《語言教學(xué)的流派》課程教案

《語言教學(xué)的流派》課程教案

教材介紹：

20世紀外語教學(xué)蓬勃發(fā)展，教學(xué)法的研究也發(fā)展很快。一方面，19世紀一些傳統(tǒng)的教學(xué)法傳承下來；另一方面，20世紀有許多創(chuàng)新的教學(xué)法。JackC.Richard和Theodore

S.Rodgers所著的ApproachesandMethodsinLanguageTeaching一書對20世紀出現(xiàn)的幾個具有代表性的教學(xué)法進行描述和分析，有助于我們了解歷史，承前啟后。

ApproachesandMethodsinLanguageTeaching

1、Approachandmethod

2、Languageteaching---secondlanguageteachingorforeignlanguageteaching

Thisbookisabookonthehistoryoflanguageteaching,butit’smorethanthat.Accordingtotheookauthors,istopresenttheanaimobjectiveofthisandcomprehensivebpictureofa

particularapproachormethod.Theauthorshaveavoidedpersonalevaluation,preferringtoletthemethodorapproachspeakforitselfandallowsreaderstomaketheirownappraisals.

Sothisbookisnotintendedtopopularizeorpromoteparticularapproachesormethodsdescribed.Itisdesignedtogivetheteacherorteachertraineeastraightforwardintroductionto

commonlyusedanlesscommonlyusedmethods,andasetofcriteriabywhichtocriticallyread,question,andobservemethods.Thegoalistoenableteacherstobecomebetter

informedaboutthenature,strengths,andweaknessesofmethodsandsotheycanbetterarriveattheirjudgmentsanddecisions.

第一章Abriefhistoryoflanguageteaching外語教學(xué)簡史

本章主要介紹20世紀以前的外語教學(xué)簡史,通過此章的學(xué)習(xí)，我們將會發(fā)現(xiàn)20世紀出現(xiàn)的教學(xué)法都是歷史的延續(xù)和發(fā)展。在這章中，我們將了解兩種傳統(tǒng)的教

學(xué)法：TheGrammar-TranslationMethod（語法翻譯法）和TheDirectMethod（直接法）

第二章Thenatureofapproachesandmethodsinlanguageteaching外語教學(xué)法理論與方法的性質(zhì)

本章為以后的分析立下了一個基本的理論分析框架(framework)。在這個框架中，教學(xué)法包括三個部分：

1、Approach（理論）：語言理論和學(xué)習(xí)理論

2、Design（設(shè)計）：教學(xué)目的、大綱、教學(xué)活動形式、學(xué)生角色、教師角色、教材的作用

3、Procedure（教學(xué)步驟）

Thischapterwillpresentamodelforthedescription,analysis,andcomparisonof

methods.Thismodelwillbeusedasaframeworkforthesubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.

第三章至第十章是根據(jù)第二章中所立的基本理論分析框架對八派語言教學(xué)法進行描述和分析。

第三章TheOralApproachandSituationalLanguageTeaching口語法和情景法

第四章TheAudiolingualmethod聽說法

第五章CommunicativeLanguageTeaching交際法

第六章TotalPhysicalResponse全身反應(yīng)法

第七章TheSilentWay沉默法

第八章CommunityLanguageLearning社團學(xué)習(xí)法

第九章TheNaturalApproach自然法

第十章Suggestopedia暗示法

1

Whereamethodorapproachhasextensiveandacknowledgedlinkstoaparticulartraditioninsecondorforeignlanguageteaching,thishistoricalbackgroundistreatedinthefirst

sectionofthechapter.

Whereamethodorapproachhasnoacknowledgedtiestoestablishedsecondorforeignlanguageteachingpractice,historicalperspectiveisnotrelevant.Inthesecasesthemethod

isconsideredintermsofitslinkstomoregenerallinguistic,psychological,oreducationaltraditions.

第十一章教學(xué)法的比較和評估

這章是從更高的一個角度對前幾章所分析的教學(xué)法進行比較和評估。

Thischapterexaminesmethodsfromabroaderframeworkandpresenta

curriculum-developmentperspectiveonmethodology.

第一章Abriefhistoryoflanguageteaching外語教學(xué)簡史

Thischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.

Changesinlanguageteachingmethodsthroughouthistoryhavereflected

a.Recognitionofchangesinthekindofproficiencylearnersneed(oralproficiencyorreadingcomprehension)

b.Changesintheoriesofthenatureoflanguageandoflanguagelearning.

