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1、英语课程与教学论新编英语课程与教学论新编0903 赵蒙 020901101Schools of English Teaching MethodologylThe Grammar-Translation MethodlThe Direct MethodlThe Audio-lingual MethodlThe Cognitive ApproachlThe Communicative ApproachlTask-based Language TeachingThe Grammar-Translation Method1.Background2.Theoretical Basis3.Basis Pr
2、inciple4.Summary and Comments1.Background (1)The history of the Grammar-Translation Method is not fully and carefully documented.However,there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century.The second impetus for
3、the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries.1.BackgroundlSome people believed that the mind of human beings could be trained by logical analysis of the classic language,extensive memorization of complicated rules and paradigms
4、 and translation between languages.l(4)In the 19th century,more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation Method became the principal method of teaching modern languages in schools.2.Theoretical Basisl（1）Theory o
5、f language The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.l（2）Theory of learning The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.3.Basis Principlel（1）Main featuresl（2）Objectivesl（3）Technique
6、sl (4)Exemplificationl1.Grammar is the core of language,and language materials are arranged according to the grammar system.l2.The main teaching activities are analysis,explanation and translation.l3.The major practice is translating from and into the target language.l4.The teaching focus is reading
7、 writing.l5.First language is the main medium of instruction.l6.The sentence is the basic unit of language teaching and learning.l7.Language accuracy is emphasized.（1）Main features（2）ObjectiveslThe objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the
8、learners:lto read and translate its literature;lto understand the target language;lto help develop their minds;lto gain a better understanding of the first language.（3）TechniqueslReadinglTranslationlDeductive teaching of grammarlAnalysis and comparisonlMemorizationlReading comprehension questionslWr
9、itten work(4)ExemplificationlPhase One A.The teacher reads and explain the new words and expressions in the first language.B.The teacher teaches the new grammar with deductive method.lPhase Two A.Students are asked to read a few sentences out aloud and translated them into the first language.B.The t
10、eacher analyses some difficult sentence and translates them into their native language.(4)ExemplificationC.Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves.lPhase ThreeA.Students are asked to write the answers to the questions abo
11、ut the reading passage.B.Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.4.Summary and Commentsl(1)Main Advantagesl(2)Disadvantages(1)Main AdvantageslIt makes use of the first language.In Grammar-Translation Method,the first language is mai
12、ntained as the reference system in the learning of the second language.lIt helps students develop reading comprehension and production of written language.lIt is easy for teacher to use.The Grammar-Translation Method makes few demands on teacher although it often creates frustration for students.It
13、is relatively easy to apply.(2)Disadvantages Overemphasis on translation,dependence on first language.Overemphasis on translation can never emancipate the learners from dependence on the first language.Too much emphasis on reading and writing,neglect of listening and speaking.It put too much emphasi
14、s on reading and writing and neglects listening and speaking.(2)DisadvantageslNot meeting the communicative and practical needs of the students.Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation.The texts are mostly tak
15、en from literary works.The language learned often doesnt meet the practical needs of the learners.lRote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.The Direct MethodBackgroundTheoretical BasisBasic PrinciplesExe
16、mplificationSummary and CommentsThe Direct Method1.BackgroundUse the natural way to communicate,like a baby learning its mother tongue.In the late 19th century in Europe,for economic development,the communication among nations became more frequent.Foreign languages learning was highly demanded.The D
17、irect MethodlOral communication became the main goal of foreign language teaching.lRevolution to Grammar Translation Method.One of the revolutionists was Francois Gouin.lFirst introduced in France and Germany.lBerlitz(Maximilian D.Berlitz,1852-1921)used extensively in Rhode Island,USA,and opened the
18、 first language school The Direct Method2.Theoretical Basis The theory of language mainly derives from the following views proposed by the innovators and reformers of the 19th century:Every language has its own structure and cannot be forced into the straitjacket of Latin grammar.Speech patterns rat
19、her than grammar should be the fundamental elements of language.The Direct MethodlTraining in phonetics will enable teachers and students to pronounce the language accurately.lThe sentence is a more useful unit of language instruction.The verb no less important than the noun to which language pedago
20、gy had previously paid much more attention.The Direct Method3.Basic Principles(1).Main featuresThis method aims at developing the students ability to communicate in the target language.The first language and translation exercises are completely avoided.The syllabus used in the Direct Method is arran
21、ged semantically according to situations to topics.(2).ObjectivesThe objectives are to foster the students ability to communicate in the target language.The Direct Method(3).Techniques In order to realize the goal of teaching,a Direct Method teacher is usually found using the following techniques:Di
22、rect association Question and answer exercises Conversation practice Error correction Dictation The Direct Method(4).Inductive teaching of grammar Grammar is by no means taken for granted by most practitioners of the Direct Method.lListening comprehension takeslGraded composition The Direct Method4.
