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1、英語教學(xué)法流派Approaches and Methods in Language Teaching,主講：鄭麗君 外國語學(xué)院,Traditional Approach Structuralist Approach Humanistic Approach Development of Communicative Approach:,,Grammar-Translation Method,Direct Method,,Situational Approach,Audiolingual Approach,,Community Language Learning,Total Physical Res

2、ponse,The Silent Way,Suggestopedia,,Communicative Language Teaching,Task-Based Language Teaching,Content-Based Instruction,Overview of ELT Methodology,,Grammar-Translation Method,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvanta

3、ges,,,The Grammar-Translation Method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.,Definition ：,It was first used in the teaching of the classical languages of Latin and Greek. In the 16th century ，grammar a

4、nalysis became the basic way in foreign language teaching in Europe. Until the 19th century, grammar translation method became widely approved and used in the whole world.,Background,1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of d

5、evelopment mentality. 2. Grammar is regarded as the core of language ,grammar is the main content in classroom.,Theoretical base,,3. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.,1. The focus on classroom is teaching and practices of

6、grammar of the target language. 2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening. 3. The native language is overused. There is little use of the target language. 4. the teacher emphasizes accuracy rather than fluency .,Char

7、acteristics,1. 復(fù)習(xí)：默寫單詞；個(gè)別與集體背誦上一課課文第幾段等等。 2. 教授新詞：教師課前將本課新詞的英語、音標(biāo)和漢語解釋寫在小黑板上（或卡片上）。上課時(shí)按單詞表逐字講解。學(xué)生跟教師朗讀英語單詞后，教師說漢語，學(xué)生說英語單詞，或反之。 3. 講授語法（規(guī)則動(dòng)詞現(xiàn)在進(jìn)行時(shí)）：教師講解動(dòng)詞現(xiàn)代進(jìn)行時(shí)的意義及其變化規(guī)則后，在黑板上寫出課文中的動(dòng)詞原形，要求學(xué)生將它們轉(zhuǎn)換成現(xiàn)在分詞，再變成現(xiàn)在進(jìn)行時(shí)。,Procedure,,4. 講解課文：教師逐句念課文，要求學(xué)生分析語法與翻譯成漢語。教師隨時(shí)糾正學(xué)生的錯(cuò)誤。 5. 鞏固新課：學(xué)生跟教師逐句朗讀課文后，教師根據(jù)課文提問，學(xué)生按課文內(nèi)容

8、回答。 6. 布置作業(yè)：拼寫單詞；語法填空；背誦某段課文。,This method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor.,Procedure,Grammar thus provided the rules for assembling wor

9、ds into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated.,,E.g.:ThenextmorningIhadabadaccidentwiththe sledandhurtmyleg.Icouldntstandonmyleftlegandmyheadwaswoozyf

10、romhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowI hadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetent andlaydownoutofthecoldwind.,Eventually, entire texts would be translated from the target language into the

11、 native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language.,Advantages,1.It can help students to have a better understanding of the meaning of abstract words a

12、nd complicated sentences. 2.It can foster students ability of reading comprehension and producing grammatically correct sentences and develop students ability of analyzing and solving problems.,,3. The Grammar-Translation makes few demands on teachers although it often creates frustration for studen

13、ts.,Disadvantage,1.The method by definition has a very limited scope of objectives. 2.Through grammar translation, students lacked an active role in the classroom.,,The direct Method,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadv

14、antages,Definition,The Direct Method is the learning of language in a relevant setting. No translation is allowed. Meaning is to be conveyed directly into the second language through demonstration and visual aids.,Background,In the late 19th century in Europe, for economic development, the communica

15、tion among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching. It was developed as a response to the Grammar-Translation method. One of the revolutionists was Francois Gouin.,Use the natural way to communi

16、cate, like a baby learning its mother tongue. The learning of grammar/ translating skills should be avoided because they involve the application of the MT.,Theoretical base,Classroom instruction was conducted exclusively in the target language. Only everyday vocabulary and sentences were taught. Gra