一、500年前：

1、拉丁語的地位

2、拉丁語的教學(xué)法

3、thedeclineofLatin

4、受拉丁語教學(xué)法影響的modernlanguage（如英語、德語、法語等等）的教學(xué)法

這種方法就是TheGrammar-TranslationMethod

二、TheGrammar-TranslationMethod

1、對這種方法的評價

2、這種教學(xué)法的主要特點：7點

thegoalofforeignlanguagelearning

readingandwriting/speakingandlistening

vocabularyselection

sentence

accuracy

grammar

thestudent’snativelanguage

2

3、對這種教學(xué)法的批評

三、Languageteachinginnovationsinthe19thcentury

1、Increasedopportunitiesforcommunication:oralproficiency

2、Individuallanguageteachingspecialists:

C.Marcel:emphasizedtheimportantmeaninginlearning

T.Prendergast:proposedthefirst“structuralsyllabus”

F.Gouin:“series”

四、TheReformMovement

1、語言學(xué)的發(fā)展：TheInternationalPhoneticAssociation（1886年）

2、Reformer的觀點

HenrySweet:ThePracticalStudyofLanguages（1899年）

WilhelmVietor:LanguageTeachingMustStartAfresh

共同的觀點：6點

thespokenlanguage

phonetics

hearthelanguagefirst

wordsandsentences

therulesofgrammar

translation

3、naturalmethods的興起，其中一種就是眾所周知的DirectMethod

五、TheDirectMethod

1、倡導(dǎo)者：Gouin；Sauveur

foundation:naturallanguagelearningprinciples

2、BerlitzMethod:

principlesandprocedures

guidelines

3、drawbacks

六、TheColemanReport：1929intheUnitedStates

七、method到底是什么？

thegoalsoflanguageteaching

thebasicnatureoflanguage

theselectionoflanguagecontent

3

principlesoforganization,sequencingandpresentation

theroleofthenativelanguage

process

bestteachingtechniquesandactivitiesandcircumstances

Particularmethodsdifferinthewaytheyaddresstheseissues.Weneedtopresentamodelforthedescription,analysis,andcomparisonofmethods.

Questionfordiscussion:

從語法翻譯法到直接法，有了哪一些進步？

.

第二章外語教學(xué)法理論和方法的性質(zhì)

Inthischapter,wewillclarifytherelationshipbetweenapproachandmethodandpresentamodelfordescription,analysis,andcomparisonofmethods.Andthismodelwillbeusedasa

frameworkforoursubsequentdiscussionsandanalysesofparticularlanguageteachingmethodsandphilosophies.

一、Approachandmethod

1、themodelofEdwardAnthony（1963）

approach:asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning

method:anoverallplanfortheorderlypresentationoflanguagematerial

technique:whichactuallytakesplaceinaclassroom

Anthony’smodelservesasausefulwayofdistinguishingbetweendifferentdegreesofabstractionandspecificityfoundindifferentlanguageteachingproposals.

2、themodelofMackey（1965）

Mackey’smodeloflanguageteachinganalysisconcentratesonthedimensions(規(guī)模，大小)ofselection,gradation,presentation,andrepetitionunderlyingamethod.(textbooks)

3、Anthony’smodel的不足：

a)Nothingissaidabouttherolesofteachersandlearners.

b)Itfailstoaccountforhowanapproachmayberealizedinamethod,orforhowmethodandtechniquearerelated.

4、Ourmodel(revisedandextendedAnthony’smodel)

approach---design---procedure

Amethodistheoreticallyrelatedtoanapproach,isorganizationallydeterminedbyadesign,andispracticallyrealizedinprocedure.

二、Approach:thenatureoflanguageandlanguagelearning

1、Theoryoflanguage:threedifferenttheoreticalviewsoflanguageandthenatureoflanguageproficiency

Structuralview:languageisasystemofstructurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethemasteryofelementsofthissystem,

whicharegenerallydefinedintermsofphonologicalunits,grammaticalunits,grammaticaloperations,andlexicalitems.

