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FLTM:foreignlanguageteachingmethodologyisasciencewhichstudiestheprocessesandpatternsofforeignlanguageteaching,aimingatrevealingthenaturalandlawsofforeignlanguages.MajorapproachesinFLT:Grammar-translationmethod(deductive演绎法)Directmethod(inductive归纳法)Audio-lingualmethodHumanisticapproaches:thatemphasizethedevelopmentofhumanvalues,growthinself-awarenessandintheunderstandingofothers,sensitivitytohumanfeelingsandemotions,andactivestudentinvolvementinlearningandinthewayhumanlearningtakespalaceThesilentwaySuggestopediaCommunitylanguagelearning(CLL)Totalphysicalresponsemethod(TPR)Thenaturalapproach(NA)Thecommunicativeapproach(CA)Anapproachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadleaning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtaught.Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,therecanbemanymethods.Atechniqueisimplementation---thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbconsistentwithamethod,andthereforeIharmonywithanapproachaswell.Viewsonlanguage:Structuralview:thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaningproducedbysoundcombinations(morphology);andthesystemofcombiningunitsofmeaningforcommunication(syntax).Functionalview:thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Functionalactivities:offering,suggesting,advising,apologizing,etc.Internationalview:considerslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.Process-orientedtheories:areconcernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheories:emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,thekindofinputlearnersreceives,andtheatmosphere.Behavioristtheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Cognitivetheory,languageisnotaformofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Constructivisttheory,believesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Socio-constructivisttheory,similartoconstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Ethicdevotion,professionalqualitiesandpersonalstylesCLT:communicativelanguageteachingTBLT:task-basedlanguageteachingThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.P16Hedgediscussesfivemaincomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.HowattproposesaweakandastrongversionofCLT.Weakversion:learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.---theweakversionregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearnerstodeveloptheabilitytousethemforcommunication.Strongversion:languageisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsystemintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.Communicativeactivities:P24Tasksareactivitieswherethetargetlanguageisusedbytheleanerforacommunicativepurpose(goal)inordertoachieveanoutcome.Fourcomponentsofatask:apurpose,acontext,aprocess,andaproductTasksfocusonthecompleteactofcommunication.(Purposeful&contextualizedcommunication).Exercisesfocusthestudents’attentionontheindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.(Focusonindividuallanguageitems)Exercise-taskcomeshalfwaybetweentasksandexercises,consistsofcontextualizedpracticeoflanguageitem.PPP:forteachinganewstructure-basedlesson,contentlesson,presentation(introducesnewvocabularyandgrammaticalstructures),practice(thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary)andproduction(thestudentsareencouragedtousewhattheyarelearnedandpracticedtoperformcommunicativetasks)Theimportanceoflessonplanning:1.anunpreparedteacherbeginsofadisastrouslesson.2.Anunpreparedteacherreceiveslesstrustandcooperationfromthestudents.3.Thestudentsaredifferent