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1、 It is an approach which put emphasis on the drill-based manner of the sentence pattern practice orally in a given situation.Situational ApproachSituational ApproachListening practiceChoral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-Answe
2、r drilling CorrectionIt emphasizes the teaching of listening and speaking before reading and writing. Dialogues is the main form of language presentation and drills as the main training techniques. The Audio-Lingual ApproachThe Audio-Lingual Approachphonlogical and grammaticalDrill and pattern-pract
3、ice exercises: repetitionrestatementtransformationintegrationrejoinderrestoration completioninflectionreplacementtranspositionexpansioncontractionsentencewordlListening practicelRepetition and memorization of the dialogue ( pronunciation/intonation/fluency/correction)l Drills of the certain structur
4、es minimized grammatical explanationlSubstitution activity by students (their interest)lFollow up activities(language laboratory)Early practice focus on mastery of phonological and grammatical structures rather than on mastery of vocabulary, beacause the structure is the important and unique part of
5、 the language.meaning : linguistic and cultural context. lIt is one possible solution to bridge the gap between classroom language teaching and real-life language use.lThe goal is to develop students communicative competence.lIt includes both the knowledge about the language and the knowledge about
6、how to use the language appropriately in communicative situations. Communicative Language TeachingvCommunicative Language Teachinginstrumental/personal/imaginative/regulatory/representational/interactional/heurisitcmatch of speaker intention and hearer interpretation: paraphrase/confirmation/feedbac
7、ka) integrated and content levelb) linguistic and instrumental levelc) affective leveld) individual learning needse) curriculumstep1. Presentation of dialogue related to the learners experience with the discussion of the function and situationstep2. Oral practice of each utterance of the dialogueste
8、p3. Questions and answers based on the dialoguestep4. Questions and answers related to the students personal experience but centered around the dialogue themestep5. Study one of the basic communicative expressions in the dialogue or one of the structures which shows the function.step6. Learner disco
9、very activities (the functional expression or structure)four points: oral and written forms/ position in the utterance/ formality or informality/grammatical function and meaningstep7.Oral intepretation activitiesstep8.Oral production activities-proceeding from guided to freer communication activitie
10、s.lpre-communicative activities:structural activitiesQuasi-communicative activitieslcommunicative activities:functional communication activitiessocial interaction activitiesIt is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims t
11、o foster naturalistic language acquisition in a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious grammar study and explicit correction of student errors. The natural approach is a method of language teaching developed by Stephen Krashen and
12、 Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this endThe Natural ApproachThe Natural Approacha view of language that consists of lexical items, structures and messagesa)essentially lexical, subordination of gramm
13、arb)a vehicle of communicating meanings and messagesc)the understanding of I+1 level structureslexical items are grammatically structured,more complex messages involve more complex grammatical structurekrashens language acquisition theorya)The acquisition/learning hypothesisb)The monitor hypothesisc
14、)The natural order hypothesisd)The input hypothesise)The affective filter hyothesis (motivation, self-confidence, anxiety)1. time2. focus on form3. knowledge of rulesFour main issue of the input hypothesis-acquisition-I+1-fluency-sufficient comprehensive input -foreigner talk- presentation of compre
15、hensible input learner speech after preparation one-word answers answers using the words they have heard used by the teacher(realia is the focal point for questions) acquisition activities -the discussion of the whole classroom or groups or pairs, role plays, games in which students shares personal
16、information and opinoinsIt claims that real language learning immerses Ss not merely in comprehensible input but also output in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.It focus on learning process, not product.Tasks are the core unit of in
17、struction in language.TaskBased Language TeachingTaskBased Language Teaching Gradation of tasks:the difficulty of a task: many factors, such as previous experience of the learner, the complexity of the task, the language required to undertake the task, the degree of support availableSyllabuslselecti
18、on of the tasks: real-world tasks & pedagogical tasksprocess rather than the lerning product of specific skills and contentl ordering of tasksa. input text b. procedures (external operations & the cognitive operations) c. output required: language items / skills / world knowledge (topic content) / t
19、ext handling or conversation strategiesd. amount and type of help givene. role of teachers and learnersf. time allowedg. motivationh. confidencei. accountability systemPretask activitiesTask activityPosttask activitiesPretaskThe task cycleThe language focusThe Task CyclelTask spontaneous, explorator
20、y talk and confidence building, within the privacy of the small group.l planning preparation for the report stage clarity, organization, and accuracy for appropriate public presentation peer editing and use of dictionariesl report The Language Focusl analysis language-focused tasks l practice repeti
21、tion momory challange games based on the language analysis already on the blackbord for progressive deletion sentence completion matching activityThank Yousix criteria for communicative activities1. Communicative purpose; (information gap)2. Communicative desire; (real need)3. Content VS form; (mess
22、age)4. Variety of language; (not just one language form, free to improvise/create)5. No teacher intervention; 6. No material control.TIPSBackground1. The situational approach was questioned. creativity and uniqueness of individual sentences linguistic variation becomes the focus of the materials and
23、 methodology2. the emphasis on the functional and communicative potential of language VS the mere mastery of structures3. Wilkins described two types of meaning, the notional categories and categories of communicative functions. Background1. ASTP value of an intensive, oral-based approach to foreign
24、 language learning the aural-oral procedures2. Changes of international status the emergence of American approach to ESL Charles Fries: the Oral Approach structural linguistic theory and contrastive analysis3. the launching of the first Russian satellitecombination of structural linguistic theory, c
25、ontrastive analysis, aural-oral procedures and Behaviorist psychologyCommunicativefocus on communicative and contextual factorslearner-centered and experience-centered view preconceptions (otherwise confusion or resentment) interaction with classmates rather than teachers coorperation no text no pre
26、sentation of grammar rules nonstandard classroom arrangenment correction of errors is absent or infrequentThe role of the learner negotiator, communicator, contributor, interdependentthe role of teachersfacilitator of the communication process(participants, activities, texts)independent participant:
27、 organizer of the resourses and as a resourse himselfguide researcher and learnerneeds analyst the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation,and feedback.counselorgroup process manager organize the classroom as a setting for communication and
28、 communicative activitiesSituational Approach1. over-emphasis on the language form ignorance on communicative ability. 2. monotonous drills3. other skills1. Difficult to tailor syllabus to students needs.2. Fossilization of learners errors3. Unclear about how rules of use can be taught.match of spea
29、ker intention and hearer interpretation: paraphrase/confirmation/feedback1. over-emphasis on the language form ignorance on communicative ability. 2. monotonous drills3. other skillsDifferences between the Direct Method:a)less emphasis on teacher monologues, direct repetition, and formal questions a
30、nd answersb)less focus on accurate production of target-language sentencesc)emphasis on exposure, or input, rather than practiced)optimize emotional preparedness for learning e)prolonged period of listening before oral productionf)willingness to use written and other materials as a source of comprehensible inputtips