《语言教学的流派》课程教案

《语言教学的流派》课程教案

课程介绍：

对外汉语教学是一门新兴的学科，属于应用语言学，狭义的应用语言学指的就是语言教学，因此对外汉语教学要从外语教学的研究中吸取营养。国外的外语教学研究较早，成果丰富，我们一定要去借鉴，才可能根据汉语特点来推动对外汉语教学法的研究。

这门课程是对外汉语专业本科生的专业选修课，其目的在于让学生直接阅读外文资料，并在学习的过程中学习理论分析的方法，提高理论和学术素养。

要求：

1、熟悉每章的key words

2、Make presentation in English

3、积极参加课堂讨论

4、认真预习和完成课后作业

5、期末考查方式：passage translation(英译汉)

教材介绍：

20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。Jack C. Richard 和Theodore S. Rodgers 所著的Approaches and Methods in Language Teaching 一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。Approaches and Methods in Language Teaching

1、Approach and method

2、Language teaching --- second language teaching or foreign language teaching

This book is a book on the history of language teaching, but it’s more than that. Accordin g to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions.

第一章 A brief history of language teaching 外语教学简史

本章主要介绍20世纪以前的外语教学简史

通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发

展。

在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method

（语法翻译法）和The Direct Method（直接法）

第二章The nature of approaches and methods in language teaching 外语教学法理论与方法的性质

本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框

架中，教学法包括三个部分：

1、Approach（理论）：语言理论和学习理论

2、Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角

色、教材的作用

3、Procedure（教学步骤）

This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies.

第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。

第三章The Oral Approach and Situational Language Teaching 口语法和情景法

第四章The Audiolingual method 听说法

第五章Communicative Language Teaching 交际法

第六章Total Physical Response 全身反应法

第七章The Silent Way 沉默法

第八章Community Language Learning 社团学习法

第九章The Natural Approach 自然法

第十章Suggestopedia 暗示法

Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter.

Where a method or approach has no acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.

第十一章教学法的比较和评估

这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。

This chapter examines methods from a broader framework and present a curriculum-development perspective on methodology.

第一章 A brief history of language teaching 外语教学简史This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods.

Changes in language teaching methods throughout history have reflected

a.Recognition of changes in the kind of proficiency learners need (oral

proficiency or reading comprehension)

b.Changes in theories of the nature of language and of language learning.

一、500年前：

1、拉丁语的地位

2、拉丁语的教学法

3、the decline of Latin

4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法

这种方法就是The Grammar-Translation Method

二、The Grammar-Translation Method

1、对这种方法的评价

2、这种教学法的主要特点：7点

the goal of foreign language learning

reading and writing/speaking and listening

vocabulary selection

sentence

accuracy

grammar

the student’s native language

3、对这种教学法的批评

三、Language teaching innovations in the 19th century

1、Increased opportunities for communication: oral proficiency

2、Individual language teaching specialists:

C. Marcel: emphasized the important meaning in learning

T. Prendergast: proposed the first “structural syllabus”

F.Gouin: “series”

四、The Reform Movement

1、语言学的发展：The International Phonetic Association（1886年）

2、Reformer 的观点

Henry Sweet: The Practical Study of Languages（1899年）

Wilhelm Vietor: Language Teaching Must Start Afresh

共同的观点：6点

the spoken language

phonetics

hear the language first

words and sentences

the rules of grammar

translation

3、natural methods 的兴起，其中一种就是众所周知的Direct Method

五、The Direct Method

1、倡导者：Gouin ；Sauveur

foundation: natural language learning principles

2、Berlitz Method :

principles and procedures

guidelines

3、drawbacks

六、The Coleman Report：1929 in the United States

七、method 到底是什么？

the goals of language teaching

the basic nature of language

the selection of language content

principles of organization, sequencing and presentation

the role of the native language

process

best teaching techniques and activities and circumstances

Particular methods differ in the way they address these issues. We need to present a model for the description, analysis, and comparison of methods.

Question for discussion:

从语法翻译法到直接法，有了哪一些进步？

500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead language. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences.

In eighteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin. Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constructed to show the grammar rules and had no relation to the language of real communication.

By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method.

What were the principal characteristics of Grammar-Translation Method?

1、the goal of foreign language study is to learn a language in order to read its literature

or in order to benefit form the mental discipline and intellectual development that

result from foreign language study.

2、Reading and writing are the major focus.

3、Vocabulary selection is based solely on the reading texts, and words are taught

through bilingual word list, dictionary study, and memorization.

4、The sentence is the basic unit of teaching and language practice. This focus on the

sentence is a distinctive feature of the method.

5、Accuracy is emphasized.

6、Grammar is taught deductively---by presentation and study of grammar rules, which

are then practiced through translation exercises.

7、The student’s native language is the medium of instructi on.

Explain new items and make comparisons between the two languages.

The goal

How to teach words?

How to teach grammar?

What is emphasized?

