英语教学法的演变及特点.ppt

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1、Approaches and Methods:500 years of Foreign Language Teaching in the west,1.In the process of your teaching,what kind of teaching methods do you often use in your class?2.When you want to choose a teaching method,what factors do you have to consider?3.Do you think what is the best way to improve Eng

2、lish,especially oral English and written English?4.What is Task-based Language Teaching?Do you often adopt it in your class?5.In your opinion,do the good students in your class have something in common?If they have,what are they?,Grammar-translation Method the Direct Method Audio-lingual Method Comm

3、unicative Teaching Method Task-based Learning,Grammar-translation Method:APPROACHWhat is language?,They learn by memorizing grammar rules and vocabulary.They practice by translating sentences from L1 to L2 and back again.,How do people learn language?,Language is writing.,The grammatical structures

4、of the L2 and lists of vocabulary.,Design,What should be in the syllabus?,What sort of activities?,Translation exercises from L1 to L2 and from L2 to L1.,.PROCEDUREWhat should teachers do?,They should explain the grammar rules and vocabulary,in L1 if necessary.They demonstrate model sentences.They s

5、upervise the doing and correcting of the practice exercises.,They listen to the teacher.They try to memorize the grammar rules and vocabulary.They do the exercises as told to by the teacher.,What should learners do?,Textbooks that contain the grammar rules,model sentences to show how the rules work,

6、lists of vocabulary,practice translation exercises.,What sort of materials?,Teachers do most of the talking.They are in complete control of the class.One lesson is very similar to another.The learners listen to the teachers.They do exactly as they are told.They rarely talk.,What is a typical lesson

7、like?,The major characteristics of Grammar Translation,1.Classes are taught in the mother language,with little active use of the target language.2.Much vocabulary is taught in the form of lists of isolated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Grmmar provides

8、the rules for putting words together,and instruction often focuses on the form and inflection of words.5.Reading of difficult classical texts is begun early.6.Little attention is paid to the context of the texts,which are treated as exercises in grammatical analysis.7.Often the only drills are exerc

9、ises in translating disconnected sentences from the target language to the mother language.8.Little or no attention is given to pronunciation.,The Direct Method:Time:Mid-19th to early 20th century Main characteristics:This advocated that second language learning should take into account what was kno

10、wn of first language learning.The focus should be on the spoken language and only the second language should be used in the class.The language introduced should be“everyday language”common structure and frequently used vocabulary,and learners should practice it by actively using the language in the

11、classroom.,The principles of Direct Method,1.Classroom instruction was conducted exclusively in the target language.2.Only everyday vocabulary and sentences were taught.3.Oral communication skills were built up in a carefully traded progression organized around question-and-answer exchange between t

12、eachers and students in small,intensive classes.4.Grammar was taught inductively.5.New teaching points were taught through modeling and practice.6.Concrete vocabulary was taught through demonstration,objects,and pictures;abstract vocabulary was taught by association of ideas.7.Both speech and listen

13、ing comprehension were taught.8.Correct pronunciation and grammar were emphasized.,The Audio-lingual Method Time:Mid-20th century Main Characteristics:This method also saw the spoken language as the fundamental form of language and insisted that only the L2 should be used in the classroom.It divided

14、 up language into parts,each representing an item within the system of the second language structures.,Learners learn the language item by item,never moving on from one item until they could reproduce it perfectly in a variety of classroom drills.Errors were not tolerated.The accurate production of

15、correct language structures was seen as more important than being able to produce meaningful sentences.The underlying assumption was that if learners knew the structure of the language thoroughly,they would automatically be able to use the structure to understand and express meaning.,Audio-lingual1.