4

Functionview:languageisavehiclefortheexpressionoffunctionalmeaning

Interactionalview:languageisavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.patternsofexchangeand

interactionortheinclinationsoflearners

2、Theoryoflanguagelearning

Alearningtheoryunderlyinganapproachormethodrespondstotwoquestions:

a.Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

Process-orientedtheories:habitformation;induction;inferencing;hypothesis

testing;generalization

b.Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

Condition-orientedtheories:thenatureofthehuman;physicalcontextinwhichlanguagelearningtakesplace

舉例說明：NaturalApproach(processandcondition)

Counseling-learning(conditions)

TotalPhysicalResponse(processandcondition)

SilentWay(conditions)

三、Design

1、Objective目標

Differenttheoriesoflanguageandlanguagelearninginfluencethefocusofamethod.

Linguisticallyorientedorproduct-orientedobjectives:

oralskills

generalcommunicationskills

basicgrammarandvocabulary

Process-orientedobjectives強調(diào)過程的目標

判斷教學(xué)法的objectives是process-orientedorproduct-oriented需要考慮兩個因素：

a、howmuchemphasisisplacedonvocabularyacquisitionandgrammaticalproficiency詞匯習(xí)得和語法水平

b、howgrammaticalorpronunciationerrorsaretreatedinthemethod

2、Contentchoiceandorganization:thesyllabus

subjectmatter(whattotalkabout)andlinguisticmatter(howtotalkabout)

contentissues:theprinciplesofselectionandgradation

apriorsyllabusesandaposteriorisyllabuses

3、Typesoflearningandteachingactivities

theuseofdifferentkindsofactivities

differentusesforparticularactivitytypes

5

activitytypes

4、Learnerroles

thetypesofactivitieslearnerscarryout

thedegreeofcontrollearnershaveoverthecontentoflearning

thepatternsoflearnergroupingsadopted

thedegreetowhichlearnersinfluencethelearningofothers

theviewofthelearnerasprocessor,performer,initiator,problemsolver

5、Teacherroles

Teacherrolesarerelatedtothefollowingissues:

thetypesoffunctionsteachersareexpectedtofulfill

thedegreeofcontroltheteacherhasoverhowlearningtakesplace

thedegreetowhichtheteacherisresponsiblefordeterminingthecontentofwhatistaught

theinteractionalpatternsthatdevelopbetweenteachersandlearners

learner-teacherrelationships:

asymmetricalkinds不對稱類型

symmetricalkinds對稱類型

6、Theroleofinstructionalmaterials教學(xué)材料的作用

theprimarygoalofmaterials

theformofmaterials

therelationofmaterialstoothersourcesofinput

theabilitiesofteachers

四、procedure

threedimensions:三個維度

theuseofteachingactivities(drills,dialogues,information-gapactivities)topresentnewlanguageandtoclarifyanddemonstrateformal,communicative,orotheraspectsof

thetargetlanguage

thewaysinwhichparticularteachingactivitiesareusedforpracticinglanguage

theproceduresandtechniquesorcontentoftheirutterancesorsentences

Classroomtechniques,practices,andbehaviorsobservedwhenthemethodisused

resourcesintermsoftime,space,andequipmentusedbytheteacher

interactionalpatternsobservedinlessons

tactics戰(zhàn)術(shù)andstrategiesusedbyteachersandlearnerswhenthemethodisbeingused

6

在第二章講解結(jié)束后，對第二章提出的教學(xué)法分析的基本理論框架做一總結(jié)，并要求學(xué)生一定要把握這一理論框架，因為這是后面進行教學(xué)法流派分析的基礎(chǔ)。

第三章Theoralapproachandsituationallanguageteaching

ThetermsOralApproachorSituationalLanguagereferanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfrom1930stothe1960s.

一、Background

1、HaroldPalmerandA.S.Hornby：asystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguage.

2、Vocabularycontrol

theroleofvocabulary

acoreof2000orsowordsoccurredfrequentlyinwrittentexts

1、Grammarcontrol

Palmer:grammarastheunderlyingsentencepatternsofthespokenlanguage

Hornby:sentencepatternsintothefirstdictionaryforstudentsofEnglishasaforeignlanguage-----TheAdvancedLearner’sDictionaryofCurrentEnglish

二、TheOralApproachandSituationalLanguageTeaching

theOralApproach(nottobeconfusedwiththeDirectMethod,whichlackedasystematicbasisinappliedlinguistictheoryandpractice)

SituationalLanguageTeaching(1960s)

maincharacteristicsP38,39

三、Approach

1、Theoryoflanguage

atypeofBritishstructuralism:speech/structure

oneofthedistinctivefeatures:structuresmustbelinkedtosituationsinwhichtheycouldbeused

thefunctionaltrendinBritishlinguisticssincethe1930s(J.R.FirthandM.A.K.Holliday:languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.)

