《语言教学的流派第二版》自己整理的笔记

第

一

章

A

b

r

i

e

f

h

i

s

t

o

r

y

o

f

l

a

n

g

u

a

g

e

t

e

a

c

< br>h

i

n

g

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 .

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

1

a type of British “structuralism”.

○

○

2

One

distinctive

feature

:

structures

must

be

linked

to

situations

in which they could be used

3

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.

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.

s

1. It uses psychomotor systems to teach.

2. It support kinesthetic learning style, which is good for those who need to be active in

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(

< br>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’ sentence

s 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

Specific objectives are not addressed.

2

、

The syllabus

No conventional language syllabus

Topic-based course

Teacher’s

responsibility

：

teacher

transfers

knowledge

and

proficiency

to the learner

Goal: attenting near-native like mastery of the target language.

3

、

Types of learning and teaching activities

Combines

innovative

learning

tasks

and

activities

with

conventional

ones.

Translation, Group Work, Recording, Transcription, Analysis,

Reflection and observation, Listening, Free conversation

4

、

Learner roles

members of a community

become counselors to other learners

Five stages

5

、

Teacher roles

Counselor

Specific teacher roles are keyed to the five development stages.

providing a safe environment

Note two “asides” in the discussion of learning security.

6

、

The role of instructional materials

A textbook is not considered a necessary component.

Materials may be developed by the teacher as the course develops.

the use of teaching machines

四、

Procedure

1

、

? classical CLL and personal interpretations of it

2

、

? the description of some typical activities in CLL classed

3

、

? a protocol of what a first day’s CLL class covered

Conclusion:

Community Language Learning is the most responsive of the methods we have

reviewed

in

terms

of

its

sensitivity

to

learner

communication

intent.

It

places

unusual demands on language teachers. Critics of Community Language Learning

question

many

aspects

of

CLL.

Supporters

of

CLL

emphasize

the

positive

benefits

of a method that centered on the learner and stresses the humanistic side of

language learning.

自己想法：学校英语角活动

Question for discussion:

社团学 习法把语言学习过程比作是咨询过程，你们觉得这个比喻合适吗？为什么？

第八章

Suggostopedia

Suggestopedia/Lozanov Method (

暗示法

/

罗扎诺夫法

)

It

is

a

method

of

foreign-language

teaching

developed by the Bulgarian Lozanov. It makes use of

dialogues, situations and translation to present and

practise language, and in particular, makes use of

music,

visual

images,

and

relaxation

exercises

to

make

learning more comfortable and effective.

一、

Background

1

、

Suggestology

2

、

the most conspicuous characteristics of Suggestopedia

3

、

Soviet psychology

4

、

mental states

5

、

the centrality of music and musical rhythm to learning

二、

Approach

1

、

Theory of language

lexis is central

whole meaningful text

a language to be its vocabulary and the grammar rules for organizing

vocabulary

2

、

Theory of learning

a desuggestive-suggestive sense

six principal theoretical components:

authority,

infantilization,

double- planedness,

intonation,

rhythm,

concert

pseudo-passiveness

the type of music

the rate of presentation of material to be learned within the rhythmic

pattern

三、

Design

1

、

Objectives

deliver advanced conversational proficiency quickly

increased access to understanding and creative solutions of problems

2

、

The syllabus

course description

time duration

——

30 days

each unit

the whole course

3

、

Types of learning and teaching activities

imitation, question and answer, role play

each unit

listening activities

4Learner roles

The mental state of the learner is critical to success, mind-altering

infantilization

5

、

Teacher roles

the primary role of the teacher

expected teacher behaviors

needs three to six months training in acting, singing, and psychotherapeutic

techniques

6 The role of instructional materials

Expected teacher behaviors

Direct support materials: text and tape

Indirect support materials: classroom fixtures and music

四、

Procedure

Bancroft’s description: a four

-hour language class has three distinct

parts.

The first part: an oral

review

section

The second part:

new

material is presented and discussed

The third part: the séance or

concert session

Conclusion:

Suggestopedia

has

probably

received

both

the

most

enthusiastic

and

the

most

critical response of any of the so-called new methods. It is not productive to

further

belabor

the

science/nonscience,

date/double-talk

issues

and

instead

try

to identify and validate those techniques from Suggestopedia that appear

effective and that harmonize with other successful techniques in the language

teaching inventory.

Question for discussion;

暗示法强调音乐的作用，

那 么音乐在外语学习过程中究竟起了怎样的作用？谈谈你们的

看法。

第九章

The Whole Language

全语言法

The

purpose

of

the

Whole

Language

theory

is

to

present

language

learning

as

a

whole

process

in

practice.

Language

is

taught

as

a

whole

that

is

not

divided

into

phonetics, vocabulary and grammar. However, language

are taught by the ways of the listening, speaking,

reading and writing for learners in the colleges or

universities.

源于母语

Holistic

一、

Background

The

term

was

initially

created

in

1980s

by

Goodman

and

a

group

of

U.S.

educators

concerned with the teaching of reading and writing in the native language.

As a holistic way to teach reading, whole language argues:

学生作为某种文 化的一个成员与知识的创造者，应该受到尊重。

Respect for each

student as a member of a culture and as a creator of knowledge.