23、ExemplificationClassroom procedures in the Direct Method can be roughly divided into three phase:(1).Presentation by direct association(2).Oral practice in the target language(3).Consolidation with written workThe Direct Method5.Summary and Comments(1).AdvantageslIt is necessary in efficient real co
24、mmunication.lIt is important in achieving automaticity of using the target language.lSpecial attention paid to pronunciation and intonation is desirable in teaching spoken language.lIt is strategic in fostering the four skill.lIt makes foreign language learning more natural and efficient for student
25、s to understand.The Direct Method(2).DissatisfactorylIt results in the exclusive tongue occasionally troubles the Direct Method in teaching the meaning of abstract concepts.lIt is difficult for students to safeguard against mistakes and self-correct them with the guidance of the rules of the target
26、language.lIt requires teachers who have native-speaker-like fluency in the target language.The Audio-Lingual MethodlBackgroundlTheoretical BasislBasic PrincipleslObjectiveslTechniqueslExemplificationlSummary and CommentsBackgroundlThe Audio-Lingual Method is in origin mainly America.It was developed
27、 in the U.S.during the Second World War.lIn 1914 the first English Language Institute in the U.S.was established in the University of Michigan.lIt provided the methodological foundation that formed the basis of such widely used series as the Lado English Series,English 900 and Success With English.T
28、heoretical BasisTheory of languageTheory of learningTheory of language The theory of language underlying Audio linguals was derived from a view proposed by American linguists in the 1930s and the 1940s.The view then came to be known as structural linguistics which views language as a system of struc
29、turally related elements for the expression of meaning.Theory of learninglFive slogans:lLanguage is speech,not writinglA language is what its native speakers say,not what someone thinks they ought to saylLanguages are differentlA language is a set of habitlTeach the language,not about the languageBa
30、sic PrinciplesThere are five features of the Audio-Lingual Method:lSeparation of language skills into listening,speaking,reading and writing,with emphasis on the teaching of listening and speaking before reading and writing.lUse of dialogues as the chief means of presenting the language.lEmphasis on
31、 certain practice techniques:mimicry,memorization,and pattern drills.lDiscourage the use of the mother tongue in the classroomlUse of language laboratoryObjectiveslThe general objective of the Audio-Lingual Method is to enable the students to use the target language communicatively.l The objectives
32、of the Audio-Lingual Method are the development of mastery in all four language skills,begins with listening and speaking,and using these as basis for the teaching and writing.TechniqueslDialogues and drills form the basis of audio lingual classroom practice.lRepetition drilllSimple substitution dri
33、lllProgressive drilllTransformation drilllQuestion-and-answer drilllExpansion drilllClause combination drilllBackward build-up drilllChain drilllMini-dialogue(A：Completion B:Use of Minimal Pair)ExemplificationlIn a typical audio-lingual lesson the following procedures will be observed:lRecognitionlI
34、mitation and RepetitionlPatter DrillslFollow-up ActivitiesSummary and CommentslCharacters of the Audio-Lingual Method:lNew material is presented in dialogue formlThere is dependence on mimicry,memorization of set phrases and over-learninglStructures are sequenced by means of contrastive analysis and
35、 taught one at a timelStructural patterns are taught using repetitive drillslThere is little or no grammatical explanation.Grammar is taught by inductive analogy rather than deductive explanation.Summary and CommentslVocabulary is strictly limited and learned in context.lThere is much use of tapes,l
36、anguage labs,and visual aids.lGreat important is attached to pronunciation.lVery little use of the mother tongue by teachers is permitted.lSuccessful responses are immediately reinforced.lThere is great effort to get students to produce effort-free utterances.lThere is a tendency to manipulate langu
