1、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 teachingThe oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are used and new
2、teaching points are presented and practiced through meaningful situation-based activities.一、 Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control 3. Grammar control 二、 The Oral Approach and Situational Language Teaching The main characteristics of the approach were
3、 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 se
4、rvice 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、 Approach1、 Theory of language a type of British “structuralism”.1One distinctive feature: structures must be linked
5、to situations in which they could be used 2Language was viewed as purposeful activity related to goals and situations in the real world.32、 Theory of learninga type of behaviorist habit-learning theory(three processes in learning a language)(1). Language learning as habit formation (2).An inductive
6、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、 Design1、 Objectives: (1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as cru
7、cial.(3). Automatic control of basic structures and sentence patterns is fundamental.(4). Writing derives from speech.2、 The syllabus(1) A structural syllabusa list of the basic structures and sentence patterns(2) Situation: the manner of presenting and practicing sentence patterns3、 Types of learni
8、ng and teaching activities(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: gui
9、ded repetition, substitution activities, pair practice 4、 Learner roles(1) Listen, repeat and responds to questions and commands (2) Have no control over the content of learning 5、 Teacher rolesThreefold: a model、a skillful manipulator、on the lookout for errorsThe teacher is essential to the success
10、 of the method.6、 The role of instructional materials(1)Textbook: contains organized lessons(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook. 五、 ProcedureAim: to move from controlled to freer practice of structures a
11、nd from oral use of sentence patterns to their automatic use in speech, reading and writing. The teaching of a structure: four parts PronunciationRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Reading of material on the new structur
12、e, or written exercisesThe sequence of activities:Listening 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 teaching which (a) emph
13、asizes 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
14、, and has been widely used in many other parts 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
15、 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 stron
16、g 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、 Approach1、 Theory of lang
17、uage Structural linguistics (1950s): a reaction to traditional grammarThe primary medium of language is oral: speech is language.2、 Theory of learning Behavioral psychology: stimulus-response chainsLearning principles:1. Foreign language learning is basically a process of mechanical habit formation.
18、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 essential
19、ly inductive rather than deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、 Design1、 ObjectivesShort-range objectives：Listening comprehension 、accurate pronunciation, reading comprehension and production of correct sentences in writing.Long-ra
20、nge objectives ： To develop in the students the same types of abilities that native speakers have2、 The syllabusA linguistic syllabus: phonology, morphology, and syntax of the languageA lexical syllabus of basic vocabularyLanguage skills: listening, speaking, reading, writing3、 Types of learning and
21、 teaching activitiesDialogues Drills -Various kinds of drills : repetition, inflection, replacement4、 Learner roles Organisms that can be directed by skilled training techniques to produce correct responsesa reactive role, have little control 5、 Teachers rolesCentral and activeModels the target lang
22、uageControls the direction and pace of learningMonitors and corrects the learners performance6、 The role of instructional materialsTextbookTape recorders and audiovisual equipment 四、 Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Bro
23、ok)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
24、the practical results fell short of expectation.2、the theoretical attack: Noam Chomskys theory of transformational grammar第五章 Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James As
25、her, a professor 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 Approach 5、a tradition: the use of physic
26、al actions to teach a foreign language at an introductory level二、 Approach1、 Theory of language structuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)the central role of comprehension in language learninglanguage can be internalized as wholes or chu
27、nks2、 Theory of learningReminiscent 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 tha
28、t 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
29、. Adults should use right-brain motor activities, while the left hemisphere watches and learns. 三、 Design1、 ObjectivesThe general objectives: to teach oral proficiency at a beginning levelSpecific instructional objectives are not elaborated.2、 The syllabus:Be inferred from an analysis of the exercis
30、e types employed in TPR classesA 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 organization 3、 Types of learning and teaching activitiesImperative drills are the major classroom activity.Role plays：
31、center on everyday situationSlide presentationsReading and writing activities4、 Learner rolesA primary role : listener and performer Have little influence over the contentMonitor and evaluate their own progress5、 Teacher rolesActive and direct roleWell prepared and well organizedTeachers follow the
32、example of parents giving feedbackCautions: illusion of simplicity; having too narrow a tolerance for errors6、 The role of instructional materialsNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)
33、四、 Procedure Ashers 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 language acquisition. It represents a useful techniques and is co
34、mpatible with other approaches to teaching.4.Traits 1. It uses psychomotor systems to teach.2. It support kinesthetic learning style, which is good for those who need to be active in the class.3. Command forms used to convey information.4. It works well with mixed-ability classes.5. It is very memor
35、able, and it really helps students to remember phrases or words.6. It is a lot of fun, students enjoy it and it can be a real stirrer in the class. 7. It is very effective with teenagers and young learners.第六章 The Silent WayIt is a method of foreign-language teaching developed by Gattegno which make
36、s 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、 BackgroundThe premise
37、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、 Approach 1、 Theory of languageGattegno views language as a substitute for ex
38、perience.By the “spirit“ of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmental A structural approach Vocabulary as a central dimension 2、 Theory of learning SurrenderArtificial approach The self of the learnerLearning to learn三、 Design1、 Objecti
39、vesThe 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 language Teach learners how to learn a language2、 The syllabusa basically structural syllabusvocabulary3、 Types of
40、 learning and teaching activitiessimple linguistic tasksresponses to commands, questions and visual cues4、 Learner rolesLearners are expected to develop independence, autonomy and responsibility.Learners exert a strong influence over each others learning.Playing varying roles5、 Teacher rolesTeacher
41、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.6、 The role of instructional materialsThe pronunciation chartsThe colored cuisenaire rodsThe vocabulary or word charts Other materials四、 Procedure
42、A standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lesson Fidel chartConclusion:The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations
43、 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 an
44、d foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法 )to second and foreign language teaching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group
45、learning in small or large groups. These groups are the “Community”. The method places emphasis on the learners personal feelings and their reactions to language learning. Learners say things which they want to talk about, in their native language. The teacher (known as “Counselor”) translates the l
46、earners sentences into the foreign language, and the learner then repeats this to other members of the group. 一、 Background1、Rogerian counselingCharles A. Curren 2、Humanistic techniques：the whole person3、Language alternation二、 Approach1、 Theory of languageTraditional structuralist positionLanguage a
47、s social processThe interactional view of language: interaction between equals, interaction between unequals interaction between learners and knowers, interaction between learners.2、 Theory of learning Contracted with traditional views (a putative learning view, the behavioral view)The whole-person
48、learning (five stages)Consensual validation S(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、 Design1、 ObjectivesExplicit linguistic or communicative objectives are not defined.Teacher transfers knowledge and proficiency to the learner.Goal: a
49、ttaining near-native like mastery of the target languageSpecific objectives are not addressed.2、 The syllabusNo conventional language syllabus Topic-based courseTeachers responsibility： teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.3、 Types of learning and teaching activitiesCombines innovative learning tasks and activities with conventional ones.Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversation4、 Learner rolesmembers of a communitybeco
