1、,Chapter 3 Approaches and Methods in English Language Teaching,1) The Western Context 2) The Chinese Context, Before the 16th century After the 16th century From the 17th century to the 19th century By the 19th century Toward mid-19th century Toward the late 19th century(7) Teaching methods in the 2
2、0th century,The Western Context,拉丁语有较长时间的历史，并与古典文化密切相关，所以有很高的威望和许多实际用途，被认为是当时文人所应该学习的。在欧洲大部分国家，拉丁语用于教育和政府管理；在国际上，拉丁语用于宗教，政治和商业。, Before 16th century:, Before 16th century:,Latin was the only focus of studying language .It was the dominant language of education, commerce, religion, and government in
3、the western world.,(2) After the 16th century:,拉丁语在各国国内很少使用，代之以各民族的语言。不过，其是文学语言和哲学语言，所以文人继续学习拉丁语。现在，情况不同了：其实际用途几乎全部消失，在大多数情况下，只有阅读能力被认为是必要的。, From the 17th century to the 19th century:,The learning of Latin exerted great impact upon the early teaching in western world.,The study of classical Latin a
4、nd the analysis of its grammar and rhetoric became the model for foreign language study., From the 17th century to the 19th century:,Textbook-Abstract grammar rules -Lists of vocabulary -Sentences for translation,The pen of my aunt is in the garden.Green cloud is sleeping soundly., By the 19th centu
5、ry,Gradually, the approach based on the study of Latin had became the standard way of studying foreign languages in schools. It became known as the Grammar-Translation Method (GT Method).,Grammar-Translation Method,The principal characteristics,1) The goal of foreign language study2) The major focus
6、 in teaching3) Vocabulary teaching4) Sentence teaching5) Grammar teaching 6) Accuracy7) The role of native language8) teachers role9) students role,Grammar-Translation Method,1) The goal of foreign language studyThe goal of language study is to read its literature or to benefit from the mental disci
7、pline and intellectual development. It involves the studies of the grammatical rules and the tasks of translating sentences.,Grammar-Translation Method,2) The major focus in teaching Reading and writing are the major focus and little attention is paid to speaking and listening,3 Vocabulary teaching
8、Vocabularies are selected on the requirement of the text and items are presented with their translation equivalences and corresponding translation exercises. Most of them are taught in isolated forms.,Grammar-Translation Method,4) Sentence teaching Sentence is the basic unit of teaching and practice
9、. Much of the lesson is devoted to translating sentences into and out of the target language. These sentences are usually old and obsolete.,4) Sentence teaching Sentence is the basic unit of teaching and practice. Much of the lesson is devoted to translating sentences into and out of the target lang
10、uage. These sentences are usually old and obsolete.,5) Accuracy Accuracy is emphasized. Students are expected to attain high standards in translation.,Grammar-Translation Method,6) Grammar teaching Grammar is taught deductively. That is , grammar is presented with rules and practiced with translatio
11、n exercises. The explanations are long elaborate and intricate with the focus on the form and inflection of words.,7) The role of native language: Classes are taught in the mother tongue. The students native language serves as the medium of instruction.,Grammar-Translation Method,8) teachers role Te
12、achers are dominant authorities and controllers in the classroom. They determine the teaching objectives and the process. 9) students role Students are passive recipients. There is little interaction between Ss & T,Grammar-Translation Method,Since the textbooks are taught through the medium of mothe
