月全国自学考试试题外语教学法试卷

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全国2008年1月高等教育自学考试

外语教学法试题

课程代码：00833

Write all your answers on the Answer Sheet!

I. Multiple Choice: (15%)

Directions: In this section, you are given 15 questions, beneath each of which are four choices marked A, B, C, and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.

1. The goal of foreign language teaching is to help the student master the ________ language in the shortest possible time.

A. first

B. native

C. target

D. local

2. Franz Boas, an American structuralist, worked at the native languages and cultures of ________.

A. American Indians

B. African Americans

C. European Americans

D. Asian Americans

3. The major focus in a Grammar-Translation classroom is _________.

A. speaking and writing

B. listening and speaking

C. reading and speaking

D. writing and reading

4. The Direct Method emerged as a result of _______ in the 19th century.

A. classroom instruction

B. mass production

C. communicative needs

D. language teaching innovations

5. Which of the following is forbidden in a Direct Method classroom?

A. Using gestures.

B. Sketch drawing.

C. First language.

D. Writing.

6.In his book The Scientific Study and Teaching of Languages(1917), Palmer began with the question, “What is a _______?”

A. language

B. speech

C. sentence

D. word

7. Another name of the Audiolingual Method is ________.

3 / 8

A. speaking approach

B. aural approach

C. listening method

D. aural-oral method

8. The Audiolingual Method considers language ability made up of ________ skills, and these skills can be taught separately.

A. three

B. four

C. five

D. six

9. The generative-transformational school of linguistics emerged through the influence of ________.

A. J.

B. Bruner B. N. Chomsky

C. D. Ausubel D. G. Kelly

10. The cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrasting rote and _______ learning.

A. useful

B. practical

C. meaningful

D. advanced

11. In Krashen’s view, learning refers to the _______ process leading to the development of competence and is not dependent on the teaching of grammatical rules.

A. conscious

B. unconscious

C. overconscious

D. subconscious

12. The Communicative Approach to foreign language teaching stresses the communicative _______ in learning.

A. competence

B. ability

C. performance

D. skill

13. Sociolinguistic competence refers to an understanding of the ________ in which communication takes place.

A. social behavior

B. linguistic context

C. social context

D. linguistic performance

14. Who is the advocate of the Total Physical Response Method?

A. J. Asher

C. Gattegno

C.C.A. Curran

D. G. Lozanov

15. In the 1970s, Krashen’s distinction between language acquisition and language learning and

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his _______ aroused widespread interest.

A. cognitive theory

B. Monitor Model theory

C. schema theory

D. whole-person learning theory

Ⅱ. Filling Blanks: (20%)

Directions: In this section there are 20 statements with 20 blanks. You are to fill in each blank with ONE appropriate word. One point is given to each blank.

16. According to Gestalt psychology, people tend to perceive objects and scenes as organized ________ first and then their component parts.

17. Jean Piaget stated that as the child grows up, his capacity of ______ would become more and more developed through different stages.

18. With the development of modern languages, Latin gradually became displaced as a ________ language.

19. It was believed by traditional linguists that the _____ form of language was superior to the spoken one.

20. In a Grammar-Translation classroom, the basic unit of language teaching and learning is the _______.

21. The Direct Method believes in the natural process of language learning and in the _________ teaching of grammar.

22. F. Gouin developed an approach to teaching a foreign language on the basis of his observations of child first language learning. In his method new language items were organized and presented in “series”which included sequences of sentences related to ________ in an event.

23. Palmer worked as a teacher of English in Japan for many years, working towards two complementary _________ in English language teaching.

24. The theory of language for the Oral Approach is characteristic of a type of British “_________”.

25. Charles Fries applied the principles of ________ linguistics to language teaching.

26. According to behaviorists, the learning model of a language is stimulus-_____ reinforcement.

27. The Cognitive Approach lays emphasis on the conscious acquisition of language as a meaningful ______ and it seeks a basis in cognitive psychology and in transformational grammar.

