4.Situationallanguageteaching专题培训课件.ppt

12345Background informationThe Oral Approach and SLTApproachDesignProcedureBackground Exponent:HaroldPalmer,HornbyMichealWest,GeorgePittman,Alexander(新概念)Time:fromthe1930stothe1960sOralApproachisadevelopmentfromDirectMethodbuttheyshouldbedistinguished.P38BackgroundTheleadersinthismovementwereHaroldPalmerandA.S.HornbyattemptedtodevelopamorescientificfoundationforanoralapproachtoteachingEnglish.Theresultwasasystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguagecourse.Therearetwoattemptsinteachingdesigns:VocabularycontrolGrammarcontrolLOGOVocabulary controlItisalexicalcontentofalanguagecourseInthe1920sand1930sseverallarge-scaleinvestigationsofforeignlanguagevocabularywereundertaken.Tworeasons:Vocabularywasoneofthemostimportantaspectsofforeignlanguagelearning.VocabularywasseenasanessentialcomponentofreadingproficiencyFrequency counts showed that a core of 2,000 or so words occurred frequently in written texts and that a knowledge of these words would greatly assist in reading a foreign language.Many books were produced based on this.A General Service List of English Words(1953)a standard reference in developing teaching materials Grammar ControlPalmerhademphasizedtheproblemsofgrammarfortheforeignlearner.HisviewofgrammarwasverydifferentfromtheabstractmodelofgrammarseenintheGrammar-TranslationMethod.Heviewedgrammarastheunderlyingsentencepatternsofthespokenlanguage.HeandotherappliedlinguistsanalyzedEnglishandclassifieditsmajorgrammaticalstructuresintosentencepatterns,whichcouldbeusedtohelpinternalizetherulesofEnglishsentencestructure.ThefirstdictionaryforstudentsofEnglishasaforeignlanguage,developedbyHornby,Gatenby,andWakefieldThe Advanced Learners Dictionary of Current English1953AnumberofpedagogicallymotivateddescriptionsofEnglishgrammarwereundertaken,whichbecameastandardreferencesourceofbasicEnglishsentencepatternsfortextbookwriters.The Oral Approach and Situational Language TeachingMain Characteristics Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.Thetargetlanguageisthelanguageoftheclassroom.Newlanguagepointsareintroducedandpracticedsituationally.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.Itemsofgrammararegradedbytheircomplexity.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.Thethirdprinciplebecameakeyfeatureoftheapproachinthesixties,anditwasthenthatthetermsituationalwasusedincreasinglyinreferringtotheOralApproach.ToavoidfurtherconfusionwewillusethetermSituationalLanguageTeachingtoincludetheStructural-SituationalandOralapproaches.ApproachTheoryoflanguageTheoryoflearningTheory of languageBritish StructuralismSpeechwasregardedasthebasisoflanguage,andstructurewasviewedasbeingattheheartofspeakingability.“Wordorder,StructuralWords,thefewinflexionsofEnglishandContentWords,willformthematerialofourteaching.SituationalismOurprincipalclassroomactivityintheteachingofEnglishstructurewillbetheoralpracticeofstructures.ThisoralpracticeofcontrolledsentencepatternsshouldbegiveninsituationsdesignedtogivethegreatestamountofpracticeinEnglishspeechtothepupil.TheBritishstructuralismisquitedifferentfromtheAmericanStructuralismwhichwillbediscussedlater.Itemphasizedtheimportanceofthecloserelationshipbetweenthestructureoflanguageandthecontextandsituations.Soitisalsobecalledsituationalismbysomepeople.Theory of learning Behavioristhabit-learningtheory It addresses primarily the processes rather than the conditions of learning.Palmer:therearethreeprocessesinlearningalanguage1.Receiving the knowledge or materials2.Fixing it in the memory by repetition3.Using it in actual practice until it becomes a personal skill.French:language learning as habit formationThefundamentaliscorrectspeechhabits.Thepupilsshouldbeabletoputthewords,withouthesitationandalmostwithoutthought,intosentencepatternswhicharecorrect.Suchspeechhabitscanbecultivatedbyblindimitativedrill.Teaching of