《语言教学的流派》课程教案.docx

《语言教学的流派》课程教案.docx

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《语言教学的流派》课程教案

《语言教学的流派》课程教案

教材介绍：

20世纪外语教学蓬勃发展，教学法的研究也发展很快。

一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。

JackC.Richard和TheodoreS.Rodgers所著的ApproachesandMethodsinLanguageTeaching一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。

ApproachesandMethodsinLanguageTeaching

1、 Approachandmethod

2、 Languageteaching---secondlanguageteachingorforeignlanguageteaching

Thisbookisabookonthehistoryoflanguageteaching,butit’smorethanthat.Accordingtotheauthors,theaimofthisbookistopresentanobjectiveandcomprehensivepictureofaparticularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfandallowsreaderstomaketheirownappraisals.Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductiontocommonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemethods.Thegoalistoenableteacherstobecomebetterinformedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions.

第一章      Abriefhistoryoflanguageteaching外语教学简史

本章主要介绍20世纪以前的外语教学简史,通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。

在这章中，我们将了解两种传统的教学法：

TheGrammar-TranslationMethod（语法翻译法）和TheDirectMethod（直接法）

第二章      Thenatureofapproachesandmethodsinlanguageteaching外语教学法理论与方法的性质

本章为以后的分析立下了一个基本的理论分析框架（framework）。

在这个框架中，教学法包括三个部分：

1、 Approach（理论）：

语言理论和学习理论

2、 Design（设计）：

教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用

3、 Procedure（教学步骤）

Thischapterwillpresentamodelforthedescription,analysis,andcomparisonof

methods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.

第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。

第三章      TheOralApproachandSituationalLanguageTeaching口语法和情景法

第四章      TheAudiolingualmethod听说法

第五章      CommunicativeLanguageTeaching交际法

第六章      TotalPhysicalResponse全身反应法

第七章      TheSilentWay沉默法

第八章      CommunityLanguageLearning社团学习法

第九章      TheNaturalApproach自然法

第十章      Suggestopedia暗示法

Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirstsectionofthechapter.

Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethodisconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions.

第十一章教学法的比较和评估

这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。

Thischapterexaminesmethodsfromabroaderframeworkandpresenta

curriculum-developmentperspectiveonmethodology.

第一章Abriefhistoryoflanguageteaching外语教学简史

Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.

Changesinlanguageteachingmethodsthroughouthistoryhavereflected

a.             Recognitionofchangesinthekindofproficiencylearnersneed（oralproficiencyorreadingcomprehension）

b.             Changesintheoriesofthenatureoflanguageandoflanguagelearning.

一、500年前：

1、拉丁语的地位

2、拉丁语的教学法

3、thedeclineofLatin

4、受拉丁语教学法影响的modernlanguage（如英语、德语、法语等等）的教学法

这种方法就是TheGrammar-TranslationMethod

二、TheGrammar-TranslationMethod

1、对这种方法的评价

2、这种教学法的主要特点：

7点

thegoalofforeignlanguagelearning

readingandwriting/speakingandlistening

vocabularyselection

sentence

accuracy

grammar

thestudent’snativelanguage

3、对这种教学法的批评

三、Languageteachinginnovationsinthe19thcentury

1、Increasedopportunitiesforcommunication:

oralproficiency

2、Individuallanguageteachingspecialists:

C.Marcel:

emphasizedtheimportantmeaninginlearning

T.Prendergast:

proposedthefirst“structuralsyllabus”

F.Gouin:

“series”

四、TheReformMovement

1、语言学的发展：

TheInternationalPhoneticAssociation（1886年）

2、Reformer的观点

HenrySweet:

ThePracticalStudyofLanguages（1899年）

WilhelmVietor:

LanguageTeachingMustStartAfresh

共同的观点：

6点

thespokenlanguage

phonetics

hearthelanguagefirst

wordsandsentences

therulesofgrammar

translation

3、naturalmethods的兴起，其中一种就是众所周知的DirectMethod

五、TheDirectMethod

1、 倡导者：

Gouin；Sauveur

foundation:

naturallanguagelearningprinciples

2、 BerlitzMethod:

principlesandprocedures

guidelines

3、drawbacks

六、TheColemanReport：

1929intheUnitedStates

七、method到底是什么？

thegoalsoflanguageteaching

thebasicnatureoflanguage

theselectionoflanguagecontent

principlesoforganization,sequencingandpresentation

theroleofthenativelanguage

process

bestteachingtechniquesandactivitiesandcircumstances

Particularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods.