13、r tongue, communication between teachers and learners causes few linguistic problems.,It excessively relies on learners mother tongue and translation, and learners find it hard to give up the habit of first thinking in their mother tongue and then translate their ideas into the second/foreign langua
14、ge.,strength,weakness,Grammar-Translation Method,As a result of emphasis on written language teaching, learners reading levels and abilities in solving problems are enhanced.,It overemphasizes on written language. Listening and speaking are neglected. As a result, students can not express themselves
15、 accurately in spoken English, which in turn restrict the development of learners ability in reading and writing.,strength,weakness,Grammar-Translation Method,Teachers labor is saved. It makes few demands on teachers. Even teachers who do not possess strong teaching skills or foreign-language speaki
16、ng skills can teach English through this method.,Learners may fail to acquire proficiency in the second/foreign language approximating that in the first language through translation,strength,weakness,Grammar-Translation Method,This method is still widely practiced, it has no advocates. 没有人提倡，但相当流行,G
17、rammar-Translation Method,语法翻译法是“外语教学中历史最长与使用最广泛的方法之一”（左焕琪，2002）；“仍然方兴未艾，大量使用而且相当成功”（朱纯，1994：64）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）。以培养阅读能力为首要活唯一教学目的的情况下，语法翻译法这种方法是最佳方法。在教学设备较差、班级规模较大、教师工作量较大或积极性较差的条件下，语法翻译法受到青睐, Toward mid-19th century,GT Method in teac
18、hing and learning was gradually rejected., Toward mid-19th century,Stand up Go to the door Open the door Go out of the room Come into the room Close the door Go back to your place Sit down ,Gouin series古恩系列教学法,法国学者古恩教学法是根据自己观察小孩如何运用语言来创建的。他主张学生使用外语来描述一系列关联动作组成的事。,(6) Toward late 19th century,IPA (In
19、ternational Phonetic Alphabet)The emphasis on natural langauge learning principles ultimately led to the development of what came to be known as the Direct Method.,IPA (International Phonetic Alphabet)The emphasis on natural language learning principles ultimately led to the development of what came
20、 to be known as the Direct Method.,(7) Teaching methods in the 20th century:,The Audiolingual Method （听说法）-ALMThe Oral Approach and the Situational Language Teaching (口语法和情景教学法） Communicative Language Teaching (交际法)-CLT Total Physical Response (全身反应法) -TPRThe Silent Way (沉默法)Community Language Learn
21、ing (社团学习法)The Natural Approach (自然法)Suggestopedia (暗示法) Task-based Language Teaching(任务型教学),(7) Teaching methods in the 20th century:,The Audio-lingual Method （听说法）-ALM,USAASTP-Army Specialized Training Program,Theoretical basis,Structuralism,language was viewed as a system of structurally related
22、elements for the encoding of meaning, the elements being phonemes, morphemes, words, structures, and sentence types,Learning a language entails mastering the elements or building blocks of the language and learning the rules by which these elements are combined, from phoneme to morpheme to word to p
23、hrase to sentence.,Theoretical basis,Behaviorism,Learning should focus on repetition and imitation.Good habits are formed by giving correct responses rather than by making mistakes,Stress on sentence patterns practice in speaking and listening and using the techniques of imitation, repetition and me
24、morization are beneficial in language habit formation and development of students oral ability. Large classes and drill practice make language learning accessible to large groups of ordinary learnersThe teacher dominates the teaching process and the class can go on smoothly with few interruptions.,E