2、Theoryoflearning

atypeofbehavioristhabit-learningtheory

(AsPalmerhaspointedout,therearethreeprocessesinlearningalanguage:1.receivingtheknowledgeormaterials2.fixingitinthememorybyrepetition,3.usingitinactual

practiceuntilitbecomesapersonalskill)

Languagelearningashabitformation

SLTadoptsaninductiveapproachtotheteachingofgrammar(inducedfromthewaytheformisusedinasituation)

sameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning

四、Design

1、Objectives:toteachapracticalcommandofthefourbasicskillsoflanguage

Accuracyinbothpronunciationandgrammarisregardedascrucial.

7

Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.

Writingderivesfromspeech.

2、Thesyllabus

astructuralsyllabus—alistofthebasicstructuresandsentencepatterns

awordlist

situation:themannerofpresentingandpracticingsentencepatterns

3、Typesoflearningandteachingactivities

asituationalapproach——presentingnewsentencepatterns

situation:theuseofconcreteobjects,picturesandrealia,actionsandgestures(Pittman)

adrill-basedmanner——practicingthenewsentencepatterns

practicetechniques:guidedrepetition,substitutionactivities,pairpractice

4、Learnerroles

listen,repeatandrespondstoquestionsandcommands

havenocontroloverthecontentoflearning

5、Teacherroles

Threefold:amodel—thepresentationstage

askillfulmanipulator

onthelookoutforerrors—thepracticephase

teacher’sresponsibilities

Theteacherisessentialtothesuccessofthemethod.

6、Theroleofinstructionalmaterials

Textbook:containsorganizedlessons

Visualaids:consistsofwallcharts,flashcards,pictures,stickfigures

Theteacherisexpectedtobethemasterofhistextbook.

五、Procedure

aim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentence

patternstotheirautomaticuseinspeech,readingandwriting.

theteachingofastructure:fourparts

thesequenceofactivities:

listeningpractice

choralimitation

individualimitation

8

isolation

buildinguptoanewmodel

elicitation

substitutiondrilling

question-answerdrilling

correction

Conclusion:

Inthemid-sixties,theviewoflanguage,languagelearning,andlanguageteachingunderlyingSituationalLanguageTeachingwascalledintoquestion.Butbecausetheprinciplesof

SituationalLanguageTeaching,withitsstrongemphasisonoralpractice,grammar,andsentencepatterns,conformtotheintuitionsofmanypracticallyorientedclassroomteachers,it

continuestobewidelyusedinthe1980s.

Questionfordiscussion:

在我們學(xué)習(xí)英語的過程中，我們的英語教師是否用到了情景法，如果用到了，你從學(xué)生的角度來談?wù)勥@樣的教學(xué)法是否有效？

ThetermsoralapproachorsituationallanguageteachingrefertoanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfromthe1930stothe1960s.Theimpactof

theoralapproachhasbeenlonglasting,andithasshapedthedesignofmanywidelyusedEFL/ESLtextbooksandcourses,includingmanystillbeingusedtoday(forexamples:manyof

L.G.Alexander’swidelyusedtextbooks).Thismethodiswidelyusedatthetimeofwriting.

第四章TheAudiolingualMethod聽說法

一、Background

Thecombinationofstructurallinguistictheory,constructiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod

1、1929年TheColemanReport后美國出現(xiàn)的外語教學(xué)法

amodifiedDirectMethod

areading-basedapproach

areading-oralapproach

這些教學(xué)法的不足之處

2、ArmySpecializedTrainingProgram（1942）

3、Informantmethod（Bloomfield）

masteryofAmericanIndianlanguages

1、ArmyMethod

derivedfromtheintensityofcontactwiththetargetlanguage

thevalueofanintensive,oral-basedapproachtothelearningofaforeignlanguage

5、EnglishLanguageInstitute(1939theUniversityofMichigan)

9

CharlesFries:principlesofstructurallinguistics

patternpractice

6、generalform(1950)

Alessonbeganwithworkonpronunciation,morphology,andgrammar,followedby

drillsandexercises.

