《语言教学的流派第二版》笔记.docx

第一章 A brief history of language teaching
第二章 The nature of approaches and methods
前两章很简单，详见前面中文导读
第三章 The oral approach and situational language teaching
The oral approach (situational language teaching) is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points are presented and practiced through meaningful situation-based activities.
一、Background
1. Two of the leaders were Harold palmer and A.S.Hornby.
2. Vocabulary control
3. Grammar control
二、The Oral Approach and Situational Language Teaching
The main characteristics of the approach were as follows:
1. Language teaching begins with the spoken language. Material is taught orally.
2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
5. Items of grammar are graded by their complexity.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
三、Approach
1、 Theory of language
a type of British “structuralism”.
One distinctive feature: structures must be linked to situations in which they could be used
Language was viewed as purposeful activity related to goals and situations in the real world.
2、Theory of learning
a type of behaviorist habit-learning theory(three processes in learning a language)
(1). Language learning as habit formation
(2).An inductive approach is used to the teaching of grammar
(3).The same processed are thought to occur both in child language learning and in second language learning.
四、Design
1、Objectives:
(1). Practical command of the four basic skills of language
(2). Accuracy in both pronunciation and grammar is regarded as crucial.
(3). Automatic control of basic structures and sentence patterns is fundamental.
(4). Writing derives from speech.
2、The syllabus
(1) A structural syllabus—a list of the basic structures and sentence patterns
(2) Situation: the manner of presenting and practicing sentence patterns
3、Types of learning and teaching activities
(1) SLT employs a situational approach to presenting new sentence patterns and a drill-based manner to practicing the new sentence patterns
(2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures
(3) Practice techniques: guided repetition, substitution activities, pair practice
4、Learner roles
(1) Listen, repeat and responds to questions and commands
(2) Have no control over the content of learning
5、Teacher roles
Threefold: a model、a skillful manipulator、on the lookout for errors
The teacher is essential to the success of the method.
6、The role of instructional materials
(1)Textbook: contains organized lessons
(2)Visual aids: consists of wall charts, flashcards, pictures, stick figures
The teacher is expected to be the master of his textbook.
五、Procedure
Aim: to move from controlled to freer practice of structures and from oral use of sentence
patterns to their automatic use in speech, reading and writing.
The teaching of a structure: four parts
Pronunciation
Revision ( to prepare for new work if necessary)
Presentation of new structure or vocabulary
Oral practice (drilling)
Reading of material on the new structure, or written exercises
The sequence of activities:
Listening practice
Choral imitation
Individual imitation
Isolation
Building up to a new model
Elicitation
Substitution drilling
Question-answer drilling
Correction
第四章 The Audiolingual Method
It is a method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills. (c) discourages use of the mother tongue in the classroom (d) often makes use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially in the United States, and has been widely used in many other parts of the world.
一、Background
The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.
情境法与听说法的异同
There are many similarities between situational language teaching and audiolingualism.
1. The order in which language skills are introduced
2. Focus on accuracy through drill and practice in the basic structures
3. Sectence patterns of the target language
However, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.

二、Approach
1、Theory of language
Structural linguistics (1950s): a reaction to traditional grammar
The primary medium of language is oral: speech is language.
2、Theory of learning
Behavioral psychology: stimulus-response chains
Learning principles:
1. Foreign language learning is basically a process of mechanical habit formation.
2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.
3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.
4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.
三Design
1、Objectives
Short-range objectives：Listening comprehension、accurate pronunciation, reading comprehension and production of correct sentences in writing.
Long-range objectives ：To develop in the students the same types of abilities that native speakers have
2、The syllabus
A linguistic syllabus: phonology, morphology, and syntax of the language
A lexical syllabus of basic vocabulary
Language skills: listening, speaking, reading, writing
3、Types of learning and teaching activities
Dialogues
Drills --Various kinds of drills : repetition, inflection, replacement…
4、Learner roles
Organisms that can be directed by skilled training techniques to produce correct responses
a reactive role, have little control
5、Teachers roles
Central and active
Models the target language
Controls the direction and pace of learning
Monitors and corrects the learners’ performance
6、The role of instructional materials
Textbook
Tape recorders and audiovisual equipment
四、Procedure
1、The process of teaching involves extensive oral instruction
2、The procedures the teacher should adopt ( Brook)
3、In a typical audiolingual lesson the following procedures will be observed:
a. Recognition;
b. Imitation and repetition
c. Patterns drill:
d. Follow-up activities
五、The decline of Audiolingualism
1、Criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of expectation.
2、the theoretical attack: Noam Chomsky’s theory of transformational grammar