28. Chomsky maintained that language is not a form of ______. On the contrary, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.

5 / 8

29. The Natural Approach advocates that language teaching should emphasize ______ rather than form.

30. Krashen maintains that acquisition comes about through meaningful ______ in a natural communication setting.

31. Notions are domains in which people use language to express _______ and feeling.

32. ________ is especially interested in the relationships between sentences and the contexts and situations in which they are used.

33. Strategic competence refers to the coping of various strategies which communicators employ to start, end, keep, repair and re-direct _________.

34. The Total Physical Response Method sees successful adult second language learning as a process paralleled to child first language __________.

35. The Silent Way takes a _____________ approach to the organization of language to be taught. Ⅲ. Matching:(15%)

Directions: This section consists of three groups of pairs listed in two columns A and B. You are to match the one marked ①,②,③,④, or ⑤in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.

36.

①the theory of

language

underlying the Direct Method

②the theory of

learning

underlying the B:

a. The general goal

of a language programme is to teach

conversational

skills.

b. Every language has

6 / 8

7 / 8

37.

38.

IV . Questions for Brief Answers: (30%)

A: the main feature/objective of the Oral Approach

① New items are introduced and practised in

situations. ② Items of grammar

are graded,

B: the advantage or disadvantage associated with

the feature a. The

teaching

content is graded.

b. Appropriateness

A: techniques used in the Cognitive Approach

① discrimination ② physical response ③

sentence

combination

B: the purpose

a. to activate oral and written

skills

b. to give students practice in telling

the

Direction: This section has six questions. You are to briefly answer them. Five points are given to each question.

39. What are the two factors that a foreign language teacher should take into consideration when he/she is to teach?

40. What are the teaching techniques used in the Direct Method?

41. What is the major principle of the Oral Approach?

42. What are the five theoretical principles of the Audiolingual Method?

43. In the Natural Approach, what should a teacher do when the learner is ready to start talking in the target language?

44. There are two major phases in a Suggestopaedia classroom. What are they? And what is the purpose of the second major phase?

V. Questions for Long Answers: (20%)

Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you’ve learned. Ten points are given to each question.

45. What teaching method would you like to use in a classic English literature classroom? To what extent is this method still desirable in modern language teaching in spite of many attacks on it?

46. Describe the five principles to characterize the Communicative Approach according to David Nunan. Cite one example to illustrate one of these principles.

