英语教学法直接法directmethod.pptx

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,1/13,2/13,Background,1.In the late 19,th,centurywith the development of capitalism,all European countries increasingly communicated with each other.It created a demand for oral proficiency in foreign languages.,2.The rapid development of linguistics,psychology and education.,3.And the Grammar Translation Method could not meet the need.The Reform Movement has began.The International Phonetic Association was founded and its International Phonetic Alphabet(IPA)was designed.,3/13,4.The best known reformer in the mid-19,th,century was a Frenchman named E.Gouin.He developed an approach to teaching a foreign language based on his observations of childrens use of language.,5.,Wilhelm Vi,tor,a Germany scholar,Language Teaching Must Start Afresh,Speech patterns,In Henry Sweets book,The Practical Study of Languages,(1899),he set forth principles for the development of teaching method,which systematically discussed about The Direct Method.,4/13,It was established in Germany and France it the late 1800s and contrasts with theG,rammar Translation Method,and other traditional approaches.It became widely known in America through its use by Sauveur and Berlitz in successful commercial language school.It faded in the early 1900s.,5/13,Principles1.Classroom instruction was conducted exclusively in the target language.,2.Only everyday vocabulary and sentences were taught.,3.Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small,intensive classes.,4.Grammar was taught inductively.,6/13,5.New teaching points were introduced orally.,6.Concrete vocabulary was taught through demonstration,objects,and pictures;abstract vocabulary was taught by association of ideas.,7.Both speech and listening comprehension were taught.,8.Correct pronunciation and grammar were emphasized.,7/13,Main activities,1.Direct association(new language items),2.Questionandanswerexercise.,(askingquestionsintargetlanguageandhavingstudentsanswerinfullsentences),3.Error correction,(students are allowed to correct their mistakes by the teacher or themselves.),8/134.Inductive teaching of grammar,5.Conversation practice,(students are encouraged to ask each other questions using the same grammatical structure they have practiced.),6.Dictation,(It is used as a means to reinforce and test what the students have learned.),9/13,Comment,Advantages,1.The Direct method offered innovations at the level of teaching procedures.,2.The Direct method was quite successful in private language schools,such as those of the Berlitz chain,where paying clients had high motivation and the use of native-speaking teachers was the norm.,3.Forming the habit of speaking and thinking in target language and improving students automaticity in using the target language.So language sense is built up.,10/13,4.This method is based on full of activities,so it is very interesting,exciting for students.,5.Paying more attention to speaking and listening,which is very useful in everyday life.And it makes foreign language learning more natural and efficient.,11/13,Disadvantages,1.The Direct Method was difficult to implement in public secondary school education.,restricted time;the limited skills of teachers,;and the perceived irrelevance of conversation skills in a foreign language for the average American college student.,2.It overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning.,3.It lacked a rigorous basis in applied linguistic theory and a thorough methodological basis.,12/13,4.It underestimated the role of native language.And it may be very time-consuming since teachers were required to avoid using native language.,5.It was overly dependent on the teachers skill.,6.The goal of trying to teach conversion skills was considered impractical.,13/13,