语言教学流派第三版部分流派重点整理

Itisanapproachwhichputemphasisonthedrill-basedmannerofthesentencepatternpracticeorallyinagivensituation.SituationalApproachSituationalApproachTheoryLanguage:BritishStructuralismLearning:Behavioristhabit-learningtheoryDesignObjective:fourskillsSyllabus:astructuralsyllabusandawordlistActivities:drillingpracticeofthesentencepatternsingggivensituationsTeacher’srole:model/manipulator/errorrecognizorLearner’srole:passiveininitialstages/moreactiveinthepracticestageMaterials:textbookandvisualaidsListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitutiondrillingQuestion-AnswerdrillingCorrectionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Dialoguesisthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.TheAudio-LingualApproachTheAudio-LingualApproachTheoryLanguage:structurallinguisticsLearning:Behaviorism:appropriatestimulus-responsechainsDesignObjective:fourskills＆nativespeakerSyllabus:alinguisticsyllabus:phonology/morphology/syntaxalexicalsyllabus:basicvocabularyitemsActivities:dialoguesanddrillsofgrammaticalpatternsTeacher’srole:centralandactivemodel/controlloranddirector/monitoroferrorsvaryingdrillsandtaskschoosingsituationstopracticestructuresLearner’srole:organismsbeingdirectedtoproducecorrectresponsesMaterials:books/taperecordersandaudiovisualequipment(central)languagelabratoryphonlogicalandgrammaticalDrillandpattern-practiceexercises:repetitionrestatementtransformationintegrationrejoinderrestorationcompletioninflectionreplacementtranspositionexpansioncontractionsentencewordListeningpracticeRepetitionandmemorizationofthedialogue(pronunciation/intonation/fluency/correction)DrillsofthecertainstructuresminimizedgrammaticalexplanationSubstitutionactivitybystudents(theirinterest)Followupactivities(languagelaboratory)Earlypracticefocusonmasteryofphonologicalandgrammaticalstructuresratherthanonmasteryofvocabulary,beacausethestructureistheimportantanduniquepartofthelanguage.meaning:linguisticandculturalcontext.Itisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.Thegoalistodevelopstudent’scommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.CommunicativeLanguageTeachingvCommunicativeLanguageTeachingTheoryLanguage:Hymes:communicativecompetenceconditions:formalpossibility/feasibility/appropriateness/actualperformenceHalliday'sfunctionalaccountoflanguagesevenfunctionsoflanguageLearning:Threeprinciples:Communication/Task/MeaningfulnessprocessthebasicprocessforlanguageproficiencyVSlearningprocess(acquisitionVSlearning)communicationaskill-learningmodelsentencepatternpracticeinstrumental//personal//imaginative//regulatory//representational//interactional//heurisitcDesignObjective:fivelevelsofobjectivesreflectingparticularneedsSyllabus:anotionalsyllabus(objectives/situations/functions/vocabularyandgrammar)Activities:SocialinteractionalactivitiesandFunctionalcommunicativeactivitiesTeacher’srole:facilitator/independentparticipant:organizeroftheresoursesandasaresoursehimself/guide/researcherandlearner/needsanalyst/counselor/groupprocessmanager(setting)Learner’srole:negotiator,communicator,contributor,interdependentMaterials:Text-basedmaterials/Task-basedmaterials/Realiaa)integratedandcontentlevelb)linguisticandinstrumentallevelc)affectiveleveld)individuallearningneedse)curriculumstep1.Presentationofdialoguerelatedtothelearner'sexperiencewiththediscussionofthefunctionandsituationstep2.Oralpracticeofeachutteranceofthedialoguestep3.Questionsandanswersbasedonthedialoguestep4.Questionsandanswersrelatedtothestudents'personalexperiencebutcenteredaroundthedialoguethemestep5.Studyoneofthebasiccommunicativeexpressionsinthedialogueoroneofthestructureswhichshowsthefunction.step6.Learnerdiscoveryactivities(thefunctionalexpressionorstructure)fourpoints:oralandwrittenforms//positionintheutterance//formalityorinformality//grammaticalfunctionandmeaningstep7.Oralintepretationactivitiesstep8.Oralproductionactivities-proceedingfromguidedtofreercommunicationactivities.pre-communicativeactivities:structuralactivitiesQuasi-communicativeactivitiescommunicativeactivities:functionalcommunicationactivitiessocialinteractionactivitiesItisamethodoflanguageteachingdevelopedbyStephenKrashenandTracyTerrellinthelate1970sandearly1980s.Itaimstofosternaturalisticlanguageacquisitioninaclassroomsetting,andtothisenditemphasizescommunication,andplacesdecreasedimportanceonconsciousgrammarstudyandexplicitcorrectionofstudenterrors.ThenaturalapproachisamethodoflanguageteachingdevelopedbyStephenKrashenandTracyTerrellinthelate1970sandearly1980s.Itaimstofosternaturalisticlanguageacquisitioninaclassroomsetting,andtothisendTheNaturalApproachTheNaturalApproachTheoryLanguage:aviewoflanguagethatconsistsoflexicalitems,structuresandmessagesa)essentiallylexical,subordinationofgrammarb)avehicleofcommunicatingmeaningsandmessagesc)theunderstanding