TESOL（教學(xué)法approaches）

1、 History of FL Teaching nGrammar Translation Method nDirect Method nAudio-lingual Method nSituational Method nCommunicative Method nCognitive-code Learning nThe Silent Way nTPR nCommunity Language Learning nSuggestology nNatural Approach nCollaborative Learning Other Approaches Related to CL nFrench

2、 immersion (浸泡式教學(xué)浸泡式教學(xué)) n Segmentation(碎片式教學(xué)碎片式教學(xué)) n Integrated Reading (整體閱讀法整體閱讀法) n Using the peers as teacher of the poor students（同伴互教式學(xué)習(xí)法）（同伴互教式學(xué)習(xí)法） nTask-based Learning （任務(wù)學(xué)習(xí)法）（任務(wù)學(xué)習(xí)法） nProject Learning (項(xiàng)目學(xué)習(xí)法項(xiàng)目學(xué)習(xí)法) nCooperative learning (合作式學(xué)習(xí)法合作式學(xué)習(xí)法) nTribal Learning (部落式學(xué)習(xí)法) Teaching Approa

3、ches Aspects to Consider in Approaches 1.Teachers teaching aim 2.Teachers and students task and function in teaching 3.Main teaching activities and characteristics 4.which competence to cultivate in students? Listening or else? 5.Design of teaching materials? Linear? 6.Function of the mother tongue

4、7. Attitude to students mistakes. A. Grammar-translation Approach(語法翻譯法）語法翻譯法） nThe aim is to develop students competence in reading literary works, so students must master voc exercises for grammar; words both in Chinese and English versions. Teachers and students functions: nT: authority who impar

5、ts knowledge, organizer of the class. nSs: do whatever teacher asks them to do, passive in learning. Mother tongue function: Teaching language and class language. Attitudes towards Ss mistakes: Correct all mistakes for correct usage of the language. B. Direct Approach（直接法）（直接法） nAim is to develop st

6、udents communicative competence. It requires students to think in the target language. Main activities: nteacher uses the target language to teach in class and uses real things, pics, gesture, facial expression etc. to explain the meaning of the words and sentences. nStudents imitate the teacher, re

7、ad aloud and answer questions in complete sentences. nAt first, oral and listening communicative competence is stressed, nlater, reading and writing are stressed. nOral competence is stressed. Teacher pays attention to pronunciation and voc. nMaterial design: Mostly living language is used. Situatio

8、ns are used. Themes (like weather and geography) are used. nTeachers and students function: Teacher organizes activities, he/she is the organizer, authority; students are more active, asking questions, having dialogues and discussion. Mother tongue: no mother tongue is used in class Attitudes to mis

9、takes: Teacher doesnt point out the mistakes, just repeats the correct sentence for students. C. Situational Language Teaching (Oral Approach)情景法情景法(口語法）口語法） *(New Concept English is the typical one) nAim is to practice language structure in situation. The four skills are from language structure whi

10、ch is from oral practice. Main activities: Teacher offers the situation, then students listen; then teacher explains texts, then students practice oral English with key words and sentence in the texts. Written exercises are also in structure. It stresses the competence mainly in listening and speaki

11、ng. Oral is first. Material design: in project from easy to difficult. Teachers and students functions: nTeacher is the language model, designer and commander of the class activities. nStudents imitate the teacher and are also free in expressing themselves in dialogues. nMother tongue: mainly use th

12、e target language, occasionally use mother tongue in very difficult situation. Students are not encouraged to translate sentences by using mother tongue. nAttitude towards mistakes: Correct mistakes as pronunciation and grammar are very important. D. Audio-lingual Approach （聽說法）（聽說法） *Listening and

13、speaking first, reading and writing second. The Aim: to develop students communicative competence with the target language. Main activities and characteristics: nDialogues are the main activities. Listen and say-imitate and retell sentence- intensify practice and master structure- read and write to

14、strengthen oral English. It stresses competence in oral English expression and correct pronunciation Material design: According to the syllabus; according to learners mother tongue. Teachers and students function: Teacher is the model, instructor; students imitate. nTeacher dominates teaching. Mothe

15、r tongue: The target language is used in class. Attitude towards mistakes: Correct mistakes in time for students to form correct habit. E. Cognitive Approach（認(rèn)知法）（認(rèn)知法） nAim is to develop students competence in practical and over-all use of the target language and to probe into how to make adults lea

16、rn the target language. Main activities and characteristics: nGenerally three stages: Language understanding, Language competence and language application (use) nTeacher offers language materials in the target language and let students discover the rules of language. nOrganized practice is used to d

17、evelop students competence: eg: Looking at and saying something about pics; describing the situations; retelling texts; making sentences and translation. nAccording to given situations, students have discussions and narration. nWriting compositions nStudents are the center and the teacher is a super

18、visor. It stresses comprehension competence and self-teaching learning competence. Material design: Texts are designed to develop students competence in discovery and understanding of the rules (發(fā)現(xiàn)和理解語言規(guī)則發(fā)現(xiàn)和理解語言規(guī)則) Teachers and students function: student-centered Mother tongue: it is used occasional