1、Contrastiveanalysis

systematiccomparisonsofEnglishwithotherlanguages

2、Aural-oralapproach(1950s)

auraltrainingfirst,thenpronunciationtraining,followedbyspeaking,reading,andwriting

Practicemakesperfect.

3、TheAddiolingualMethod

Structurallinguistictheory

Contrastiveanalysis

Aural-oralprocedures

Behavioristpsychology

二、Approach

1、Theoryoflanguage

structurallinguistics(1950s):areactiontotraditionalgrammar

thecharacteristicsofthetermstructural

theprimarymediumoflanguageisoral:speechislanguage

2、Theoryoflearning

behavioralpsychology:stimulus,response,reinforcement

hypothesesaboutlanguagelearningandlanguageteaching

learningprinciplesP57

三、Design

1、Objectives

Short-rangeobjectives

Long-rangeobjectives

Speakingskills

2、Thesyllabus

alinguisticsyllabus:phonology,morphology,andsyntaxofthelanguage

alexicalsyllabusofbasicvocabulary

10

languageskills:listening,speaking,reading,writing

3、Typesoflearningandteachingactivities

Dialogues

Drills

Variouskindsofdrills:repetition,inflection,replacement…

4、Learnerroles

Organisms

areactiverole,havelittlecontrol

5、Teachersroles

centralandactive

modelsthetargetlanguage

controlsthedirectionandpaceoflearning

monitorsandcorrectsthelearners’performance

6、Theroleofinstructionalmaterials

textbook

taperecordersandaudiovisualequipment

四、Procedure

1、theprocessofteachinginvolvesextensiveoralinstruction

2、theprocedurestheteachershouldadopt(Brook)

3、proceduresinatypicalaudiolinguallesson

五、ThedeclineofAudiolingualism

1、Criticismontwofronts:thetheoreticalfoundationsandthepracticalresults

2、thetheoreticalattack:NoamChomsky’stheoryoftransformationalgrammar

1、Cognitivecodelearning

acknowledgedtheroleofabstractmentalprocessesinlearning

thecognitive-codetheroy

Conclusion:

Audiolingualismstressesthemechanisticaspectsoflanguagelearningandlanguageuse.

SituationalLanguageTeachingandAudiolingualism(similaritiesanddifference)

Questionfordiscussion:

11

聽說法受到了大家的質(zhì)疑，那么這種教學(xué)法還有沒有我們值得借鑒的東西？

第五章CommunicativeLanguageTeaching

一、Background

1、ThedeclineofSituationalLanguageTeachinginBritain

BritishappliedlinguistsbegantocallintoquestionthetheoreticalassumptionunderlyingSituationalLanguageTeaching.

2、Britishappliedlinguists:thefunctionalandcommunicativepotentialoflanguage

3、ChangingeducationalrealitiesinEurope

4、Notionalsyllabuses（Wilkins1976）

5、Communicativelanguageteaching

strongversion

weakversion

6、themajordistinctivefeaturesoftheAudiolingualMethodandtheCommunicative

LanguageTeaching

7、BronislawMalinowskiandJohnFirth

8、Learner-centeredandexperience-basedviewofsecondlanguageteaching

二、Approach

1、Theoryoflanguage

languageascommunication

Hymes’sview

Halliday’sview

HenryWiddowson’sview

CanaleandSwain’sview

Thecharacteristicsofthecommunicativeviewoflanguage

2、Theoryoflearning

Elementsofanunderlyinglearningtheory:communicationprinciple,taskprinciple,

meaningfulnessprinciple

Krashen’sview

JohnsonandLittlewood’sview

三、Design

1、Objectives

Piepho’sdiscussion(generalobjectives)

12

Nodefinedparticularobjectives

2、Thesyllabus

Notionalsyllabus

Widdowson’sargument

Yalden’sclassificationofcommunicativesyllabustypes

Discussionconcerningsyllabus

3、Typesoflearningandteachingactivities

Classroomactivitiesareinlimited.

Littlewood(functionalcommunicationactivitiesandsocialinteractionactivities)

4、Learnerroles

learnerasnegotiator：learnercontributesasmuchashegains

thecooperativeapproach

5、Teacherroles

BreenandCandlin’sdescription—threeroles

Needanalyst(formallyandinformally)

Counselor

Groupprocessmanager

6、Theroleofinstructionalmaterials

Text-basedmaterials

Task-basedmaterials

Realia

四、Procedure

DescriptionoftypicalclassroomproceduresusedinalessonbasedonCLTprinciplesisnotfeasible.

