. (1985) Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford: Pergamon. Nunan, D. (1988) Syllabus Design. OUP.Widdowson, H. (1990) Aspects of Language Teaching. Oxford OUP.Wilkins, D. A. (1976) Notional Syllabuses. Oxford OUP.Willis, D. (1990)The Lexical Syllabus. London: Collins Cobuild ELT.Yalden, J. (1987) The Communicative Syllabus: Evolution, Design and Implementation. Prentice-Hall International (UK).。
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。
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。
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。
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)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，真的不掉线吗？？、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 真的不掉线吗？？、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。
真的不掉线吗？？、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。
(完整word版)所有学科英文翻译
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外语教学法主要流派及其特点
其优点是： 其优点是： 重视学生的实际需要； 1. 重视学生的实际需要； 重视交际能力的培养， 2. 重视交际能力的培养，有利于学生 在一定的社会环境中恰当地使用目的语 进行交际。 进行交际。 其缺点是： 其缺点是： 如何确定和统计功能、意念项目， 1. 如何确定和统计功能、意念项目， 有待进一步探讨； 有待进一步探讨； 以功能意念为线索组织教学大纲， 2. 以功能意念为线索组织教学大纲， 很难保证语法项目编排的体系性。 很难保证语法项目编排的体系性。
翻译法的优点是： 翻译法的优点是： 学生语法概念清晰； 1. 学生语法概念清晰； 阅读能力较强， 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； 子时通过分析句子结构便能理解意思； 有助于培养翻译能力和写作能力。 3. 有助于培养翻译能力和写作能力。 翻译法的缺点是： 翻译法的缺点是： 忽视口语教学，学生的语音语调差， 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； 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。 教学方式单一，学生容易失去兴趣。
其优点是： 其优点是： 视听结合的方法比单纯依靠听觉或视觉来理解、 1. 视听结合的方法比单纯依靠听觉或视觉来理解、 记忆和储存的语言材料要多得多。 记忆和储存的语言材料要多得多。情境的创设能够 加速外语与事物的联系，有助于理解所学语言； 加速外语与事物的联系，有助于理解所学语言； 2. 重视整体结构的对话教学，使课堂变得生动活泼 重视整体结构的对话教学， 学生学的语言自然，表达准确。 学生学的语言自然，表达准确。 听觉形象有助于养成正确的语音、语调、 3. 听觉形象有助于养成正确的语音、语调、节奏及 遣词、造句的能力和习惯。 遣词、造句的能力和习惯。 其缺点是： 其缺点是： 完全排除母语，不利于对语言材料的彻底理解； 1. 完全排除母语，不利于对语言材料的彻底理解； 过分强调整体结构感知，忽视语言分析、 2. 过分强调整体结构感知，忽视语言分析、讲解和 训练，使学生对语言项目缺乏清楚的认识。 训练，使学生对语言项目缺乏清楚的认识。 过于重视语言形式，忽视交际能力的培养。 3. 过于重视语言形式，忽视交际能力的培养。
教学法流派(汉语shang)
优势：学生敢于大胆、 优势：学生敢于大胆、主动地与 外国人交流；语言结构较规范， 外国人交流；语言结构较规范， 流利程度较高。 流利程度较高。 弊端： 弊端：不利于学生的创造性思维 的发展； 的发展；课堂上大量的机械操练 会令学生失去主动性； 会令学生失去主动性；过分强调 听说能力， 听说能力，放松了读写能力的培 养。
7、提示法（suggestopedia） 提示法（suggestopedia）
教学原则： 教学原则：外语学习是有意识学习和 无意识习得相结合的过程。 无意识习得相结合的过程。学生必须 消除焦虑、紧张和烦躁等情绪。教室 消除焦虑、紧张和烦躁等情绪。 的环境应十分和谐、 的环境应十分和谐、有令人愉快的音 乐和图画教师的态度和语言亲切， 乐和图画教师的态度和语言亲切，使 学生上课时进入最佳的思维和心理状态。 学生上课时进入最佳的思维和心理状态。 重视整体教学， 重视整体教学，从整体上关注学 生的学习。 生的学习。
案例1 案例1： 学习内容：副词最高级 学习内容： 任务情景： 任务情景：填写动物奥运会 赛跑成绩快报 教师提供各组学生一篇没有完成的 动物奥运会赛跑成绩快报， 动物奥运会赛跑成绩快报，要求学 生填入副词的比较级和最高级以及 动物名称，把成绩快报补充完整。 动物名称，把成绩快报补充完整。
This is the latest report of the Animal Olympics. Olympics. In the 3,000 meters race today, the group of the cat, the mouse, and the dog were the fastest. Among them, the fastest. cat ran ____ than the mouse, and the dog ran ____ than the cat. The winner was ? cat.
