3thenatureofapproachesandmethodsinlanguageteaching.pptx

The nature of approaches The nature of approaches and methods in language and methods in language teachingteachingClarify the groundClarify the groundThe method eraThe main applied linguisticsThe main concern of themThe main applied linguistics Henry Sweet,Otto Jespersen,Harold Palmer in the late 19thc,they elaborated principles and approaches to the design of language teaching programs.The method era began.Main concern How languages are learned?(theory of language learning)How knowledge of language is represented and organized in memory(theory of language learning,Cognitive linguistics)How language itself is structured.(theory of language,structural linguistics)How to teach the word“red”How languages are learned?GTMDMHow knowledge of language is represented and organized in memoryHow language itself is structured.GTM vs.DMwhen we try to learn the word“red”,1.we may told by the teacher“这个单词意思是红色，大家要记住这个词怎么写，什么意思。(GTM)Or this word may be represented by the teacher by pointing to all the red objects.(DM)In our mind we may connect“red with the Chinese word 红色then connect it with the image the color.Or we may directly connect the word“red”with the image of the color.Structural linguistic The word“red”consists three characters that is r,e,d;it is an adjective,and it can be used to refer to a colorIn describing methods,the difference between a philosophy of language teaching at the level of theory,principle,procedure and design is central.In order to clarify this difference,try to identify the conceptions is the first thing we should do.Describing methodsApproachMethod Technique Design ProcedureDefinitionsApproachApproach refers to theories abut the nature of language and language learning that serve as the source of practices and principles in language teaching.It contains theory of language and theory of language learning.(theoretical basis)Theory of LanguageThere are three different theoretical views of language.Structural View Functional viewInteraction viewStructural View Language is a system of structurally related elements for coding of meaning.The target of language learning is seen to be mastery of elements of this system,which are generally defined in terms of phonological units,grammatical units,grammatical operations and lexical items.MethodsAudiolingual MethodTotal Physical ResponseSilent wayFunctional viewLanguage is a vehicle for expression of functional meaning.This theory emphasizes the semantic and communicative dimension rather than merely the grammar characteristics of language and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar.MethodsCommunicative movementNotional SyllabusesEnglish for Specific PurposeInteractional ViewIt sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.Language is seen as a tool for the creation and maintenance of social relations.MethodsInteractional ApproachTask-based language teachingWhole languageNeurolinguistic programmingCooperative language learningContent-based InstructionStructural functional or interactional models of language provide the axioms and theoretical framework that may motivate a particular teaching method,such as Audiolingualism.But in themselves they are incomplete and need to be complemented by theories of language learning.Theory of language learning A learning theory underlying an approach or method responds to two questions:1 what are the psycholinguistic and cognitive processes involved in language teaching?2 what are the conditions that need to be met in order for these learning processes to be activated?Krashens Hypothesis克拉申（Krashen）五个假说。一是习得-学习假说(Acquisition-learning Hypothesis)，启示我们语言外语学习和母语习得是不同的两个概念，外语学习理论不能照搬母语习得理论。二是自然顺序假说(Natural Order Hypothesis)，启示我们教师要多提供给学生接触真实目的语材料的机会，如先听后说，先读后写。第三是监察假说(Monitor Hypothesis)，他认为，学习只是对运用语言进行编辑或监察，使用者需要有充足的时间，掌握要用的规则，并专门注意到语法的正确性。该假说给我的启示是课堂上提问学生要有一定的等待时间，据说有人作过调查发现大部分老师在课堂上的实际等待时间都少于他对学生们所说的时间。第四是输入假说(Input Hypothesis)，启示教师要给学生输入并理解比当前语言稍多一点的语言材料，还有个公式：i+1。这一点启示我教学中输入的信息要让学生可理解，主要面对中等生，不要讲过于难的东西。并且所讲的东西要注意趣味性和关联性，同时又要有足够的输入量，但不要过多。控制为学生原有知识基础上加一点点，才能达到理想的效果。第五个是情感过滤假说（Affective Filter Hypothesis），他认为，情感因素起着对输入进行过滤的作用。情感因素因人而异。学习的情感因素会阻碍或加速语言的习得。只有在最佳情感条件下，才会产生真正的习得。最佳情感条件有三：学习者有强烈的学习动机；学习者充满信心和学习者心情舒畅、没有什么过高或过低焦虑感。