17、mmar was taught inductively. New teaching points were introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas. 6. The learner is actively involved in using the language in realistic everyday situations. 7. S

18、tudents are encouraged to think in the target language.,Characteristics,1. 講授新詞：教師進(jìn)入課堂后用英語問候?qū)W生，并就日常生活題材與學(xué)生進(jìn)行簡單的問答式會(huì)話。然后，自然進(jìn)入講授新詞階段。先利用教室內(nèi)與新詞有關(guān)的實(shí)物引出新詞，再出示課前準(zhǔn)備的圖片，用英語簡單描述新詞意義。學(xué)生理解后在與教師對話中使用新詞。 2. 語法練習(xí)： 通過學(xué)生生活進(jìn)行。教師先請一學(xué)生（張三）起立，然后用動(dòng)詞現(xiàn)在進(jìn)行時(shí)描述：,Procedure,,T: Zhang, please stand up. (After Zhang stood up.) T

19、: (To the class): Now Zhang is standing, but you are all sitting. T: (To Zhang): Zhang, please go to the door. T: (To the class, while Zhang is walking to the door): Now Zhang is walking to the door.,,用不同的動(dòng)詞做了類似的練習(xí)后，教師總結(jié)規(guī)則與不規(guī)則的動(dòng)詞現(xiàn)在分詞變化規(guī)律及動(dòng)詞現(xiàn)在進(jìn)行時(shí)的構(gòu)成與意義。 3. 根據(jù)教師示范，學(xué)生兩人一組，一個(gè)說英語。一個(gè)做動(dòng)作，練習(xí)動(dòng)詞現(xiàn)在進(jìn)行時(shí)。 4. 教授新課

20、文：教師出示一幅表述課文內(nèi)容的圖畫。一邊講解圖畫，一邊檢查學(xué)生是否理解。講解后根據(jù)圖畫提問，要求學(xué)生回答。 5. 學(xué)生兩人一組根據(jù)圖畫提問與回答。全班唱一首英語歌結(jié)束一課。,Advantage,Ss correct pronunciation and better oral skills are developed because no native language is used.,Disadvantage,1 Major fallacy of Direct Method was belief that second language should be learned in way in

21、 which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2It takes much time for teachers to explain complicated words.,,The Audio-Lingual Approach,,1.Definition 2. Background 3. T

22、heory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,It emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tong

23、ue is discouraged in the classroom,Background,1. developed in the U.S. during the Second World War 2. The government commissioned American universities to develop foreign language program to supply the war . Army Specialized Training Programmer (ASTP) 3. The objectives of the programmer were for st

24、udents to attain conversational proficiency,Structural Linguistics and Behaviorism,Theoretical base,1. It features memorization of dialogues, pattern drills, and emphasis on pronunciation. 2. It emphasizes transform practice and repeated practice, forming language habits. 3. Foreign language teachin

25、g should as far as possible reducing or limiting native language interference. 4. Electronic teaching method is widely used.,Characteristics,Recognition Imitation and repetition 3. Pattern drills 4. Follow-up activities,Procedure,,講授新詞與對話（課文）結(jié)合： 教師進(jìn)入課堂后在黑板上畫一個(gè)女孩（Sally）和一個(gè)男孩（John），在他們后面畫一個(gè)超級市場入口處。教師

26、用英語介紹情況：他們在超市門口相遇，開始了一段對話（新詞用簡單的圖畫說明，動(dòng)詞現(xiàn)在進(jìn)行時(shí)包含在對話中）。教師邊表演對話邊解釋語言難點(diǎn)，再讓學(xué)生聽兩遍錄音。 2. 熟悉課文： 教師先與一個(gè)學(xué)生對話（重復(fù)上述課文），然后全班兩人一組練習(xí)對話（重復(fù)課文）。練習(xí)完畢后請幾對學(xué)生上講臺(tái)對話。,,3. 句型操練： （1) 教師簡單講解動(dòng)詞現(xiàn)在進(jìn)行時(shí)的構(gòu)成后說，“Now Sally is talking to John.”，并給出動(dòng)詞詞組：ask John a few questions, wait for her sister, plan to buy lots of things要求學(xué)生根據(jù)動(dòng)詞現(xiàn)在進(jìn)行