grammarSLTadoptsaninductiveapproachtotheteachingofgrammar.Themeaningofwordsorstructuresisnottobegiventhroughexplanationineitherthenativetongueorthetargetlanguage,butistobeinducedfromthewaytheformisusedinasituation.Extendingstructuresandvocabularytonewsituationstakesplacebygeneralization.Thelearnerisexpectedtoapplythelanguagelearnedinaclassroomtosituationsoutsidetheclassroom.Thisishowchildlanguagelearningisbelievedtotakeplace.DesignObjectivesSyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofinstructionalmaterialsObjectivesToteachapracticalcommandofthefourbasicskillsoflanguage.Theskillsareapproachedthroughstructure.Accuracyinbothpronunciationandgrammarisregardedascrucial,anderrorsaretobeavoidedatallcosts.Automaticcontrolofbasicstructuresandsentencepatternsisfundamentaltoreadingandwritingskills.Newstructuresandnewvocabularyaretaughtfirstorally.Writingderivesfromspeech.The syllabusStructural syllabus:alistofthebasicstructuresandsentencepatternsofEnglish.Vocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.Frisby:“Ourearlycoursewillconsistofalistofsentencepatterns(statementpatterns,questionpatterns,andrequestorcommandpatterns),willincludeasmanyasstructuralwordsaspossible,andsufficientcontentwordstoprovidewithmaterialsuponwhichtobaseourlanguagepractice.”P42Thesyllabuswasnotthereforeasituationalsyllabusinthesensethatthistermissometimesused(i.e.,alistofsituationsandthelanguageassociatedwiththem).Situationreferstothemannerofpresentingandpracticingsentencepatterns.情景法着重强调的不是语言使用的环境而是句型的展示和练习的方式，即新的句型和词汇以情景展示的方式教授，同一句型在不同词组的搭配下在不同的情境中反复练习。Types of learning and teaching activitiesSLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannerofpracticingthem.BysituationPittmanmeanstheuseofconcreteobjects,pictures,andrealia,whichtogetherwithactionsandgesturescanbeusedtodemonstratethemeaningsofnewlanguageitems.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,andcontrolledoral-basedreadingandwritingtasks.Otheroral-practicetechniquesaresometimesused,includingpairpracticeandgroupwork.Learner roles Intheinitialstagesoflearning,thelearnerisrequiredsimplytolistenandrepeatwhattheteachersaysandtorespondtoquestionsandcommands.Thelearnerhasnocontroloverthecontentoflearning.Incorrecthabitsaretobeavoidedatallcosts.Later,moreactiveparticipation(learnersinitiatingresponses,askingeachotherquestions)isencouraged,butteacher-controlledintroductionandpracticeofnewlanguageisstressedthroughout.Teacher roles Inthepresentationstageofthelesson,theteacherservesasamodel,settingupsituationsinwhichtheneedforthetargetstructureiscreatedandthenmodelingthenewstructureforstudentstorepeat.Thentheteacherisrequiredtousequestions,commands,andothercuestoelicitcorrectsentencefromthelearners.Theteacherdirectslessonsandsetsthepace.Duringthepracticephaseofthelessons,studentsaregivenmoreofanopportunitytousethelanguageinlesscontrolledsituations,buttheteacheriseveronthelookoutforgrammaticalandstructuralerrorsthatcanformthebasisofsubsequentlessons.Organizingreviewisaprimarytaskfortheteacher.Theteacherisessentialtothesuccessofthemethod.The role of instructional materials Atextbookcontainstightlyorganizedlessonsplannedarounddifferentgrammaticalstructures.Visualaidsconsistofwallcharts,flashcards,pictures,stickfigures,andsoon.Thevisualelement,acarefullygradedgrammaticalsyllabus,thetextbook-crucialaspectsofSLT.Inprinciple,thetextbookshouldbeusedonlyasaguidetothelearningprocess.Theteacherisexpectedtobethemasterofhistextbook.Procedure ClassroomproceduresinSLTvaryaccordingtotheleveloftheclass,butproceduresatanylevelaimtomoveformcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,reading,andwriting.A typical lesson plan(Pittman)PronunciationRevision(to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice(drilling)Reading of material on the new structure,or written exercisesDaviesgivesamplelessonplansforusewithSituationalLanguageTeaching.P451.Listeningpractice2.Choralimitation3.Individualimitation4.Isolation5.Buildinguptoanewmodel6.Elicitation7.Substitutiondrilling8.Question-answerdrilling9.Correction10.Follow-upreadingandwritingactivitiesConclusionInthemid-sixties,theviewoflanguage,languagelearning,andlanguageteachingunderlyingSLTwascalledintoquestion.WediscussthisreactionandhowitledtoCommunicativeLanguageTeachinginChapter5.ButbecausetheprinciplesofSLT,withitsstrongemphasisonoralpractice,grammar,andsentencepatterns,conformtotheintuitionsofmanypracticallyorientedclassroomteachers,itcontinuestobewidelyusedinthe1980s.Lets watch a video to see what SLT is really used in The New Concept English