Questionfordiscussion:

从语法翻译法到直接法，有了哪一些进步？

.

第二章  外语教学法理论和方法的性质

Inthischapter,wewillclarifytherelationshipbetweenapproachandmethodandpresentamodelfordescription,analysis,andcomparisonofmethods.Andthismodelwillbeusedasaframeworkforoursubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.

一、Approachandmethod

1、 themodelofEdwardAnthony（1963）

approach:

asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning

method:

anoverallplanfortheorderlypresentationoflanguagematerial

technique:

whichactuallytakesplaceinaclassroom

Anthony’smodelservesasausefulwayofdistinguishingbetweendifferentdegreesofabstractionandspecificityfoundindifferentlanguageteachingproposals.

2、 themodelofMackey（1965）

Mackey’smodeloflanguageteachinganalysisconcentratesonthedimensions（规模，大小）ofselection,gradation,presentation,andrepetitionunderlyingamethod.（textbooks）

3、 Anthony’smodel的不足：

a）        Nothingissaidabouttherolesofteachersandlearners.

b）       Itfailstoaccountforhowanapproachmayberealizedinamethod,orforhowmethodandtechniquearerelated.

4、 Ourmodel（revisedandextendedAnthony’smodel）

approach---design---procedure

Amethodistheoreticallyrelatedtoanapproach,isorganizationallydeterminedbyadesign,andispracticallyrealizedinprocedure.

二、Approach:

thenatureoflanguageandlanguagelearning

1、 Theoryoflanguage:

threedifferenttheoreticalviewsoflanguageandthenatureoflanguageproficiency

Structuralview:

languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,whicharegenerallydefinedintermsofphonologicalunits,grammaticalunits,grammaticaloperations,andlexicalitems.

Functionview:

languageisavehiclefortheexpressionoffunctionalmeaning

Interactionalview:

languageisavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.patternsofexchangeandinteractionortheinclinationsoflearners

2、 Theoryoflanguagelearning

Alearningtheoryunderlyinganapproachormethodrespondstotwoquestions:

a.   Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

Process-orientedtheories:

habitformation;induction;inferencing;hypothesis

testing;generalization

b.     Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

Condition-orientedtheories:

thenatureofthehuman;physicalcontextinwhichlanguagelearningtakesplace

举例说明：

NaturalApproach（processandcondition）

Counseling-learning（conditions）

TotalPhysicalResponse（processandcondition）

SilentWay（conditions）

三、Design

1、 Objective目标

Differenttheoriesoflanguageandlanguagelearninginfluencethefocusofamethod.

Linguisticallyorientedorproduct-orientedobjectives:

oralskills

generalcommunicationskills

basicgrammarandvocabulary

Process-orientedobjectives强调过程的目标

判断教学法的objectives是process-orientedorproduct-oriented需要考虑两个因素：

a、 howmuchemphasisisplacedonvocabularyacquisitionandgrammaticalproficiency词汇习得和语法水平

b、 howgrammaticalorpronunciationerrorsaretreatedinthemethod

2、 Contentchoiceandorganization:

thesyllabus

subjectmatter（whattotalkabout）andlinguisticmatter（howtotalkabout）

contentissues:

theprinciplesofselectionandgradation

apriorsyllabusesandaposteriorisyllabuses

3、 Typesoflearningandteachingactivities

theuseofdifferentkindsofactivities

differentusesforparticularactivitytypes

activitytypes

4、 Learnerroles

thetypesofactivitieslearnerscarryout

thedegreeofcontrollearnershaveoverthecontentoflearning

thepatternsoflearnergroupingsadopted

thedegreetowhichlearnersinfluencethelearningofothers

theviewofthelearnerasprocessor,performer,initiator,problemsolver

5、 Teacherroles

Teacherrolesarerelatedtothefollowingissues:

thetypesoffunctionsteachersareexpectedtofulfill

thedegreeofcontroltheteacherhasoverhowlearningtakesplace

thedegreetowhichtheteacherisresponsiblefordeterminingthecontentofwhatistaught

theinteractionalpatternsthatdevelopbetweenteachersandlearners

learner-teacherrelationships:

asymmetricalkinds不对称类型

symmetricalkinds对称类型

6、 Theroleofinstructionalmaterials教学材料的作用

theprimarygoalofmaterials

theformofmaterials

therelationofmaterialstoothersourcesofinput

theabilitiesofteachers

四