第五章Total Physical Response
Total Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jose State University, California.
一、Background
1、the “trace theory” of memory in psychology
2、developmental psychology：child first language acquisition
3、humanistic psychology: the role of affective factors
4、Comprehension Approach
5、a tradition: the use of physical actions to teach a foreign language at an introductory level
二、Approach
1、Theory of language
structuralist or grammar-based views of language
detailed cognitive map (abstractions and nonabstractions)
the central role of comprehension in language learning
language can be internalized as wholes or chunks
2、Theory of learning
Reminiscent of the views of behavioral psychology: a stimulus-response view
Learning hypotheses ( to facilitate or inhibit foreign language learning )
¨ According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:
1. Second language learning is parallel to first language learning and should reflect the same naturalistic processes.
2. Listening should develop before speaking.
3. Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.
4. Adults should use right-brain motor activities, while the left hemisphere watches and learns.
三、Design
1、Objectives
The general objectives: to teach oral proficiency at a beginning level
Specific instructional objectives are not elaborated.
2、The syllabus:
Be inferred from an analysis of the exercise types employed in TPR classes
A sentence-based syllabus
A fixed number of items be introduced at a time
Attention to both the global meaning of language and the finer details of its organization
3、Types of learning and teaching activities
Imperative drills are the major classroom activity.
Role plays：center on everyday situation
Slide presentations
Reading and writing activities
4、Learner roles
A primary role : listener and performer
Have little influence over the content
Monitor and evaluate their own progress
5、Teacher roles
Active and direct role
Well prepared and well organized
Teachers follow the example of parents giving feedback
Cautions: illusion of simplicity; having too narrow a tolerance for errors
6、The role of instructional materials
No basic text, materials and realia play an increasing role in later learning stages.
Student kits that focus on specific situations (supporting materials)
四、Procedure
Asher’s account of a course:
Review
New commands
Role reversal
Reading and writing

Conclusion:
Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.
It represents a useful techniques and is compatible with other approaches to teaching.
4.Traits
1. It uses psychomotor systems to teach.
2. It support kinesthetic learning style, which is good for those who need to be active in the class.
3. Command forms used to convey information.
4. It works well with mixed-ability classes.
5. It is very memorable, and it really helps students to remember phrases or words.
6. It is a lot of fun, students enjoy it and it can be a real stirrer in the class.
7. It is very effective with teenagers and young learners.

第六章The Silent Way
It is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of different lengths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques.

一、Background
The premise of the Silent Way
The learning hypotheses
Learning is facilitated if the learner discovers or creates. (discovery learning)
Learning is facilitated by accompanying physical objects.
Learning is facilitated by problem solving.
二、Approach
1、Theory of language
Gattegno views language as a substitute for experience.
By the "spirit" of the language Gattegno is referring to the way each language is
Composed of phonological and suprasegmental
A structural approach
Vocabulary as a central dimension
2、Theory of learning
Surrender
Artificial approach
The self of the learner
Learning to learn
三、Design
1、Objectives
The general objectives: to give beginning level students oral and aural facility
An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language
Teach learners how to learn a language
2、 The syllabus
a basically structural syllabus
vocabulary
3、Types of learning and teaching activities
simple linguistic tasks
responses to commands, questions and visual cues
4、Learner roles
Learners are expected to develop independence, autonomy and responsibility.
Learners exert a strong influence over each other’s learning.
Playing varying roles
5、Teacher roles
Teacher silence is the most demanding aspect of the Silent Way.
To teach, to test, to get out of the way
Create an environment
Teacher likes the complete dramatist
6、The role of instructional materials
The pronunciation charts
The colored cuisenaire rods
The vocabulary or word charts
Other materials
四、Procedure
A standard format
Practice of the sounds (using the pronunciation charts)
Practice of sentence patterns, structure, and vocabulary (using the rods and charts)
A sample lesson
Fidel chart

Conclusion:
The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.

第七章Community Language Learning社团语言学习法
It is a method of second and foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法)to second and foreign language teaching and learning. It uses techniques developed in group counseling to help people with psychological and emotional problems. The method makes use of group learning in small or large groups. These groups are the “Community”. The method places emphasis on the learners’ personal feelings and their reactions to language learning. Learners say things which they want to talk about, in their native language. The teacher (known as “Counselor”) translates the learners’ sentences into the foreign language, and the learner then repeats this to other members of the group.

一、Background
1、Rogerian counseling——Charles A. Curren
2、Humanistic techniques：the whole person
3、Language alternation
二、Approach
1、Theory of language
Traditional structuralist position
Language as social process
The interactional view of language: interaction between equals, interaction between
unequals
interaction between learners and knowers, interaction between learners.
2、Theory of learning
Contracted with traditional views (a putative learning view, the behavioral view)
The whole-person learning (five stages)
Consensual validation
S(secure)A(attention and aggression)R(retention and reflection)D(discrimination)
the personal commitments
三、Design
1、 Objectives
Explicit linguistic or communicative objectives are not defined.
Teacher transfers knowledge and proficiency to the learner.
Goal: attaining near-native like mastery of the target language
S