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1、精选优质文档-倾情为你奉上语言教学的流派课程教案课程介绍：对外汉语教学是一门新兴的学科，属于应用语言学，狭义的应用语言学指的就是语言教学，因此对外汉语教学要从外语教学的研究中吸取营养。国外的外语教学研究较早，成果丰富，我们一定要去借鉴，才可能根据汉语特点来推动对外汉语教学法的研究。这门课程是对外汉语专业本科生的专业选修课，其目的在于让学生直接阅读外文资料，并在学习的过程中学习理论分析的方法，提高理论和学术素养。要求：1、 熟悉每章的key words2、 Make presentation in English3、 积极参加课堂讨论4、 认真预习和完成课后作业5、 期末考查方式：passage
2、 translation(英译汉) 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。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 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。Approaches and Methods in Language Teaching1、 Approach and method2、 Language teachi
3、ng - second language teaching or foreign language teaching This book is a book on the history of language teaching, but its more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided
4、 personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward i
5、ntroduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgmen
6、ts and decisions.第一章 A brief history of language teaching 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：The Grammar-Translation Method （语法翻译法）和 The Direct Method（直接法）第二章 The nature of approaches and methods in language teaching 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(f
7、ramework)。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） This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particu
8、lar language teaching methods and philosophies.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 The Oral Approach and Situational Language Teaching 口语法和情景法第四章 The Audiolingual method 听说法第五章 Communicative Language Teaching 交际法第六章 Total Physical Response 全身反应法第七章 The Silent Way 沉默法第八章 Community Language
9、Learning 社团学习法第九章 The Natural Approach 自然法第十章 Suggestopedia 暗示法Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter. Where a method or approach has n
10、o acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.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。This
11、 chapter examines methods from a broader framework and present a curriculum-development perspective on methodology.第一章 A brief history of language teaching 外语教学简史This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these meth
12、ods. Changes in language teaching methods throughout history have reflected a. Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b. Changes in theories of the nature of language and of language learning.一、500年前：1、拉丁语的地位2、拉丁语的教学法3、the decline
13、of Latin 4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法这种方法就是The Grammar-Translation Method二、The Grammar-Translation Method1、对这种方法的评价2、这种教学法的主要特点：7点the goal of foreign language learning reading and writing/speaking and listeningvocabulary selectionsentenceaccuracygrammarthe students native language 3、
14、对这种教学法的批评三、Language teaching innovations in the 19th century1、Increased opportunities for communication: oral proficiency 2、Individual language teaching specialists: C. Marcel: emphasized the important meaning in learning T. Prendergast: proposed the first “structural syllabus”F.Gouin: “series”四、The
15、 Reform Movement 1、语言学的发展：The International Phonetic Association（1886年）2、Reformer 的观点Henry Sweet: The Practical Study of Languages （1899年）Wilhelm Vietor: Language Teaching Must Start Afresh共同的观点：6点the spoken languagephoneticshear the language firstwords and sentencesthe rules of grammartranslation 3
16、、natural methods 的兴起，其中一种就是众所周知的Direct Method五、The Direct Method1、 倡导者：Gouin ；Sauveurfoundation: natural language learning principles 2、 Berlitz Method : principles and proceduresguidelines3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？the goals of language teachingthe bas
17、ic nature of languagethe selection of language contentprinciples of organization, sequencing and presentationthe role of the native languageprocessbest teaching techniques and activities and circumstancesParticular methods differ in the way they address these issues. We need to present a model for t
18、he description, analysis, and comparison of methods. Question for discussion:从语法翻译法到直接法，有了哪一些进步？500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead langua
19、ge. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences.In eighteent
20、h century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin. Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constr
21、ucted to show the grammar rules and had no relation to the language of real communication.By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method.What were the prin
22、cipal characteristics of Grammar-Translation Method?1、 the goal of foreign language study is to learn a language in order to read its literature or in order to benefit form the mental discipline and intellectual development that result from foreign language study.2、 Reading and writing are the major
23、 focus.3、 Vocabulary selection is based solely on the reading texts, and words are taught through bilingual word list, dictionary study, and memorization.4、 The sentence is the basic unit of teaching and language practice. This focus on the sentence is a distinctive feature of the method.5、 Accuracy
24、 is emphasized.6、 Grammar is taught deductively-by presentation and study of grammar rules, which are then practiced through translation exercises.7、 The students native language is the medium of instruction.Explain new items and make comparisons between the two languages.The goalHow to teach words?