The role of the sentence

The role of native language

In the mid- and late nineteenth century, the Grammar-Translation Method was questioned and rejected in European countries. In the mid nineteenth century, increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages, but the public education system, that is secondary schools, was seen to be failing in its responsibilities.

In Germany, England, France, new approaches to language teaching were developed by individual language teaching specialists. Each of them use a specific method for reforming the teaching of modern languages.

Marcel, Prendergast, Gouin

Educators recognized the need for speaking proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; there are an interest in how children learn languages, which prompted attempts to develop teaching principles from observation and reflections about child language learning. But the ideas and methods of these innovators such as Marcel, Prendergast, Gouin were developed outside the context of established circles of education, so their ideas failed to receive widespread support or attention.

By the end of the nineteenth century, teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement in language teaching.

From the 1880s, the discipline of linguistics was revitalized. Phonetics—the scientific analysis and description of the sound systems of languages—was established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founded, the International Phonetic Alphabet was designed. The IPA was to used to record accurately the sounds of any language in written forms. One of the earliest goals of the association was to improve the teaching of modern language. It advocated:

1、study the spoken language

2、phonetic training—to establish good pronunciation habits

3、the use of conversation texts and dialogues

4、grammar is taught inductively

5、teaching new meaning through establishing association within the target language

rather than by establishing association with the mother tongue

Linguists too became interested in the controversies that emerged about the best way to teach foreign languages. Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology. He set forth four principles for the development of teaching method:

1、select carefully what is to be taught

2、imposing limits on what is to be taught

3、arranging what is be taught in terms of the four skills

4、grading materials from simple to complex

German scholar Welhem Vieter strongly criticized the inadequacies of

Grammar-Translation Method and stressed the value of training teachers in the new science of phonetics. He argued that training in phonetics would enable teachers to pronounce the language accurately. In his opinions, speech patterns, rather than grammar, were the fundamental elements of language.

Although the reformers in the late nineteenth century often differed in the specific procedures they advocated for teaching a language, in general they believed that:

1、the spoken language is primary, methodology should be oral-based

2、phonetics should be applied to teaching and to teacher training

3、listening first

4、words should be presented in sentences, sentences should be practiced in meaningful

context

5、grammar should be taught inductively

6、no translation

These principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of applied

linguistics-----that branch of language study concerned with the scientific study of second or foreign language teaching and learning.

And at the same time, there was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to natural methods and the development of what came be known as the Direct Method.

In fact at various times through the history of language teaching, attempts have been made to make second language learning more like first language learning. Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne’s father wanted his son to speak Latin well.

In the nineteenth century, L. Sauveur used intensive oral interaction in the target language, employing questions as a way of presenting and eliciting language. His method was refered to as the Natural Method. Sauveur argued that a foreign language could be taught without translation, or th e use of the learner’s native tongue, if meaning was conveyed directly through demonstration and action.

In 1884, the German scholar Franke wrote on a monolingual approach to teaching. According to Franke, a language could best be taught by using it actively in the classroom. Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use of the foreign language in the classroom. Learners are able to induce rules of grammar. The teacher replace the textbook in the early stages of learning. Known words would be used to teach new words, using demonstration and pictures.

Direct Method was the most widely known of the natural methods. It was officially approved in France and Germany at the turn of the century and became widely known in the

United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. In face, Berlitz referred to the method in his schools as the Berlitz Method.

Principles and procedures:

1、target language only

2、everyday vocabulary and sentences were taught

3、oral communication skills were build up in a carefully graded progression organized

around question-and-answer exchanges between teachers and students in small,

intensive classes

4、grammar was taught inductively

5、new teaching points were introduced orally.

6、Concrete vocabulary and abstract vocabulary

7、Speech and listening comprehension

8、Correct pronunciation and grammar were emphasized

Guidelines for teaching oral language in contemporary Berlitz schools.

The Direct Method was quite successful in private schools because of the high motivation of paying clients and the use of native-speaking teachers. But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the practical realities of the classroom. Also, it lacked a sound basis in applied linguistic theory, and for this reason it was often criticized by the reformers of the Reform Movement. It required teachers who were native speakers or had native-like fluency in the foreign language. It was largely dependent on the teacher’s skills, and not all teachers were proficient enough in the foreign language. Critics also pointed out that sometime a simple brief explanation in the students native tongue would have been a more efficient way to comprehension.

By the 1920s, use of the Direct Method in noncommercial schools in Europe has declined. In France and Germany it was modified into versions that combined some Direct Method techniques with more controlled grammar-based activities.

A study begun in 1923 on the state of foreign language teaching concluded that no single method could guarantee successful results. The goal of trying to teach conversation skills was considered impractical in view of the restricted time available for foreign language teaching in schools, the limited skills of teachers, and the perceived irrelevance of conversation skills in a foreign language for the average American college student. The study—published as the Coleman Report—advocated that a more reasonable goal for a foreign language course would be a reading knowledge of a foreign language, achieved through the gradual introduction of words and grammatical structures in simple reading texts. The main result of this recommendation was that reading became the goal of most foreign language programs in the United States.