Related methodsNatural approachCounseling-learningSilent WayThere is a natural affinities between certain theories of language and theories of language learning.For example,the linking of structuralism to behaviorism produced Audiolingualism.At the level of approach,we are concerned with theoretical principles,including:language theory(basic features of linguistic organization and language use)language learning theory(central process of learning and conditions to promote successful language learning).What links theory with practice is what we have called design.DesignIn order for an approach to lead to a method,it is necessary to develop a design for an instructional system.Design is the level of method analysis in which we consider:a)objectives 教学目标b)syllabus 教学大纲c)types of learning and teaching activities 教学活动d)the roles of learners 学生角色e)the roles of teachers 教师角色f)role of instructional materials 教材角色Objectives 教学目标The specification of particular learning objectives is a product of design.Different methods focus on different aspects of language learning like oral skill,communication skills.Others define their objectives in terms of learning behaviors.That is process-oriented objective and product-oriented objective.Syllabus 教学大纲教学大纲 Content choice and organization 教学内容的选教学内容的选择与组织择与组织All the methods of language teaching involve the use of the target language.All methods thus involve overt or covert decisions concerning the selection of language items that are to be used within a course or method.syllabus involves the following aspects：25subject matter:what to talk about linguistic matter:how to talk about it content issues includes the principles of selection选择原则instructional materials教材 principles of gradation分级标准。Priori VS.Posteriori syllabuses Priori syllabus 外显型教学大纲 Product-centered methodsAudiolingual,Situational,functional Methods Posteriori syllabus隐含型教学大纲 Process-based methods Conseling-learnning method Traditionally syllabus has been used to refer to the form in which linguistic content is specified in a course or method.传统意义的教学大纲是指语言内容在某一课程或方法中的具体呈现方式。这一定义只适用于product-centered method 以教学效果为中心的教学法。For example,the Audiolingual,Situational,functional Methods,their syllabus consist of a list of grammatical items,constructions,vocabulary or in terms of functions,notions and topics,all of these are determined in advance of teaching and for this reason are called Priori syllabus 外显型教学大纲 The term of syllabus is less frequently used in process-based methods,in which considerations of language content are often secondary.For example,Conseling-learnning method(咨询式学习法)has no language syllabus as such.Neither linguistic matter nor subject matter is specified in advance.Learners select content for themselves by choosing topics they want to talk about.Theses are then translated into the target language and used as the basis for interaction and language practice.It would be necessary to record the lessons and later determine what items of language had been covered.This would be a posterior syllabus.This is quite like in the post-graduate counseling course in literature.The professor may ask the students to choose a novel they like to analyze and three weeks later,they will get together to discuss what theyve learnt in the novels.They may cover any topic in the discussion without preparation.Types of learning and teaching activitiesKinds of tasks and practice activities to be employed in the classroom and in the materials.Main types of activitiesDialogueResponding to commandsGroup problem solving Information exchangesImprovisation 即兴演讲Question and answerDrill 练习训练Different types of activities in different approachesAudiolingualSilentcommunicativeKinds of ActivitiesDialogue and pattern practiceProblem-solving Tasks Interactive gamesDifferent uses for AAudiolingualism Communicative Interactive GamesMotivation or Change of paceProvide practice for interactive exchangesapproachUses for activitiesDifferent kinds of approaches may employ different types of activities.看图表 For example,Audiolingualism uses dialogue and pattern practice extensively.The silent way employs problem-solving activities that involve the use of special charts and colored rods.Communicative language teaching theoreticians advocated the use of tasks.Learner work on the same task,but each learner has different information needed to complete the task.This will be discussed later in the Task-oriented teaching method.Different approaches may employ the same type of activity but the uses of the activities differ.For example,interactive games are often used in Audiolingual courses for motivation and to provide a change of pace from pattern-practice drill.In communicative language the same game may be used to introduce or provide practice for interactive exchanges.Difference in activity types in methods may also involve different arrangements and groupings of learners.Activity types in methods thus include the primary categories of learning and teaching activities the method advocates.Learner roles The design of an instructional system will be considerably influenced by how learners are regarded.Learners contribution to the learning process was