27、時(shí)的構(gòu)成做替換練習(xí)。 （2)教師給出主語Sally, Mary, Cathy, David, Tim, she, he, we, they等，要求學(xué)生做主語替換練習(xí)。先單個(gè)學(xué)生做，再兩人一組做并互相檢查。,,（3)用同樣方法做動(dòng)詞現(xiàn)在進(jìn)行時(shí)的問題和否定形式操練，直到學(xué)生能比較熟練地掌握這種句型為止。 4. 聽一遍錄音后，要求背誦課文對話。,Advantages,1. Making language teaching possible to large groups of learners 2. Developing simple techniques and making use of lan

28、guage lab 3. Developing the separation of the language skills 4. It can improve students oral English.,Disadvantage,1. Boredom caused by endless pattern drills, make most of the students lose interest in learning English 2. Learners having little control over their learning 3. no language environmen

29、t to study,,Situational Approach,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,Situational Approach combines audio with listening, stressed in certain contexts auditory perception and visual perception combined

30、. 來源于直接法和聽說法，它是在聽說法的基礎(chǔ)上，利用視聽結(jié)合手段而形成的一種教學(xué)法,強(qiáng)調(diào)在一定情境中聽覺感知（錄音）與視覺（圖片影視）感知相結(jié)合。,Situational Language Teaching,,developed by British applied linguists in the 1930s to the 1960s,Background,In the 1950s situational approach produced in France . Along with the rapid development of mass media tools, foreign l

31、anguage teaching widely used broadcast ,movie , videotape , record and so on. Namely using modern equipment connect language and image to set up the direct connection between foreign language and objective things , combined visual perception and auditory perception.,It is based on behaviourist cogni

32、tive theory.,Theoretical base,1. It closely combines the foreign language with the situations. Meaning, context, situation are given a prominent place. 2. Dialogues in everyday life situations are the centre of teaching. 3. The practice techniques consist of guided repetition and substitution activi

33、ties.,Characteristics,move from controlled to free practice of structures, from oral use of sentence patterns to automatic use in speech, reading and writing. perception（感知）:construct picture, bring in situations and shape representations. comprehension(理解):let students go deep into situations, unde

34、rstanding the text and comprehending the emotion. practice (練習(xí)):Give students a related topic and ask them practice it. use(活用):Let students use it consciously in their daily life.,Procedure,Advantages,Modern technological equipment of sound, light and electricity has been widely used in teaching to

35、 make an organic combination of language and image. The language materials are chosen and arranged in terms of everyday life situations, which meet the students needs of communication. Students can learn standard pronunciation and intonation naturally.,Disadvantage,It over-emphasizes the language fo

36、rm and ignores the cultivation of communicative ability. It over-stress the integrate structure and ignores the analysis and explanation of the foreign language.,,Community Language Learning,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages an

37、d disadvantages,Definition,Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.,Background,Influenced by Carl Rogers humanistic psychology , Curran, a specialist in counseling and a pro

38、fessor of psychology at Loyola University, Chicago, found that adults often feel threatened by a new learning situation or fear that they will appear foolish. so it is called Counseling Learning .,It is based on the theory of humanism psychology and student-centered education.,Theoretical base,1. Co

39、mmunity Language Learning advises teachers to take their students as “whole person.” 2. Whole person learning means that teachers consider not only the students intellect but also their feelings. 3. Teachers become “l(fā)anguage counselors”. Learning happened in a harmonious environment. 4. No competiti

40、on. NO pressure. 5. Depend on mother tongue, then transit to the foreign language.,Characteristics,社團(tuán)語言學(xué)習(xí)法的教學(xué)實(shí)例： 步驟1: 學(xué)生圍坐成圈，教師在圈外等候?qū)W生的詢問。 步驟2: 學(xué)生甲舉手，問教師：我想知道英文如何說“我喜歡 藍(lán)色”。 教師：I like blue. 學(xué)生甲復(fù)述“I like blue”，錄下學(xué)生甲的復(fù)述。 步驟3: 學(xué)生乙舉手，問：怎么說“我不喜歡藍(lán)色，我喜歡紅 色?！? 教師：I dont like blue. I like red. 學(xué)生乙復(fù)述“I