FinocchiaroandBrufit’slessonoutline

Littlewood:asequenceofacitivities

Savignon’sview

Conclusion:

CommunicativeLanguageTeachingisbestconsideredanapproachratherthanamethod.ItappearedatatimewhenBritishlanguagewasreadyforaparadigmshift.CLT

appealedtothosewhosoughtamorehumanisticapproachtoteaching,oneinwhichtheinteractiveprocessesofcommunicationreceivedpriority.Nowthattheinitialwaveof

enthusiasmhaspassed,someoftheclaimsofCLTarebeinglookedatmorecritically.

13

Questionfordiscussion:

情景法和聽說法都很強調(diào)發(fā)音和語法的準確性，而交際法則不太重視對發(fā)音和語法錯誤地糾正，你是如何看待語言學(xué)習(xí)中的教師的糾錯行為？你認為這樣做是必需的

嗎？為什么？

布置期末考查內(nèi)容：我從教材中選出27個段落，每個段落包括兩頁，要求每個學(xué)生抽簽選定其中的一段，進行翻譯，第十八周結(jié)課時交稿。

第六章TotalPhysicalResponse

一、Background

1、the“tracetheory”ofmemoryinpsychology

2、developmentalpsychology：childfirstlanguageacquisition

3、humanisticpsychology:theroleofaffectivefactors

1、ComprehensionApproach

2、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel

二、Approach

1、Theoryoflanguage

structuralistorgrammar-basedviewsoflanguage

detailedcognitivemap(abstractionsandnonabstractions)

thecentralroleofcomprehensioninlanguagelearning

languagecanbeinternalizedaswholesorchunks

2、Theoryoflearning

Reminiscentoftheviewsofbehavioralpsychology:astimulus-responseview

Learninghypotheses(tofacilitateorinhibitforeignlanguagelearning)

thebio-program:firstandsecondlanguagelearning---parallelprocesses

brainlateralization:right-brainlearning

reductionofstress:stress-freeenvironment

三、Design

1、Objectives

Thegeneralobjectives:toteachoralproficiencyatabeginninglevel

Specificinstructionalobjectivesarenotelaborated.

2、Thesyllabus:beinferredfromananalysisoftheexercisetypesemployedinTPRclasses

asentence-basedsyllabus

14

afixednumberofitemsbeintroducedatatime

attentiontoboththeglobalmeaningoflanguageandthefinerdetailsofitsorganization

3、Typesoflearningandteachingactivities

Imperativedrillsarethemajorclassroomactivity.

Roleplays：centeroneverydaysituation

Slidepresentations

Readingandwritingactivities

4、Learnerroles

Aprimaryrole:listenerandperformer

Havelittleinfluenceoverthecontent

Monitorandevaluatetheirownprogress

5、Teacherroles

Activeanddirectrole

Wellpreparedandwellorganized

Teachersfollowtheexampleofparentsgivingfeedback

Cautions:illusionofsimplicity;havingtoonarrowatoleranceforerrors

6、Theroleofinstructionalmaterials

Nobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.

Studentkitsthatfocusonspecificsituations(supportingmaterials)

四、Procedure

Asher’saccountofacourse:

Review

Newcommands

Rolereversal

Readingandwriting

Conclusion:

TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythosewho

emphasizetheroleofcomprehensioninsecondlanguageacquisition.Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching.

Questionfordiscussion:

全身反應(yīng)法的不足之處在哪里？有沒有可供借鑒的地方？

15

第七章TheSilentWay

一、Background

ThepremiseoftheSilentWay

Thelearninghypotheses

Learningisfacilitatedifthelearnerdiscoversorcreates.(discoverylearning)

Learningisfacilitatedbyaccompanyingphysicalobjects.

Learningisfacilitatedbyproblemsolving.

二、Approach

1、Theoryoflanguage

Gattegnoviewslanguageasasubstituteforexperience.

The“spirit”ofthelanguage

Astructuralapproach

Vocabularyasacentraldimension

2、Theoryoflearning

Surrender

Artificialapproach

Theselfofthelearner

Learningtolearn

三、Design

1、Objectives

Thegeneralobjectives:togivebeginninglevelstudentsoralandauralfacility

Ani