To British applied linguist Henry Sweet, the Direct Method offered innovations at the lever of teaching procedures but lacked a thorough methodological basis. Its main focus was on the exclusive use of the target language in the classroom, but it failed to address many issues that Sweet thought more basic. In 1920s and 1930s applied linguists systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a foreign language. Subsequent

developments led to Audiolingualism in the United Stated and the Oral Approach or Situational Language Teaching in Britain.

We have seen from this historical survey some of the questions that prompted innovations and new directions in language teaching in the past:

1、What should the goal of language teaching be?

Conversational proficiency, reading, translation, or some other skills

2、What is the basic nature of language?

3、What are the principles for the selection of language content?

4、What principles of organization, sequencing, and presentation best facilitate learning?

5、What should the role of the native language be?

6、What processes do learners use in mastering a language?

7、What teaching techniques and activities work best and under what circumstance? Particular methods differ in the way they address these issues. In the next chapter we present a model for the description, analysis, and comparison of methods. This model will be used as a framework for our subsequent discussion and analyses of particular language teaching methods and philosophies.

第二章外语教学法理论和方法的性质

In this chapter, we will clarify the relationship between approach and method and present a

model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies.

一、Approach and method

1、the model of Edward Anthony （1963）

approach : a set of correlative assumptions dealing with the nature of language

teaching

and learning

method : an overall plan for the orderly presentation of language material

technique : which actually takes place in a classroom

Anthony’s model serves as a useful way of distinguishing between different degrees of

abstraction and specificity found in different language teaching proposals.

2、the model of Mackey （1965）

Mackey’s model of language teaching analysis concentrates on the dimensions of selection, gradation, presentation, and repetition underlying a method. (textbooks)

3、Anthony’s model 的不足：

a)Nothing is said about the roles of teachers and learners.

b)It fails to account for how an approach may be realized in a method, or for how

method and technique are related.

4、Our model ( revised and extended Anthony’s model )

approach---design---procedure

A method is theoretically related to an approach, is organizationally determined

by a design, and is practically realized in procedure.

二、Approach: the nature of language and language learning

1、Theory of language: three different theoretical views of language and the nature of

language proficiency

Structural view : l anguage is a system of structurally related elements

The target of language learning is seen to be the mastery of

elements

of this system.

Function view : language is a vehicle for the expression of functional meaning

meaning and function

Interactional view : language is a vehicle for the realization of interpersonal

relations

and for the performance of social transactions between individuals.

patterns of exchange and interaction or the inclinations of learners

2、Theory of language learning

A learning theory underlying an approach or method responds to two questions:

a.What are the psycholinguistic and cognitive processes involved in language

learning?

Process-oriented theories : habit formation; induction; inferencing;

hypothesis

testing; generalization

b.What are the conditions that need to be met in order for these learning

processes to be activated?

Condition-oriented theories : the nature of the human; physical context in

which language learning takes place

举例说明： Natural Approach (process and condition)

Counseling-learning (conditions)

Total Physical Response (process and condition)

Silent Way (conditions)

三、Design

1、Objective

Different theories of language and language learning influence the focus of a method.

Linguistically oriented or product-oriented objectives:

oral skills

general communication skills

basic grammar and vocabulary

Process-oriented objectives

判断教学法的objectives是process-oriented or product-oriented需要考虑两个因

素：

a、how much emphasis is placed on vocabulary acquisition and grammatical

proficiency

b、how grammatical or pronunciation errors are treated in the method

2、Content choice and organization: the syllabus

subject matter(what to talk about) and linguistic matter(how to talk about)

content issues: the principles of selection and gradation

a prior syllabuses and a posteriori syllabuses

3、Types of learning and teaching activities

the use of different kinds of activities

different uses for particular activity types

activity types

4、Learner roles

the types of activities learners carry out

the degree of control learners have over the content of learning

the patterns of learner groupings adopted

the degree to which learners influence the learning of others

the view of the learner as processor, performer, initiator, problem solver

5、Teacher roles

Teacher roles are related to the following issues:

the types of functions teachers are expected to fulfill

the degree of control the teacher has over how learning takes place

the degree to which the teacher is responsible for determining the content of

what is

taught

the interactional patterns that develop between teachers and learners learner-teacher relationships:

asymmetrical kinds

symmetrical kinds

6、The role of instructional materials

the primary goal of materials

the form of materials

the relation of materials to other sources of input

the abilities of teachers

四、procedure

three dimensions:

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

the ways in which particular teaching activities are used for practicing language

the procedures and techniques or content of their utterances or sentences Classroom techniques, practices, and behaviors observed when the method is used resources in terms of time, space, and equipment used by the teacher

interactional patterns observed in lessons

tactics and strategies used by teachers and learners when the method is being

used