41、 dont like blue. I like red.”，錄下學(xué)生乙的復(fù)述。 步驟4: 其他學(xué)生重復(fù)以上步驟，錄下一定數(shù)量的對話后，教師將對話抄在黑板上，以此為上課題材，講解語言知識(shí)。,Procedure,Advantages,Arouse students positivity Cultivate collaboration spirit It breaks up the tradition in which teacher is the center, and students reveal their main function.,Disadvantages,Arbitrary / u

42、nsystematic Impair teachers guidance function, increase teachers burden Largely depend on teachers ability,,Total Physical Response,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,TPR (Total Physical Response) is

43、 a kind of language teaching method that combine language with action to learn a language through the body movement.,Background,It is developed by psychology professor James J. Asher at San Jose State University, California in the 1960s.,1. Psychology “memory trace”(記憶痕跡） theory. The more often a m

44、emory connection is traced, the stronger the memory will be. 2. Human brain has a biological program used to acquire any natural language on earth.,Theoretical base,1.Listening should develop before speaking 2. Students should develop their intellect by physical response to language . 3. Teachers

45、 dont force students to speak.,Characteristics,1.Teachers speak and act, students just listen and watch 2.Teacher speak , students act together with the teacher 3.Teacher and the students speak and act together 4 .Teacher speak without act, students act 5 .Teacher act without speaking ,student speak

46、 6 .Check,Procedure,步驟1: 教師在黑板上貼上有不同動(dòng)物的彩色卡片； 步驟2: 教師邊說“Point to the little dog.”邊指出卡片上的小狗。學(xué)生只聽不做。 步驟3: 教師再說“Point to the golden fish.”并指出卡片上畫的金魚。學(xué)生仍舊只聽不做。 步驟4: 重復(fù)以上步驟，教其他動(dòng)物名稱。 步驟5: 教師示范多遍后，教師發(fā)命令，學(xué)生做動(dòng)作。 步驟6: 教師可以適當(dāng)變換方式，比如唱歌做動(dòng)作等。 （學(xué)生的理解力達(dá)到一定程度后，可以讓學(xué)生自己下命令，自己做動(dòng)作。）,Advantages,1. It is fun and easy. 2. I

47、t is good for learners who need to be active in the class. 3. Attract students to take part in the environment and remove their nervous. 4. It is memorable. Actions help strengthen the connections in the brain.,Disadvantages,1. Abstract words and sentences can not be explained easily 2. Accuracy is

48、not focused 3. Only suitable for young students 4. It can be a challenge for shy students.,,The Silent Way,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,Created by Caleb Gattegno , Silent Way is based on the pr

49、emise that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible . The objective is for students to work as autonomous language learners.,Background,1. Caleb Gattegno founded The Silent Way as a method for language lear

50、ning in the early 70s, sharing many of the same essential principles as the cognitive code and making good use of the theories underlying discovery learning. 2. Basic principle: Teaching should be subordinated to learning. Teaching is to serve learning process rather than to dominate it.,Discover ra

51、ther than remembers or repeat Aided by physical objects Problem-solving focused,Theoretical base,The most prominent characteristic of the method was that the teacher typically stayed silent most of the time, as part of his/her role as facilitator協(xié)助者 and stimulator.,Characteristics,Teaching Procedure

52、,Teacher models a word, phrase, or sentence and then elicits learner responses. Learners then go on to create their own utterances by putting together old and new information. Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is minimal, although much of the ac

53、tivity may be teacher directed.,Advantages,respect the individual and an awareness of the individuals extraordinary cognitive powers 2. It encourages learners both to listen more carefully and then to experiment with their own production of the utterance.,Disadvantages,High demand for teachers 2. La