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外语教学法发展趋势

外语教学法发展趋势［作者：宁波教科网来源：宁波教科网点击数：2395 更新时间：2004-4-29 9:08:05 ］在外语教学法发展过程中有两种趋势特别引人注意：多样化和折衷（综合）。由于这两种趋势的存在发展就使得外语教学法科学园地中出现了各种流派或体系，它们犹如奇花异葩，争香斗艳；另一方面又使得各种流派取长补短、互相渗透，你有中我、我中有你，表现出强烈的折衷倾向。这两种倾向对外语教学关系极大，故本文拟从多样化谈起，侧重地对外语教学法历史发展进程中的折衷趋势作以初步探讨。多样化的发展趋势对外语教学法史的研究表明，外语教学法的产生可以追溯到很古时期。欧洲早在中世纪就有了教授古典语文（希腊文、拉丁文）的教学法，我国的有关专家也已证实，早在隋唐时期，直接法、翻译法的某些原则就已在当时颇具规模的外语教学中得到应用。因此，从历史上讲，外语教学法早已是人类知识之林中骄傲的一株，它的发展也同其他科学分支一样，经历了漫长的“幼年期”，只是到了近、现代，才加快了其成熟的速度，为了更能说明问题，我们主要围绕最具代表性的现代时期的外语教学法来谈。现代外语教学法主要指从十八世纪起的新的欧洲语言——活语言的教学法。这个时期的教学法脱胎于古典语言（希腊语、拉丁语）的教学方法，并且遵循着当时语言学中占统治地位的各种观点。所以，把本族语译成外语或把外语译成本族语就成了这种教学法的基础。另外，它也极重视语法的作用。这种教学法就是人们常说的翻译法或语法翻译法，这是现代外语教学法的“东风第一枝”。我们不妨把它称为第一代外语教学法。它的产生和发展是外语教学法史上的大事（尽管它有缺欠），也给以后各种流派的产生和完善提供了有益的先例。翻译法还可分为语法翻译法、词汇翻译法、翻译比较法三个类型。应该说从这时起，外语教学法就已经“花开几朵”了。到了十九世纪八十年代，社会政治、经济的发展，国际交往的增多，以及相关学科（语言学、心理学、教育学等）的前进，都使外语教学法的改进和创新成为必要，也有了可能。另外翻译法又不能保证学习者在实践方面（尤其口头上）掌握目标语，这就促使人们另辟蹊径。于是，教学法园地的另一新芽就破土萌发了。这一教学法体系统称为直接法，也有称为“自然法”、“心理法”、“口语法”、“改良法”的。其发展又可分为“前、后”两个时期。这种方法在主张上与前法有多方面的原则不同。它强调直接感知，主张在外语形式和客观表象间建立直接联系、排斥本族语、强调口语等。它的出现曾引起激烈的争论，其范围之广、持续时间之长都是空前的。但是直接法终于站住了脚。从十九世纪中期至第二次世界大战的七、八十年间，直接法名家辈出，大量著作问世，无论在理论上和实践上都有长足发展。其影响遍及全球，它不仅把教学法科学向前推进一步，使这一科学花苑增色添香，而且与翻译法相比，其地位和作用已远胜平分秋色的程度。直接法的出现使外语教学神秘之宫的另一大门訇然中开，人们思想又获震动，从此，教学法理论和实践的发展速度，就如同反应物中加了催化剂，大大加快了。不久I．A．Richards倡导的循序直接法出现在教学法舞台，而魏斯特法则以阅读能力为中心，它包括了直接法主要特点却又不乏标新立异，后来此法发展成新魏斯特法，终于在诸流派中确立了自己的地位。二十世纪四十年代陆军口语法在美国产生，在短期内用此法培养出大量能流利地讲外语的人员，其显著效果令世人瞩目。在此基础上此法发展成“听说法”（又叫结构法、句型法），从而使外语教学法日益繁荣的园地又多了香花一枝。五十年代在法国兴起视听法（也叫情景法），并先后在英国、南斯拉夫等国广为流传。迄今也仍在各国一些学校发挥作用。在此之间，美国又有人实验并提出程序教学法，即把控制论原则应用于外语教学并借助程序教材和教学机器予以实施，这无疑是使现代科技与外语教学互相结合，其积极发展之远景未可低估。

自考英语教学法知识点总结

自考英语教学法知识点总结：中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。语言是指语言系统，也就是语音，词汇，语法系统。言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。话语结构就是说话的套路，说的各句子之间的联系规律。

泛读就是广泛地阅读，大量地阅读，快速地阅读。默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。心理控制法：即惊异，悬念，满足。密度：指单位时间所授教学内容。广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。深度：就是课堂教学内容要有一定的难度。灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。独立度：指教师指导的程度和学生独立的程度。测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能

(完整word版)英语教学论

英语教学论第一份 1．第2题提倡该教学法的英国学者亚历山大把教学活动总结概括为：提出情景，学习语言；听说领先，反复操练；书面练习，巩固结构。 A.语法翻译法 B.直接法 C.情景法 D.听说法答案:C 2．第3题该教学法的得名主要是由于它主张在外语教学时外语词语应该同它所代表的事物和意义直接联系起来。这种联系是直接的，它不需要通过翻译作为中介。 A.语法翻译法 B.直接法 C.认知法 D.交际法答案:B 3．第4题根据韩礼德对语言的交际功能的分类，如果一个播音员正在播天气预报，这时候他使用的语言主要具有___功能。 A.工具 B.个人 C.想象 D.描述答案:D 5．第6题该教学方法把目标语（外语）看成是一个规则系统，这一系统能在文本和句子中了解到，并与母语的规则和意义有联系 A.语法翻译法 B.直接法 C.情景法 D.听说法答案:A 6．第7题该教学法的外语教学的目的是：不但要培养学习者懂得语言的结构，而且还要使他们知道在什么时候、在什么场合、对什么样的对象得体地使用语言。 A.认知法 B.交际法 C.全身反应法 D.任务型语言教学模式答案:B