16、Attends to structure and form more than meaning.2.Demands memorization of structure based dialogs.3.Language items are not necessarily contextualized.,Communicative Language Teaching,Dialogs,if used,center around communicative functions and are not normally memorized.,Contextualization is a basic pr

17、emise.,Meaning is important.,Language learning is learning to communicate.,4.Language learning is learning structures,sounds,or words.,Effective communication is sought.,5.Mastery,or“over-learning“is sought.,6.Drilling is a central technique.7.Native-speaker-like pronunciation is sought.8.Grammatica

18、l explanation is avoided.9.Communicative activitiesonly come after a long processrigid drills and exercises.,Drilling may occur,but not very important.,.,Any device which helps the learners is accepted varying according to their age,interest,etc.,Attempts to communicate may be encouraged from the ve

19、ry beginning.,Comprehensible pronunciation is sought.,10.The use of the students native language is forbidden.11.Translation is forbidden at early levels.12.Reading and writing aredeferred till speech is mastered.13.The target linguistic system willbe learned through the overt teaching of the patter

20、ns of the system.,Judicious use of native language is accepted where feasible.,Translation may be used where students need or benefit from it.,Reading and writing can start from the first day,if desired.,The target linguistic system will be learned best through the process of struggling to communica

21、te.,14.Linguistic competence is thedesired goal.15.Varieties of language arerecognized but not emphasized.16.The sequence of units is determined solely by principlesof linguistic complexity.,Communicative competence is the desired goal.,Linguistic variation is a central concept in materials and meth

22、odology.,Sequencing is determined by any consideration of content,function,or meaning which maintains interest.,17.The teachers controls thelearners and prevents themfrom doing anything that conflicts with the theory.18.“Language is habit“so errors must be prevented at all costs.19.Accuracy,in terms

23、 of formal correctness,is a primary goal.,Teachers help learners in any way that motivates them to work with the language.,Language is created by the individual often through trial and error.,Fluency and acceptable language is the primary goal:accuracy is judged not in the abstract but in context.,2

24、0.Students are expected to interactwith the language system,embodiedin machines or controlled materials.21.The teacher is expected to specifythe language that students are to use.22.Intrinsic motivation will spring from an interest in the structure of the language.,Students are expected to interact

25、with other people,either in the flesh,through pair and group work,or in their writings.,The teacher cannot know exactly what language the students will use.,Intrinsic motivation will spring from an interest in what is being communicated by the language.,Theory of language:some of the characteristics

26、 of this communicative view of language follow:Language is a system for the expression of meaning.The primary function of language is for interaction and communication.The structure of language reflects its functional and communicative uses.The primary units of language are not merely its grammatica

27、l and structural features,but categories of functional and communicative meaning as exemplified in discourse.,Theory of learning:1.The communication principle:Activities that involve real communication promote learning.2.The task principle:Activities in which language is used for carrying out meanin

28、gful tasks promote learning.3.The meaningfulness principle:Language that is meaningful to the learner supports the learning process.,The Natural Approach Background:developed by Terrell and Krashen in the late 1970s based on the idea that a way a child learns L1 should constitute a model for reading

29、 and learning L2.The differences between the Direct Method and the Natural Method Unlike the Direct Method,however,it places less emphasis on teacher Monologues,direct repetition,and formal questions and answers,and less focus on accurate production of target language sentences.In the Natural Approa

30、ch there is an emphasis on exposure,or input,rather than practice;optimizing emotional preparedness for learning;a prolonged period of attention to what the language learner hear before they try to produce language;and a willingness to use written and,other materials as a source of comprehensible in

31、put.Theory of learning The Acquisition Learning Hypothesis The Acquisition Learning Hypothesis claims that there are two different distinctive ways of developing competence in a second or foreign language.Theory:Acquisition is the“Natural”way,paralleling first languagedevelopment in children.Acquisi

32、tion refers to an unconscious process that involves the naturalistic development of language proficiency through understanding languages and through using language for meaningful communication.Learning,by contrast,refers to a process in which conscious rules about a language are developed.It results

33、 in explicit knowledge,about the forms of a language and the ability t o verbalize this knowledge.The Monitor Hypothesis Theory:The acquired linguistic system is said to initiate utterance when we communicate in a second or foreign language.Conscious learning can function only as a monitor or editor