19、ly for explanation of grammatical rules. Attitude towards mistakes: If not affecting communication, its unnecessary to correct them. F. Communicative Language Teaching (交際法）交際法） *Teaching changed from language form and structure to function of language. nAim is to develop students communicative comp

20、etence with the target language, to use the language properly to different people at different time in different situations with different languages. Main activities and characteristics: nPre-communicative activities: Structural activities nQuasi-communicative activities nCommunicative activities: n

21、Functional communication activities nSocial interaction activities nIt stresses the communicative competence in listening, speaking, reading and writing Material design: from simple to complicated nOnly functional nStructural-functional nFunction-structural nThematic (topical) Teachers and students

22、function: nT: organizer; consultant; communicator; and facilitator nSs: communicator Mother tongue: not used. nOnly the target language is used. nStudents should know that the target language is a tool for communication. nAttitude towards mistakes: Its normal for Ss to make mistakes. So if they do n

23、ot affect understanding or communication, dont correct them. G. Total Physical Response (全身全身 反應(yīng)法反應(yīng)法) nAim is to let Ss learn the audio-lingual (listening and speaking) competence in an easy environment Main activities and characteristics: Teacher orders: act; say, gesture, sing Ss: act and imitate

24、Imperative drills are used. n It stresses listening and speaking competence n Material design: suitable for classroom use; simple project for students nTeachers and Ss function: T: active b. A student whispers a message in the native language (L1); c. The teacher translates it into the foreign langu

25、age (l2); d. The student repeats the message in the foreign language into a cassette; e. Students compose further messages in the foreign language with the teachers help; f. Students reflect about their feelings. nIt stresses the personal commitments that learners need to make before language acquis

26、ition processes can operate. nMaterial design: As its mainly used to teach oral proficiency as well as writing, there is no conventional syllabus for this course. It is topic based with the learners nominating things they wish to talk about and messages they wish to communicate to other learners. A

27、textbook is not a necessary component. Teachers and Ss function: nT: is the counselor, supportive, non- judgmental in the language classroom. nSs: the clients, counselor to other learners nMother tongue: both mother tongue and target language are used. nAttitudes towards mistakes: As Ss become incre

28、asingly capable of accepting criticism, the teacher may intervene directly to correct deviant (abnormal) utterances. J. The Natural Approach （自然法）（自然法） * Krashens Theory(克拉申理論克拉申理論) * Its about the naturalistic language learning in young children. There are 5 hypotheses: a. Learning (acquisition) hy

29、pothesis b. The monitor hypothesis c. Natural order hypothesis d. Input hypothesis e. Affective filter hypothesis: i) motivation, ii) self-confidence, iii) anxiety. nAim： Students will be able to function adequately in the target situation. Main Activities and Characteristics: Teacher talk focuses o

30、n objects in the classroom and on the content of pics, learners are not required to say anything until they feel ready, but they are expected to respond to teacher commands and questions in other ways. Teacher uses comprehensible words first and provides comprehensible language and simple response o

31、pportunities when Ss are ready to begin talking in the new language. Charts, pics, ads and other realia serve as the focal point for questions. In a more detailed way, the teacher can do the following: a. Starting with the Total physical response. b. Using TPR to teach names of body parts. c. Introd

32、ucing classroom terms and props into commands, eg：touching a wall; put a pen under the book. d. Using names of physical characteristics to identify a member. e. Using visual, magazine pics to introduce new words. f. Combining use of pics with TPR. g. Combining observations about pics with commands a

33、nd conditionals. h. Using pics, ask Ss to point to the pics being described. Its stress: 1) exposure or input rather than practice; 2) optimizing (fully using) emotional preparedness for learning; 3) a prolonged period of attention to what the language learners hear before they try to produce langua

34、ge; 4）willingness to use written and other materials as a source of comprehensive input. nMaterial design: Syllabus varies according to Ss needs and particular interests. Teachers and Ss function: nSs: Processor of comprehensive input, challenged by input. nAt different stages, they act differently:

35、 a. Pre-production Stage: Participating in the language activity without having to respond in L2. b. Early Production Stage: yes-no question response, simple questions, eg: How are you? c. Speech-emergent Stage: Ss involve themselves in role play and games. Now Ss a) provide information; b) take an

36、active role; c) decide when to start producing speech; d) where learning exercises are to be a part of the program, decide with the teacher the relative amount of time to be devoted to them. nTeacher: 1) is a source of input; 2) creates interesting, friendly classroom atmosphere; 3) chooses a rich m

37、ix of classroom activities. nMother Tongue: not encouraged nAttitude towards mistakes: Not correcting Ss mistakes. K. Suggestopedia ( Suggestology)(暗示法暗示法) *By Bulgarian Psychiatrist-educator Georgi Lozanov Figure. Attention and memory studies. A w A K E A L E R T A R O U S E D A G O N I Z E D A S L E E p A w A R E A T T E N T I V E A N X I O U S nAim is to deliver advanced conversational proficiency quickly and the understanding and creative solution