37、age and disregard content.contributionslIts among the first theories to recommend the development of a language teaching theory on declared linguistic and psychological principles.lIt attempts to make language learning accessible to large groups of ordinary learners.lThe Audio Lingual Method stresse
38、s syntactic progression and use pattern drills to help the students gain control over grammatical structures.contributionslIt leads to the development of simple techniques of varied,graded,and intensive practice of specific features of language,and more scientifically selected and systematically arr
39、anged materials and structural patterns to go with.lIt develops the separation of the language skills into a pedagogical device.The Cognitive Approach1、Background2、Theoretical Basis3、Basic Principles4、Exemplification5、Summary and Comments The Cognitive Approach is an approach to foreign language tea
40、ching which is based on the belief that language learning is a process which involves active mental process and not simply the forming of habits.Background The decade of the 1960s saw a revolution in linguistic theory.In linguistics,the structural school gave away to the generative school with its b
41、eginning in the early 1960s.Theoretical Basis(1)Theory of language(2)Rejecting structural linguistics and behaviorism,the Cognitive Approach seeks in transformation-generative grammar and cognitive psychology a basis for second language teaching.(3)In 1959,Chomsky launched a strong attack upon Skinn
42、ers Verbal Behavior which had become rightly famous.(4)Theoretical Basis l Chomsky maintained that language is not a form of behavior.On the contrary,it is an intricate rule-based system and a large part of language acquisition is the learning of this language competence that a child gradually acqui
43、res,and it is this language competence that allows to be creative as a language user.(2)Theory of learning The Cognitive Approach lays emphasis on innate organizing principles in human perception and learning.In Cognitive Approach,the teacher is seen as an active participate in the learning process,
44、using various mental strategies in order to sort out the system of the language to be taught.Basic Principles(1)Main features(2)Objectives(3)Techniques(1)Main featuresThe Cognitive Approach concentrates on the learners process of knowing rather than on mechanistic procedures imposed upon him by the
45、teacher.Teachers were warned not to teach grammar,they were required to tell the learner about the language.The Cognitive Approach believes that learners play a decisive role in foreign language(2)Objectives The goal of the Cognitive Approach is to develop in the students the same type abilities pos
46、sessed by native speakers,and to develop the students ability to the point at which they have a minimum control over the rules that allows native speakers to create the language necessary to communication.(3)Techniques The Cognitive Approach emphasizes the conscious teaching of grammar or of languag
47、e rules.It seeks the intellectual understanding by the learner of the language as a system.Exemplification(1)Introduction of new materials(2)Exercises(3)Application activities(1)Introduction of new materials The first step in the classroom is to present all new sounds,vocabulary,and structures in a
48、manner meaningful to each student.The purpose of this introduction part is to develop students comprehension of the language and prepare the students for the next two procedures.(2)Exercise Exercises are designed to consolidate the understanding of the new material,to help the students learn to mani
49、pulate and to remember these forms,and building up language competence.(3)Application activities The teachers assign reading or listening comprehension passages for the students to study.Then the teacher can guide the students to engage in producing their own thoughts in the target language.Summary
50、and Comments Cognitive theory is principally a critique of audiolingualism in the light of theoretical and practical weakness of the psycholinguistic.Another characteristic of the Cognitive approach is:it utilizes all four skills of listening,speaking,reading,and writing from the beginning of the co