(完整版)英语教学法的8大流派归纳图
n g s in th ei r be i ng ar eg oo df o rs om et h in ga语法翻译法直接法（19世纪末40年代）情景法（50年代）听说法（第二次世界大战期间）认知法交际法（功能法20实际70年代初期）全身反应法（詹姆斯.阿谢尔70年代）任务型语言教学模式（7、80年代）语言观/语言学习观目标语（外语）看成是一个规则系统语言学习被视为智力活动（规则学习、规则记忆和以大量翻译方式与母语意义相联系的操作）口语第一性，学生应学习日常使用的目标语。
语言学习过程可用联想心理学解释口语是基础，结构是说话的核心。
学习语言的过程：接受语言输入，重复操练记住和在实际练习中使之变为个人技能语言是一个系统。
听说法以结构主义作其理论基础，以行为主义的学习理论作其依据。
语言技能获得过程：刺激-反应-强化语言不是一套习惯的结构，而是一套受规则支配的体系。
四个原则：1、活的语言是受规则支配的创造性活动；2、语法规则有其心理的现实性；3、人类所特有的学习语言机制；4、活的语言是思维工具在语言教学中，学习者不但要学会结构，更重要的是要学会使用结构，掌握语言功能。
特点强调交际中意义的传递、语言的使用阿谢尔把刺激-反应看做语言教学方法的学习理论。
我们认为全身反应法体现了以语法为基础的语言观和行为主义语言学习观以多种语言模式作其语言理论，语言学习观与交际法一样。
教师的教学目的阅读文学作品的能力使用外语进行交际听说读写的能力使用外语进行交际实际全面运用外语培养学生外语的交际能力掌握初步听说能力使用外语交际和做事能A l lt h ia t i me an dA l lt h in gs in th ei r be i ng ar eg oo df o rs om et h in ga教学活动的特点把课文逐句把外文翻译成母语的活动。
首先，教师会用母语把文章的作者和写作背景做一个简单的介绍；其次，课文进行逐句翻译。
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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（DirectMethod ）。
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内容的选择和组织。
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内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内容的焦点。
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内在化。
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内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）（词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中大部分更好的语境化的优势补偿，受到这些困难的困扰。
口法是50 年代英教学中公的英国式方法。
French,Gurrey,Frisby 和 Billows 在个期的准方法教材里描述了它。
些原理出在Hornby 著名的《成人学生牛津改革英程》以及多其他近代教材中。
60 年代口法最极的者之一是澳大利的George Pittman。
Pittman 和他的同事以情景法基的有影响力的教学材料，教学材料广泛用于澳大利，新几内以及太平洋区域。
大部分太平洋区域仍然使用由Pittman 的同事 Gloria Tate 展的所的Tate 教材。
Pittman 也在澳大利悉尼的教育邦事展的符合客情况的基材料，材料用于澳大利的移民英学划。
些作《情景英》系列于1965 年在世界范内出版使用。
Alexander 和其他主要的英教材作者的教材也反映了情景法的原，他在20 年的里有了逐步展。
方法的主要特征如下：1.言教学由口开始。
材料在以面形式表达前以口教学。
2.所学的目言是堂言。
3.新的言要点是有情景的介和。
4.的步要遵循确保基本服性都覆盖到。
5.法目按照的形式在复的形式前教的原逐教授。
6.一旦足的和法基建立好，就能介和写作了。
第三个特征在60 年代成了方法的关特征，随后“情景” 个越来越多的使用于口法。