教师作为一名专业人士应该受到尊重。

Respect for each

teacher as a

professional.

We see it as an approach based on key principles about language (language as

a

whole)

and

learnig

(writing,

reading,

listening,

and

speaking

should

be

interated in learning).

二、

Approach

1. Language Theory:

socially

international

perspective

This

perapective

is

most

obviously

a

social

one

that

views

language

as

a

vehicle

for

human

communication

and

in

which

there

is an interactional relationship between readers and writers.

Heavy emphasis in whole language is placed on “

authenticity

,” on engagement

with the authors of written texts, and also on conversation.

psycho-linguistically

perspective

The

Whole

Language

also

views

language

psycholinguistically

as

a

vehicle

for

internal

“interaction,”

for

egocentric speech, for thinking.

A founctional model of language is always seen as something that is used for

meaningful purposes and to carry out authentic functions.

2. Learning Theory

Humanistic school

Constructivist school

三、

Design

?

Objectives:

Language

should

be

taught

as

a

whole,

integration

of

reading,

writing and other skills

?

Syllabus: No specific syllabus

?

Learning activities: student-centered learning

?

Teacher roles: facilitator, active participant, supporter

?

Students roles: collaborator, evaluator, self-director, selector

?

The role of instruction materials: real-world materials

四、

Procedure

4

classroom

features:

the

use

of

literature;

the

use

of

process

writing;

encouragement of cooperative learning among students;

concern for students’

attitude

Approach/Method

Teaching Features

Whole language

learning as a whole; meaning, authentic and real texts,

student- center; focus on fluency rather than accuracy

lexis is center; aim to deliver advanced conversational

proficiency quickly; students' confidence, relaxing

environment, abandon their fear.

Suggestopedia

Community Language

Student-center; reduce anxiety; lack of syllabus; real

Learning

community; focus on fluency rather than accuracy

The Silent Way

teacher

is silent;

students create/discover;

vocabulary

(pronunciation)and grammar

teaching language through physical activity;

grammar-based;

stimulus-response;

relaxing

environment;

action-based drills; for beginners

dialogues & drills, stimulus-response, reinforcement,

habit formation

Total Physical

Response

The Audiolingual

Method

Situational Language

strong emphasis on oral practice, grammar and sentence

Leaching

pattern

第十章

多元智能法

Multiple intelligence refers to a learner-based philosophy that

characterizes

human

intelligence

as

having

multiple

dimensions

that

must be acknowledged and developed in education.

一、

Background

Howard Gardner

霍华德·加德纳

Gardner(1993) proposed a view of natural human

talents that is labeled the “Multiple Intelligences Model”.

二、

Approach

Theory of language learningThere is more to a language than what is usually

subsumed under linguistics.

Language

learning

and

Linguistic

Intelligences

are

separate

but

equal

and

each

of

them

share

the

pinnacle

at

the

top of the hierarchy.

三、

Design

1.

Objectives:

Making

the

language

learner

a

better

designer

of

his/her own learning experiences, who will become empowered, more

fulfilled, more goal-directed.

2. Syllabus:

around intelligence: awaken- amplify-teach-transfer

3. Learning activities:

?

?

?

?

?

Multiple intelligence projects

Curriculum-based project

Thematic-based projects

Resource-based projects

Students-based projects

4. Role of teachers:

Curriculum developers, lesson designers and analysts,

activity finders or inventors, most critically orchestrators of a rich array

of

multisensory

activities.

is

not

only

to

improve

the

second

language

abilities

but also the overall development of students' intelligence.

5. Role of learners:

Learners are encouraged to see their goals in broader

terms.

6. Procedure

四、

Compare and conclusion

第十一章

Neurolinguistic Programming(NLP)

神经语言程序法

Neurolinguistic

Programming

(NLP)

is

a

training

philosophy

and

set of training techniques first developed by Grindler and

Richard Bandler in the mid-1970s as an alternative form of

therapy.

一、

Background

1. Founder:

Grindler and Richard Bandler are interested in :

?

How

people

influence

each

other

and

how

the

behaviors

of

very

effective

people

could be duplicated.

?

Discovering how successful communicators achieved their success.

2.

Definition:

NLP......is

a

collection

of

techniques,partterns,

and

strategies

for

assisting

effective

communication,

personal

growth

and

chage,

and

learning.

It is based on a series of underlying assumptions about

how the mind works and

how people act and interact.

3. Effect of NLP

：

The NLP model provides a theoretical framework and a set of working principles

for directing or guiding

therapeutic chage,

-------but the principles have been applied in a variety of

other fields.

-------NLP had some appeal within language teaching to those interested in

humanistic approaches, which focus on developing one's sense of

self- actualization

and

self- awareness,

as well as to those drawn to

New Age

Humanism.

二、

Approach:

of language

Nero:

指的是人们通过感官体验世界，再经过神经系统

It

refers

to

belief

about

the

brain & how it function

Linguistic:

人们运用语言作为中介

refers

to

a

theory

of

communication,

one

that

tries to explain both a verbal and nonverbal information processing.

Programming:

为了 让自己的潜能达到梦想的高度，通过训练学会新的，积极的态度、

思考与行动