25、ndless mechanical drills, frequent repetition and imitation make students boring and mindless. Pattern drills, imitation, repetition and memorization may lead to habit formation, but not result in consequence.Pattern drills are seperated from the language content and linguistic environment, which is
26、 not helpful for students to actively use the target language.Students have little control over their learning. Their subjective initiative and creativity cannot be exploited.,strength,weakness,The Audio-lingual Method,(7) Teaching methods in the 20th century:,Communicative Language Teaching (交际法)-C
27、LT,When two Chinese people meet, A BWhat does A want to do by saying this?Greeting/question/invitation,Have you had your lunch?,Communicative Language Teaching,1970s a response to the dissatisfaction with Audio-lingual methodrecognizes that learners need to know the grammatical rules of the language
28、, but at the dame time, stresses that the purpose of learning such rules is to be able to do things, to perform functions The increasing interdependence of European countries came the need for greater efforts to teach adults the major languages of the European common market Spoken and written langua
29、ge,Theoretical basis,Hymess Theory of communicative competence Hallidays theory on the function of language,Communicative Language Teaching,Hymess theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hy
30、mess view, a person who acquires communicative competence acquires both knowledge and ability for language use. .,Know when and how to say what to whom,Communicative Language Teaching,communicative competenceA. Discourse competenceB. Strategic competenceC. Sociolinguistic competenceD. Grammatical co
31、mpetence Canale and Swain (1980),Communicative Language Teaching,A. Discourse competence the ability we have to connect sentences and to form a meaningful whole out of a series of utterances. It is concerned with inter-sentential relationships.,B. Strategic competence It refers to strategies one emp
32、loys when there is a communication breakdown. One can compensate for this by searching for other means of expressing.,Communicative Language Teaching,C. Sociolinguistic competence It is the knowledge of the socio-cultural rules of language and of discourse. This type of competence requires an unders
33、tanding of the social context in which language is used: the roles of the participants, the information they share, and function of the interaction.,D. Grammatical competence it refers to the knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics and phonology. It
34、focuses on sentence-level grammar.,Communicative Language Teaching,Hallidays Theory on the function of language,A. The instrumental function工具功能 B. The regulatory function调节功能 C. The interactional function互动功能 D. The personal function人际功能 E. The heuristic function启发功能 F. The imaginative function想象功能
35、 G. The representational function表达功能,义务教育阶段的英语课程 具有工具性和人文性双重性质。,Communicative Language Teaching,语言既是交流的工具，也是思维的工具,交际活动的设计,1. 活动要有明确的交流目的、真实的交流意义和具体的操作要求,Communicative Language Teaching,“Information gap activities are those in which students are given different bits of information. By sharing this s
36、eparate information they can complete a task” (Harmer, 1983: 90).,Information gap activities,“Whats your favorite fruit?”,Step 1:猜教师用布蒙上的果篮中的水果，猜中的有奖。学生踊跃参与，有的学生遇到不会的单词就用汉语猜，拿到奖品的学生兴高采烈。Step 2:教师板书要学的单词并带读，再播放录音，让学生听对话，重点学习其中的新句型“Whats your favorite fruit? I like/I dont like”；Step 3:教师让学生做书本上的练习题，以小