Hornby自己在 1950 年出版的《英教学》一中一系列有影响的文中使用了情景法。
后来情景法和情景教学得到广泛的使用。
了避免稍后的混淆，我使用情景教学（SLT）包括构情景和口法。
情景教学在理、、步段的是如何体自己的特征呢？一、理论（ Approach ）1.语言理论（ Theory of language ）情景教学的言理被予了一种英国式构主的特色。
被是言的基，构被能力的核心。
Palmer,Hornby 和其他的英国言家准了英基法构的教学法的描述，而且些都用于了随后展的教学法。
“ ，构，很少的英形化以及文字内容构成了我教学的材料。
”根据言理，与像 Charles Fries 的美国言学家提出的点没有多大的区。
事上， 60 年代 Pittman 被 Fries 的言理烈地吸引，但是50 年代美国理并不英国言家所熟知。
然而，英国理学家于他的构主版本有不同的重点——“情景”的概念。
“我在英构教学的主要堂活是构的口。
在情景中会出种受束的句式的口，学生演英予最大量的种。
”能使用的必与情景相关的构知的理予了情景教学最独特之。
个理反了自30 年代英国言学家的功能。
多英国言学家了言构与言使用的上下文境和情景的密切系。
像J.R.Firth 和M.A.K.Halliday 的英国言学家展了一个有力的言点，种点予了含、上下文境和情景一个著的地位：“ 在重点在于言活的描述，像整个复事件的一部分与参与者、相关主一起虚构的情景。
”因此，相比于美国构学家在言上的点，言被与在世界中的目的和情景相关的有目的的活。
“一个人起的言⋯⋯是用于表达目的的。
”2.学习理论（ Theory of learning ）情景教学的学理是一种行学理。
它主要的是学的程而不是条件。
例如Frisby 用了Palmer 的威点：正如 Palmer 指出的，在学言有三个程——接受知或材料，通重复将其住，在中使用直到所学的成自己的技巧。
同， French 也看出了学言就是构成。
基本原是正确的交⋯⋯学生不用犹豫、几乎不用思考就将成正确的句子。
种交能通盲目的模仿培养出来。
像直接法一，情景教学法采用了法教学的性方法。
的含或者构不会通母或所学的母予解，而是通在情景中使用来学。
“如果我通母或者同来叫一个新，当我一介个，我就会减弱个在我海中的印象。
”因此不鼓励解，而是学生通情景中的表自己推出所学的构或是的含。
通概括将构和展到新的情况。
学生可望申在教室里学堂以外的情况。
就是相信儿童言教育如何行，根据情景教学法的始人的想法，相同的学程也生在二言和外的学中。
二、设计（ Design）1.目的（ Objectives ）情景教学法的目的是教言的四种基的用掌握，与大部分的言教学法有共同的目的。
但是技巧是通构成法的。
音和法的精确性被关性的，而且要不惜一切代价避免。
基构和句式的自管理是写作技巧的基，而且能通演工作达到目的。
“在我的学生新的构和新的以前，我先口的教一下新构和。
”写作同起源于演。
口作文是一种非常有价的⋯⋯然而，种技巧以及掌握种技巧的能力很大程度上取决于老要求以及学生使用的于言的掌握⋯⋯只有当老合理的确信学生可以相当正确的使用他有限的句式构和演，老才能允他自由的句式构和。
2.大纲（ The syllabus ）情景教学法的英教学的基是一个构大和表。
个构大就是基机构和英句式的清，根据他演的要求安排。
在情景教学法中，常在句子中教构，根据能否更好的体要教的句式构来。
“我早期的程包括句式的清[ 表达形式，形式，要求或命令形式]⋯⋯包括尽可能多的构，以及足内容的以提供我言基的材料。
” Frisby 出了一个行构大的以情景教学基的例：句式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因此个大不是有使用的意上的情景大（例如：情景和与之相关的言的清）。
而不是，与提出和句式的行有关的情景，就是我稍后能看到的。
3.教学活动的种类情景教学方法使用了一个情景的方法去提出新的句式和基方式来。
我的方法将是有⋯⋯情景的。
我会仔掌握情景来教授新的言素材⋯⋯的方法就不用疑学生思理解的他所听到的意⋯⋯几乎所有教的和构在一开始的四五年或更久在情景里就会得很清晰。
通情景， Pittman 的意思是具体目的，片和教具的使用与行和姿一起都能作新的言含的示范。
新和句式是通例的形式来教的，而不是通法的解或者描述。
新的和句式的含不是通翻来达的。
我通来清的（通目的，片，行以及模仿）。
从一的情况中尽可能找到相关的句式。
使用的技巧通常是由有指的重复和替活成，包括声朗重复，停歇，和束的基口的写作作。