Foreign Language Teaching Theories.外语教学理论

ForeignLanguageTeachingTheoriesChapter4SurveyofFLTApproaches•ALinguisticinputBPsychologicalinputCOtherinputs•1Linguistictheories1PsychologicaltheoriesSociological•2Pedagogicalpresen-2Pedagogicalpresen-Pedagogical•tationoflinguistictationofpsychologicaletc•theoriestheories•3Selectedelements3Selectedelements•fromA2:fromB2:•AppliedlinguisticsPsycholinguistics•Approach•Syllabus•Method•Materials•TheGenesisofanApproach4.1Introduction•Theneedforeducationalfacilitiesforlargegroupsoflearnersdidnotoccuruntiltheever-growingdemandforFLTbeginningthe19thcentury.•InancientGreeceandRomewhenonlyafewsoughttolearnanL2,thecommonprocedurewastohireaprivatetutor.•IntheMiddleages,Latinwastaughttothenon-initiatedinanintensiveanddirectway:itwasthemediumofinstructionforallsubjectsrightfromthebeginning.•IntheRenaissance,peoplewhowantedtolearnanL2weresenttothecountryinquestion,toacquirethenecessarypracticalskillsthroughdirectcontactwithspeakersofthatlanguage.•FLTinclassicaltimes,intheMiddleAgesandintheRenaissanceshowedinitsapproachesaspectswhichcanalsobefoundinlaterapproaches.Butarealsenseofapproach/methodcouldonlyoccurwhenthedemandforFLTincreaseddramaticallyinthe19thcentury.•Generallythepreferenceinthe18thcandamajorpartofthe19thcwasforthegrammar-translationmethod,andthatthedirectmethodbecamethevogueroundabout1900.•Itisinterestingtonotethatthechangeinmethodsislittletimeboundandforourdaysthetwomethodscontinuetoexistinsomeformorother.•Therehavebeensomeattemptsattheclassificationofmethods.Someclassificationsrelatetothe‘what’ofFLT:formalvsfunctional;theformalapproachconsidersknowledgeaboutalanguagetobemoreimportantthanpracticalskillsinthatlanguage,whereasthefunctionalapproachconsiderspracticalskills,esp.oralskills,tobethemainobjective.•Someclassificationsrelatetothe‘how’intheFLT:analyticvssynthetic;intheformerthelearnerisexpectedtoachieveacommandoftherulesofthelanguagedirectlyfromcontactwithsamplesofthelanguage,whileinthelatter,he/sheattainssuchacommandindirectly,i.e.viaexplicitinstructionintherulesofthelanguagetobelearned.Similardistinctionsare:directvsindirect,inductivevsdeductive,empiricistvsrationalist.4.2Theapproaches/methods•4.2.1Thegrammar-translationmethod•AmethodwhichemphasizestheteachingofL2grammarandtranslationpracticesfromandintotheL2•LisasystemofrulestobeobservedintextsandtoberelatedtoL1rulesandmeanings.Llearningisanintellectualactivityinvolvinglogicalanalysisofthelanguage,extensivememorizationofcomplicatedrulesandparadigms,andtheapplicationoftheserulesandparadigmsintranslationexercises•Littlethoughtwasgiventoteachingaural/oralcommunication•4.2.2Thedirectmethod•AmethodthatemphasizesdirectassociationofL2utteranceswithdenotedobjects,actions,andpersons.•Lisspoken.Lteachingshouldbebasedonphonetics.LlearningisanalogoustoL1acquisition,whichshouldgiveemphasisonsoundsandsimplesentencesanddirectassociationoflanguagewithobjectsandpersonsoftheimmediateenvironment.4.2.3Thereadingapproach•Amethodthatdeliberatelyrestrictsthegoaloflanguageteachingtotraininginreadingcomprehension.•Amethodwhichputsstressonautonomoussilentreadingandindividualreadingrate,characterizedbydetailedinstructionsonreadingstrategies,vocabularycontrol,gradedreadingmaterials,andrapidreadingtechniques.4.2.4Theaudio-lingualapproach•Anapproachwhichemphasizestheprimacyoftheaudiolingualoverthegraphicskills•Lisasystemofconventionalsigns,asetofhabits.Lisvirtuallyastreamofspeechsounds.•Bloomfield:‘Llearningisoverlearning:anythinglessisofnouse.’•Thenaturalsequenceofthefourskillsinlearningthenativelanguageisstrictlyfollowed.•Followingtheprevailingnotionsofphysicalscientists,thestructuralistlinguistsadoptedastronglyempiricalandinductiveapproachtothedescriptionoflanguage.Theparalellwithphysicsisveryclear:physicalobjects‘cut’intosmallerandsmallerpiecesuntiltheultimate–theatom–isreached.Thestructuralistprocedure–calledimmediateconstituentanalysisorICanalysis–isto‘cut’thecomponentsofthesentencesintotheirimmediateconstituents,one‘cut’atatime,untiltheprocesscannotbecontinuedandthefundamental‘building-blocks’ofthesentence–themorphemes–havebeenreached:•TheGermanschangedmoneyatthebankCut•1TheGermans\changedmoneyatthebank•2TheGermans\changedmoney\atthebank•3TheGermans\changed\money\atthebank•4TheGermans\changed\money\at\thebank•5TheGermans\changed\money\at\the\bank•6The\Germans\changed\money\at\the\bank•7The\Germans\chang\ed\money\at\the\bank•8The\German\s\chang\ed\money\at\the\bankCut68173245•Theanalysisisataxonomywhichcanshowsyntacticrelationshipinaclearwaybymeansof‘slots’and‘fillers’ofthoseslots:theslotdirectlybeforesuchitemsasGermansandbanketccanhavefillerslikethe,this,those,some,many…•Thecategoriesarearrivedatinapurelymechanicalmanner.Hence‘noun’isdefinedasanyitemwhichcanoccurintheslotimmediatelyafterthe.4.2.5Situationallanguageteachingororalapproach•Amethodinwhichtheselection,organizationandpresentationoflanguageitemsisbasedonsituations•Newteachingpointsarepresentedandpractisedthroughsituations4.2.6Theaudiovisualmethod•Amethodthatmakesanintegrateduseofthevisualcomponent–filmstrip-andthe