34、 that checks and repairs the output of the acquired system.The Monitor Hypothesis claims that we may call upon learned knowledge to correct ourselves when we communicate,but that conscious learning has only this function.Three conditions limit the successful use of the monitor:1.Time.There must be s

35、ufficient time for a learner to choose and apply a learned rule.2.Focus on form.The language user must be focused on,correctness or on the form of the output.3.Knowledge of rules:The performer must know the rules.The monitor does best with rules that are simple in two ways.They must be simple to des

36、cribe and they must require complex movements and rearrangements.The Natural Order HypothesisTheory:Grammatical structures are acquired in a predictable order,some early,some late.eg.A study by Krashen,1981 suggests the following order for acquisition of grammatical morphemes for English as a Second

37、 Language:-ing plural to be auxiliary articles irregular past regular past singular(-s)possessive(-s),The Input HypothesisTheory:“We acquire language by understanding input that is a little beyond out current level of competence”An acquirer can“move”from a stage(where is the acquirer s level of comp

38、etence)to a stage 1(where 1 is The stage immediately following along some natural order)by understanding language containing 1.The ability to speak fluently can not be taught directly;rather,it“emerges”independently in time,after the acquirer has built up linguistic competence by understanding input

39、.,The Affective Filter Hypothesis Krashen sees the learners emotional state or attitudes as an adjustablefilter that freely passes,impedes or blocks input necessary to acquisition.A low affective filter is desirable,since it impedes or blocks less of this necessary input.The hypothesis is built on t

40、he research in second language acquisition,which has identified three kinds of affective or attitudinal variables related to second language acquisition.Motivation.Learners with high motivation generally do better.Self-confidence.Learners with self-confidence and a good self image tend to be more su

41、ccessful.Anxiety.Low personal anxiety and low classroom anxiety are more conducive to second language acquisition.,Task-based Language TeachingWhat is a task?-The communicative task is a piece of classroom work plans which involves learners in comprehending,manipulation,producing or interacting in t

42、he target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather to manipulate form.The task should also have a sense of completeness,being able to stand along as a communicative act in its right with a beginning,a middle and an end.(Nun

43、an)-meaning is primary-there is some communication problem to solve-there is some sort of relationship to comparable real-world activities-task completion has some priority-the assessment of the task is in terms of outcome;(Skehan),Grammar+Opportunities to communicate lead to greater improvements in

44、 fluency and grammatical accuracy than grammar only.Willis lists four conditions for language learning:(1)Language environment,has a lot,real language exposure.(2)The chance to use language,be able to do things to use language,and exchange information.(3)The motivation for using the language,includi

45、ng the activities of listening,speaking,reading and writing.(4)Conditions for teaching,has the chance to pay attention to the form of language.,TBLT:a teaching approach based on the use communicative and interactive tasks as the central units for planning and delivery of instruction.Such tasks are s

46、aid to provide an effective basis for language teaching since they:a,involve meaningful communication and interaction and b,negotiationc,enable the learners to acquire grammar as a result of engaging in authentic language use.Task-based language teaching is an extension of communicative language tea

47、ching and an attempt to apply principles of second language learning to teaching.,to creation.4.Learning by doing principle:in the TBLT class,teachers should direct learners to learn language by performing specific task activities,to attain and enrich learning experiences and strategies,to motivate

48、and enhance learners interest and assist them enjoy the happiness of success through completing certain communicative tasks.,Teaching principles of TBLT:The authenticity principle:authenticity in this sense involves two aspects of task design that are authentic linguistic data and real-life-like lan

49、guage environment.Authentic linguistic data usually offers a natural and real-life-like setting in which learners expose themselves to authentic language meanwhile the latter concerns the resemblance between classroom tasks and the activities in the outside world.Nunan suggests that learners should

50、be fed as rich a diet of authentic data as possible,otherwise their task will be made more difficult.2.The form-function principle:it means to teach language in ways that make form and function relationships transparent.In task design,attention must be paid to the integration of linguistic form and