37、组为单位用所学的单词和句型互相询问；最后教师设置了“去水果摊卖水果的活动”。,案例1,“Whats your favorite fruit?”,Step 1:教师首先让学生拼读上一节课已学过的水果、食物单词，然后教师用英语描述水果的特征，学生猜单词；教师在学生说出汉语后板书新授的英文单词并带读。Step 2:教师借助卡片用英语口头表达他本人喜欢的三种水果，由此引出favorite的用法和本课的重点句型“Whats your favorite fruit? I like/I dont like”； Step 3:学生两人一组，边击掌边操练句型，随后学生在小组内用该句型互相询问Step 4:教师发
38、给每个学生一张采访表，学生对其他小组的同学和老师进行采访，询问喜欢吃的水果，采访结束后在全班汇报,案例2,Step 1:教师首先让学生拼读上一节课已学过的水果、食物单词，然后教师用英语描述水果的特征，学生猜单词；教师在学生说出汉语后板书新授的英文单词并带读。Step 2:教师借助卡片用英语口头表达他本人喜欢的三种水果，由此引出favorite的用法和本课的重点句型“Whats your favorite fruit? I like/I dont like”； Step 3:学生两人一组，边击掌边操练句型，随后学生在小组内用该句型互相询问Step 4:教师发给每个学生一张采访表，学生对其他小组的
39、同学和老师进行采访，询问喜欢吃的水果，采访结束后在全班汇报。,Step 1:猜教师用布蒙上的果篮中的水果，猜中的有奖。学生踊跃参与，有的学生遇到不会的单词就用汉语猜，拿到奖品的学生兴高采烈。Step 2:教师板书要学的单词并带读，再播放录音，让学生听对话，重点学习其中的新句型“Whats your favorite fruit? I like/I dont like”；Step 3:教师让学生做书本上的练习题，以小组为单位用所学的单词和句型互相询问；最后教师设置了“去水果摊卖水果的活动”。,VS,1. 活动要有明确的交流目的、真实的交流意义和具体的操作要求,2 活动的内容和形式要贴近学生的实际
40、生活,交际活动的设计,交际活动的设计,These are my parents.,My father is a bus driver.,This is my wife.,She is a teacher.,These are my son and daughter.,They are students.,My mother is a nurse.,交际活动的设计,1. 活动要有明确的交流目的、真实的交流意义和具体的操作要求,2 活动的内容和形式要贴近学生的实际生活,3 活动应有助于学生学会用英语做事情，特别是用英语获取、处理和传递信息，从而达到实际语言运用能力的提升。,Communicativ
41、e Language Teaching,ALM VS CLT,1.听说法和交际法都强调一个“练”字。不同的是听说法练的内容是教师精心安排准备的，课文材料大都经过删改加工以配合某语法项目或句型重点。学生在课堂上处于被动，在教师的控制下反复地、机械地练。交际法鼓励学生随意说、即兴说，学生在教师的指导下用真实的语言在非排练的场景练。 2.听说法重视如何说，交际法强调说什么。 前者重形式，后者看内容。3. 在教师的作用方面，听说法的教师是课堂的中心，指挥和控制学生训练；时刻注意要学生对“刺激”做 出正确的“反应”，即说出正确的语句；及时给于鼓励以使其“反应”得到强化和固定。对学生的语音语法错 误，随时
42、随地给予纠正，让学生从开始就养成说正确语句的习惯。,(7) Teaching methods in the 20th century:,Task-based Language Teaching (TBLT)任务型教学,Task-based Language,闻之不若见之；见之不若知之；知之不若行之；学至于行而止矣。行之，明也 -Hsun Tzu 荀子 儒效篇,Tell me, and I will forget. Show me, and I will remember. Teach me, and I will understand. Involve me, and I will learn
43、.”,1,任务vs练习,任务的定义,任务的类型,Task-based Language Teaching (TBLT)任务型教学,Exercise 1,例1 word formation Noun Adjective Verb Comfort _ _ _ Strong _ _ _ Perform,Exercise 2,例2 把下列主动语态句子改写成被动语态句子He likes music. (Music is liked by him.)Many people speak English. (English is spoken by many people.),Exercise 3,例3 wr
44、ite in the correct word who/that/which/where/when/whom/whoseI can remember the time _ it was difficult to make international phone calls.We took a photo of a rocket, the length of _ was about 30 meters.,Task,用英语Can you.问全班同学，他们能够做哪些事情。完成信息收集任务，把同学名字填入表格。,练习-以形式为焦点form任务-以意义为焦点meaning,Task-based Lang
45、uage Teaching (TBLT)任务型教学,任务VS练习,任务的定义,任务的分类,“Task is a goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings not producing specific language forms.” (Willis 1996)目标为导向 意义优先 注重交际,1 Role play: 一个学生扮演购物者，备有一份购物单和100元钱。另外一个学生扮演售货员，尽快售出货品。2 把动词be 的所有人
46、称形式写出来，并且用它们分别各造一个真实的句子。3 下面有一些素质，哪些是小公司经理应该有的重要素质。 Normally patient Strict on deadlines Sense of humor Listens to everyone Knows the competition Helps with personal problem 把它们按照重要程度，从上到下排列，并给出你如此排列的理由。,4 Role play: 一个学生扮演课本上对话的A，另一个学生扮演对话中的B，来台前表演时，表情、语气和动作尽量贴近实际生活。5 Join the pair of sentence toge
47、ther without commas. The room was very dusty. We took the photos in it.The panels are broad.The electricity is made from them.,Four components of a task,a purpose, a context, a process a product. Clark, Scarino and Brownell(1994:40),A purpose goal-orientedA context function information Tasks are act
48、ivities which emphasize meaning or information rather than language form.A process pre-task, task, post-taskA product non-linguistic,例1 Can you.Find someone who: name-can speak three languages-can use a computer-can make cakes-can ride a bike-can swim-can dance目标：用英语问全班同学，他们能够做哪些事情结果：完成信息收集任务，把同学名字填入表格意义/形式：这项任务虽然有交际目标、有结果，但学生是在练习句型。然而，学生不是机械重复句型，进行操练，而是带着交际目标去练习。在这项任务时，意义优先于形式。任务/练习：所以，我们说这是任务不是语言机能练习。,
