直接法

2018DIRECTMETHODTheDevelopmentofthePedagogy1:TraditionalMethods(20世纪60年代):TheGrammar-translationMethodTheDirectMethodTheAudio-lingual2:Late-modelMethods(60年代后）：TheCognitiveApproachTheCommunicativeApproach)3:《义务教育英语课程标准》和《普通高中英语课程标准》（80年代后）：Task-basedLanguageApproachBriefintroductionofDirectMethodHistoricalandsocialbackgroundBasicprinciples3126Contents54CommentsActivitiesRolesofteachersandstudents(1)Definition:TheDirectMethodisamethodofforeignorsecondlanguageteachingwhichinsiststhatonlythetargetlanguageshouldbeusedinclass,andmeaningsshouldbecommunicated“directly”byassociatingspeechformswithactions,objects,mime,gestures,andsituations.BriefintroductionofDirectMethodBriefintroductionofDirectMethod(2)Emphasis:theimportanceofspokenlanguage,thereforeholdsthatreadingandwritingshouldbetaughtonlyafterspeaking.Anditalsobelievesinthenaturalprocessoflanguagelearningandintheinductiveteachingofgrammar.(3)Riseanddecline:Thismethodcameaboutasamuchneededreplacementforthegrammar-translationmethod(classicmethod)inthelate1800s.Itfadedintheearly1900sasitwasnotpracticalinclassroomsettings,andthensawacomebackunderthenameoftheaudio-lingualmethodafterWorldWarII.Historicalandsocialbackground2.1Necessity:Inthelate19thcentury,withthedevelopmentofcapitalism,allEuropeancountriesincreasedcommunicationwitheachother.Itgaverisetoasocialneedfororalproficiency.However,Grammar-TranslationMethodcouldnotmeettheneed.Thus,languageteachinginnovationswereinevitable.TheDirectMethod,asareactionagainsttheGrammar-TranslationMethod,emergesasaresultoftheinnovations.Historicalandsocialbackground2.2PossibilityTherapiddevelopmentoflinguistics,psychologyandeducationprovidedthetheoreticalbasisfortheestablishmentoftheDirectMethod.Historicalandsocialbackground2.3TheresearchersandtheirbasicideasTherapiddevelopmentoflinguistics,psychologyandeducationprovidedthetheoreticalbasisfortheestablishmentoftheDirectMethod.Thebestknownreformerinthemid-19thcenturywasaFrenchmannamedE.Gouin.Hedevelopedanapproachtoteachingaforeignlanguagebasedonhisobservationsofchildren’suseoflanguage.Historicalandsocialbackground2.3TheresearchersandtheirbasicideasWilhelmVietor,aGermanyscholarLanguageTeachingMustStartAfreshSpeechpatternsInHenrySweet’sbookThePracticalStudyofLanguages(1899),hesetforthprinciplesforthedevelopmentofteachingmethod,whichsystematicallydiscussedaboutTheDirectMethod.ItwasestablishedinGermanyandFranceitthelate1800sandcontrastswiththeGrammarTranslationMethodandothertraditionalapproaches.ItbecamewidelyknowninAmericathroughitsusebySauveurandBerlitzinsuccessfulcommerciallanguageschool.Itfadedintheearly1900s.Basicprinciplesofthedirectmethod3.1.Classroominstructionwasconductedexclusivelyinthetargetlanguage.Nativelanguagewasthoughttobeanobstacleinthemasteryofthetargetlanguageanditshouldbeavoidedtoamaximum.Concretevocabularywastaughtthroughdemonstration,objects,pictures;Abstractvocabularywastaughtthroughassociationofideas.3.2.Onlyeverydayvocabularyandsentencesweretaught.It’sobviousthatchildrenlearnsociallanguagesthatarewidelyusedineverydaylife,especiallyintheformofvividlanguages,ingreatcontrasttothedecentwrittenlanguagesanddeadlanguages.Therefore,directmethodshouldalsobebasedonreallifesoastofacilitatecommunicationBasicprinciplesofthedirectmethod3.3.Oralcommunicationskillswerebuiltupinacarefullytradedprogressionorganizedaroundquestions-and-answerexchangesbetweenteachersandstudentsinsmallintensiveclasses.3.4.Grammarwastaughtinductively.Studentswillfirstofalllearnthelanguagematerialsandthensummarizethegrammaticalrulesbasedonthepreviousknowledgeoftheinputmaterialswhichwillinturnguidetheirfuturestudy.3.5.Newteachingpointsweretaughtthroughmodelingandpractice.Aschildrenlearnlanguagebyfirstlisteningtoothersandthenimitatingandpracticing,somuchattentionshouldbegiventoimitationandmuchoraldrill.Correctpronunciationandgrammarwereemphasized.BothspeechandlisteningcomprehensionweretaughtRolesofthelearnersandteachers4.1TheroleofthelearnerThelearnerisexpectedtolisten,toanswerquestions,toworkinpairsorgroupsonconversations,towritedowndictations,andtowriteshortpassages.Oneofthedrivingideasistoputthelearnerinsituationsinwhichsheisexpectedtoproducethelanguage.Rolesofthelearnersandteachers4.1TheroleoftheteacherTheteachershouldpreferablybeanative-speakerofthelanguage.task:topresentthelanguage,andtodirectclassroomactivities.Thelanguageispresentedthroughtheteacher’smonologue,andtheuseofrealiable,orimagesorrepresentationsoftheobjectsandactionsActivities5.1.Questionandanswerexercises:inordertohavethenewly-introducedlanguageitemsfullyunderstoodbystudents,theteacheranswersstudents’questionsandasksstudentstoanswerherquestionsinfullsentences.5.2.Conversationpractice:studentsareencouragedtoaskeachotherquestionsusingthesamegrammaticalstructurestheyhavepracticed.5.3.Errorcorrection:Studentsarenotallowedtomakemistakes.Theirmistakesareimmediatelycorrectedbytheteacherorbystudentsthemselves.5.4.Dictation:DictationisanexercisefrequentlyusedinconsolidationwithwrittenworkintheDirectMethod.Dictationisusedasameanstoreinfor