concerned in a method.This is seen in：1.the types of activities learners carry out 2.the degree of control learners have over the content of learning 3.the patterns of learner groupings adopted 4.the degree to which learners influence the learning of others 5.the view of the learner as processor,performer,initiator,problem solver.Newer methodologiesNewer methodologies exhibit more concern for learner roles and for variation among learners.For example,individualism approach spell out learner roles in the following terms:1.learners plan their own learning program and thus ultimately assume responsibility for what they do in the classroom.2.Learners monitor and evaluate their own progress.3.Learners are members of a group and learn by interacting with others.4.Learners tutor other learners;5.learners learn from the teacher,from other students and from other teaching sources.Teachers roles Teacher roles are related to the following issues:1.the types of functions teachers are expected to fulfill2.the degree of control the teacher has over how learning takes place3.the degree to which the teacher is responsible for determining the content of what is taught4.the interactional patterns that develop between teachers and learnersIn some classical methods for example Audiolingualism the teacher is regarded as the primary source of language and of language learning but less teacher-directed learning may still demand very specific and sometimes even more demanding roles for the teachers.Learner-teacher relationships may be asymmetrical不对等的such as conductor to orchestra 指挥与乐队成员doctor to patient 医生与病人coach to player or symmetrical kinds对称的 such as friend to friend,colleague to colleague,teammate to teammate.The role of instructional materials What is the primary goal of materials?Content syllabus?The syllabus defines linguistic content in terms of language elementsstructure,topics,notions,functions or learning tasks.It also defines the goals for language learning in terms of speaking,listening,reading or writing skills.The instructional materials in their turn further specify subject-matter content,even where no syllabus exists,and define or suggest the intensity of coverage for syllabus items,allocating the amount of time,attention and detail particularsyllabus items or tasks require.Instructional materials also define or imply the day-to-day learning objectives that collectively constitute the goals of the syllabus.The role of instructional materials within a method or instructional system will reflect decisions concerning:1.the primary goal of materials2.the form of materials3.the relation of materials to other sources of input and4.the abilities of teachers.For example,the role of instructional materials within a functional/communicative methodology may be specified in the following terms.P30Procedure Procedure encompasses the actual moment-to-moment techniques,practice,and behaviors that operate in teaching a language according to a particular method.It is the level at which we describe how a method realizes its approach and design in classroom behavior.Three dimensions to a method1.The use of teaching activities(drills,dialogues,information-gap activities)to present new language and to clarify and demonstrate formal,communicative,or other aspects of the target language.2.The ways in which particular teaching activities are used for practicing language3.The procedures and techniques or content of their utterances or sentences.Procedure focuses on the way a method handles the presentation,practice,and feedback phases of teaching.Silent way course procedure On page 31Notional-functional approach On page 32Conclusion Any language teaching method can be described in terms of the issues identified here at the levels of approach,design,and procedure.In the remaining chapters of this book we will attempt to make each of these features of language teaching approaches and methods in use today.The relationship between approach,method,design and procedurePage 33Approach VS.Method Please read 导读xvWhats the difference between approach and method?Approach 是指基于语言教学理论基础的理念与原则。例如交际法，自然法等，他们的特点是有明确的语言观和语言学习理论，也有一套与之相匹配的教学原则。但没有规定的教学程序和技巧，至于如何应用这些规则，教师可以根据具体情况给出自己的解释。我们可以简单地理解成重理论原则轻教学程序Method是指基于特定的语言观和学习观而设计的具体的教学方案和教学体系。它包含详细的教学内容，明确的教师和学习者的角色以及具体的教学步骤和技巧，个人对此解释的灵活性较小，可以通过训练学会。Method 过于具体和专一，教学模式固定，沿用周期短但教师较为容易掌握操控。同一个approach可以在多个methods 中被引用，例如communicative approach 可以被任务型，内容型，交际型等多种methods采用。一个method 往往基于一套固定的语言观和语言学习理论。我们后面的学习中是以method 来分类研究的，因此在图中将method 至于approach的上一层次，这并不意味着approach从属于method,而是说每一个method都有自己的approach 需要说明研究。methodapproachdesignprocedure以以method为分类核心的流程示意图为分类核心的流程示意图approachmethod1method2designproceduredesignprocedure以以 approach 为分类核心的流程示意图为分类核心的流程示意图