该教学法的创始人Asher认为目标语的大部分语言结构以及数以百计的词汇项目都可以通过教师技巧地使用祈使句来教授。 A.认知法 B.交际法 C.全身反应法 D.任务型语言教学模式答案:C 12．第17题英国学者Palmer指出学习语言有三个过程，即接受语言输入，通过重复操练记住并在实际练习中使之变为个人技能。很明显，行为主义的习惯形成理论是该教学法的语言学习观 A.语法翻译法 B.直接法 C.情景法 D.听说法答案:C 13．第19题 20世纪20年代，美国心理学家华生提出___的公式，即“刺激——反应”模式。 A.行为主义心理学 B.结构主义语言学 C.功能主义 D.转换生成答案:A 第二份 1．第1题在该教学法中，学生使用目标语完成社会中出现的各类任务。在学习过程中他们通过语言互动进行交际；在大量的听、说、读和写的活动中使用语言和语言运用策略交流，最终培养起用目标语在社会活动中做事的能力。因此，可以说，该教学方法强调通过使用目标语互动达到培养交际能力的目的。 A.认知法 B.交际法 C.全身反应法 D.任务型语言教学模式答案:D 2．第5题在该教学法的课堂里，准交际活动是为真实交际作准备而设计的教学活动。准交际活动可以是句型操练、对话等项目，目的是对外语中的句型和结构进行训练，为交际活动作好准备。 A.语法翻译法 B.直接法 C.交际法

2005_10_外语教学法真题及参考答案

全国2005年10月高等教育自学考试全国统一命题考试外语教学法试卷（课程代码 0833）本试卷共6页，满分1 00分；考试时间1 50分钟。 Write all your answers on answer sheet! Ⅰ． Multiple Choice: (15%) Directions: In this section, you are given 15 questions beneath each of which are four choices marked A,B, C, and D．You are to make the best choice either to complete the incomplete statement or to answerthe question．One point is given to each correct choice． 1．Which of the following is NOT emphasized by traditional linguists? A．Correctness．B．The purity of a language． C．Literary excellence．D．Communication． 2．_______ the first language is used in the teaching of the second language in the Grammar-Translation Method． A．A lot of B．A little of C．Little of D．Not any 3．According to the Direct Method, every language has _______ structure． A．similar B．its own C．co-related D．the same 4．The Direct Method _______ the similarities between the first language acquisition and second language learning． A．is against B．overemphasizes C．draws on D．pays no attention to 5．Advocates of the Direct Method consider students’ mother tongue as _______ system in learning the second language． A．an interfering B．a helping C．an integrating D．a similar 6．In order to find ways of associating the new materials with ideas or objects with which the pupils are familiar, D．Ausubel would prefer _______． A．straightforward explanation and exposition B．pupil-generated discovery methods C．rote learning D．inductive and deductive inference 7．Of the three procedures followed in a cognitive classroom, which can be viewed as the performance stage? A．Exercises．B．Application activities． C．Introduction of new materials．D．None of the above． 8．Chomsky and others claimed that every normal human being was born with a(n) _______．A．ADL B．LDA C．LAD D．ALD 9．The authors of the book The Natural Approach: Language Acquisition in the Classroom are _______． A．Chomsky and Terrell B．Krashen and Halliday C．Krashen and Terrell D．Chomsky and Krashen

自考外语教学法第一章课后附答案

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