25、How to teach grammar?What is emphasized?The role of the sentenceThe role of native languageIn the mid- and late nineteenth century, the Grammar-Translation Method was questioned and rejected in European countries. In the mid nineteenth century, increased opportunities for communication among Europea
26、ns created a demand for oral proficiency in foreign languages, but the public education system, that is secondary schools, was seen to be failing in its responsibilities.In Germany, England, France, new approaches to language teaching were developed by individual language teaching specialists. Each
27、of them use a specific method for reforming the teaching of modern languages.Marcel, Prendergast, GouinEducators recognized the need for speaking proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; there are an interest in how ch
28、ildren learn languages, which prompted attempts to develop teaching principles from observation and reflections about child language learning. But the ideas and methods of these innovators such as Marcel, Prendergast, Gouin were developed outside the context of established circles of education, so t
29、heir ideas failed to receive widespread support or attention.By the end of the nineteenth century, teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement in language teaching.From the 1880s, the discipline of ling
30、uistics was revitalized. Phoneticsthe scientific analysis and description of the sound systems of languageswas established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founded, the Internationa
31、l Phonetic Alphabet was designed. The IPA was to used to record accurately the sounds of any language in written forms. One of the earliest goals of the association was to improve the teaching of modern language. It advocated:1、 study the spoken language2、 phonetic trainingto establish good pronunci
32、ation habits3、 the use of conversation texts and dialogues4、 grammar is taught inductively5、 teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongueLinguists too became interested in the controversies that emerge
33、d about the best way to teach foreign languages. Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology. He set forth four principles for the development of teaching method:1、 select carefully what is to be taught2、 imposing limits
34、 on what is to be taught3、 arranging what is be taught in terms of the four skills4、 grading materials from simple to complexGerman scholar Welhem Vieter strongly criticized the inadequacies of Grammar-Translation Method and stressed the value of training teachers in the new science of phonetics. He
35、 argued that training in phonetics would enable teachers to pronounce the language accurately. In his opinions, speech patterns, rather than grammar, were the fundamental elements of language.Although the reformers in the late nineteenth century often differed in the specific procedures they advocat
36、ed for teaching a language, in general they believed that:1、 the spoken language is primary, methodology should be oral-based2、 phonetics should be applied to teaching and to teacher training3、 listening first4、 words should be presented in sentences, sentences should be practiced in meaningful cont
37、ext5、 grammar should be taught inductively6、 no translationThese principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of applied linguistics-that branch of language study concerned with the scientific study
38、 of second or foreign language teaching and learning.And at the same time, there was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to natural methods and the development of what
39、 came be known as the Direct Method.In fact at various times through the history of language teaching, attempts have been made to make second language learning more like first language learning. Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the fir
40、st years of his life, since Montaignes father wanted his son to speak Latin well.In the nineteenth century, L. Sauveur used intensive oral interaction in the target language, employing questions as a way of presenting and eliciting language. His method was refered to as the Natural Method. Sauveur a
41、rgued that a foreign language could be taught without translation, or the use of the learners native tongue, if meaning was conveyed directly through demonstration and action.In 1884, the German scholar Franke wrote on a monolingual approach to teaching. According to Franke, a language could best be
42、 taught by using it actively in the classroom. Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use of the foreign language in the classroom. Learners are able to induce rules of grammar. The teach
43、er replace the textbook in the early stages of learning. Known words would be used to teach new words, using demonstration and pictures.Direct Method was the most widely known of the natural methods. It was officially approved in France and Germany at the turn of the century and became widely known
44、in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. In face, Berlitz referred to the method in his schools as the Berlitz Method.Principles and procedures:1、 target language only2、 everyday vocabulary and sentences were taught3、 oral comm
45、unication skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes4、 grammar was taught inductively5、 new teaching points were introduced orally.6、 Concrete vocabulary and abstract vocabulary7、 Spe
46、ech and listening comprehension 8、 Correct pronunciation and grammar were emphasizedGuidelines for teaching oral language in contemporary Berlitz schools.The Direct Method was quite successful in private schools because of the high motivation of paying clients and the use of native-speaking teachers
47、. But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the practical realities of the classroom. Also, it lacked a sound basis in applied linguistic theory, and for this reason it was often criticized by the reformers of the Reform Movement. It required teachers who were native speakers or had native-like fluency in the foreign language. It was largely dependent on the teachers skills, and not all teachers were proficient enough in the foreign language. Critics also pointed out th