54、ck of real communication in the approach, with only highly motivated learners being able to generate real communication.,,Suggestopedia,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,Suggestopedia is a teaching

55、method which is based on a modern understanding of how the human brain works and how we learn most effectively.,Background,保加利亞心理治療學(xué)家羅薩諾夫（G。Losanov）根據(jù)心理治療的一些原則提出了這一外語教學(xué)法（1978）。它的基本觀點(diǎn)是，外語學(xué)習(xí)是有意識(shí)學(xué)習(xí)與無意識(shí)學(xué)習(xí)結(jié)合的過程，必須排除各種心理障礙，特別是消除焦慮、緊張和煩躁等情緒。因此，學(xué)生進(jìn)入課堂時(shí)，周圍的環(huán)境應(yīng)十分和諧：有令人愉快的圖畫和音樂相伴。教師注意使自己的態(tài)度和語言親切，以便學(xué)生上課時(shí)進(jìn)入最佳的思維

56、與心理狀態(tài)。羅薩諾夫認(rèn)為，正是在這種輕松愉快的氣氛和無意識(shí)之中學(xué)生能發(fā)揮最大的學(xué)習(xí)潛力。,,Language learning needs involving to the whole person in the learning process: both the conscious and the unconscious self. For this to take place, a relaxing, co-operative atmosphere is necessary.,Theoretical base,,1.Comfortable environment 2.The use of

57、 music 3.Free Errors 4.Homework is limited,Characteristics,Teaching process,1.Presentation 2.Concert 3.Practice,Advantages,1. Learning Environment: relaxed 2. Thinking highly of students feeling 3. Arousing students interests and potential to memorize 4. The emphasis of interaction 5. The treatm

58、ents to students mistakes,Disadvantages,1. limited by the curriculum, students motivation, financial limitation, number of students, etc. 2.它要求學(xué)生有較強(qiáng)的自覺性，如使用不當(dāng)，容易產(chǎn)生學(xué)生自流或語言基礎(chǔ)知識(shí)掌握不牢固的后果。,,Communicative Language Teaching,,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching

59、procedure 6. Advantages and disadvantages,Definition,CLT is one possible solution to bridge the gap between classroom language teaching and real-life language use. The goal of CLT is to develop students communicative competence. It includes both the knowledge about the language and the knowledge abo

60、ut how to use the language appropriately in communicative situations.,Background,1. In the late 1960s, the current situational approach was questioned . 2. During the 1970s, some British applied linguists emphasized the functional and communicative potential of language. 3. Wilkins described two typ

61、es of meaning, the notional categories and categories of communicative functions.,Theory,International View Constructivist Theory,Characteristics,The role of the teacher (facilitator, manager, advisor) The role of the learner (negotiator, communicator, contributor, independent) Characterize of the C

62、ommunicative Approach ( Emphasis on learning to communicative in the target language, the introduction of authentic texts into leaning process itself, making use of learners own personal experiences),,Features of communicative activities( information gap, choice of form and content, feedback of any

63、communicative information) Classroom environment( cooperation and empathy, learner-centered, tolerance of errors, working in small groups),Language use in real life vs. traditional pedagogy,Communication principle: Activities that involve real communication promote learning. Task principle: Activiti

64、es in which language is used for carrying out meaningful tasks promote learning. Meaningfulness principle: language that is meaningful to the learner supports the learning process.,Principles of CLT,Communicative competence (Hedge),linguistic competence pragmatic competence discourse competence stra

65、tegic competence fluency,Communicative activities,Littlewood (1981): Functional communicative activities; Identifying pictures Discovering identical pairs Discovering sequence or location etc. Social interactional activities. Role-playing through cued dialogues Role-playing through cues and informat

66、ion Large-scale simulation activities Improvisation (即興表演) etc.,,,Rod Ellis (1990) six criteria for communicative activities,Communicative purpose; (information gap) Communicative desire; (real need) (Focus on ) Content, not form; (message) Variety of language; (not just one language form, free to improvise/create) No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on communicative purpose rather than on the language.) No material c