绪论英语教学法主要流派一、语法翻译法（TranslationMethod)The grammar translation Method(Reading Method ,classical Method ).In China, it iscalled old method and is probably the most widely known and has been the most widelyusedof all approaches to language teaching.Althoughthere have been manydevelopments in language teaching, especially inthe teaching foreign language,grammar-translation method in still used today in various forms .And the main drill intranslation.The mains features are as the followings.Error: Reference source not found.Classes are taught in the mother tongue,with littleactive use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given4.Littleattention explanations of the intricacies of grammar aregiven.5.Often the only drills are exercises in translation disconnecfecl sentences from thetarget language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。Advontedges:1.在外语教学里创建了翻译的教学形式；2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果；3.着重阅读，着重学习原文或原文文学名著；4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。Disadvanfudges:1.忽视口语教学。在教学里没有抓住语言的本质；2.忽视语音和语调的教学；1
1 绪论 英语教学法主要流派 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. Error: Reference source not found.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语 法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需 要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学；
3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外语课上成教师的讲演课。5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣，二、直接法（DirectMethod）它也叫自然法（NaturalMethod），心理法（PsychologicalMethod），口语法（OralMethod），改良法（RedormedMethod），在中国最早叫直接法。它含三层意思：直接学习、直接理解、直接应用。翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话，看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的重要内容。心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。Advantages :A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具；B.强调口语和语音教学，抓住了外语教学的实质；C.注重实践练习，培养语言习惯；2
2 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能 力，易使学生在使用外语时对翻译有依赖性； 4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外 语课上成教师的讲演课。 5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣。 二、直接法（Direct Method） 它也叫自然法（Natural Method ），心理法（Psychological Method），口语 法（Oral Method ），改良法（Redormed Method），在中国最早叫直接法。它含 三层意思：直接学习、直接理解、直接应用。 翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交 谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话， 看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师 象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由 于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效 的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的 重要内容。 心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。 Advantages： A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具； B.强调口语和语音教学，抓住了外语教学的实质； C.注重实践练习，培养语言习惯；
D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教学里的作用；E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行教学，大大的提高了外语教学的质量，丰富了外语教学法的内容；F.编选教材，注意教材的实用性与安排上的循序渐进。三、循序直接法（GradedDirectmethod）有两个特点：循序和直接，由Richards倡导的。1.两步走的外语教学思想。培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（Englishthroughpictures）《英语图作》2.直接学习英语在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大量的接触，直接操练中掌握英语，养成使用英语的习惯。3.循序教学有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说到读，最后到写，四步训练。4.句子情景法通过简笔画。5.培养科学的思维方法3
3 D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教 学里的作用； E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行 教学，大大的提高了外语教学的质量，丰富了外语教学法的内容； F.编选教材，注意教材的实用性与安排上的循序渐进。 三、循序直接法（Graded Direct method) 有两个特点：循序和直接，由 Richards 倡导的。 1.两步走的外语教学思想。 培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩 展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（English through pictures）《英语图作》 2.直接学习英语 在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大 量的接触，直接操练中掌握英语，养成使用英语的习惯。 3.循序教学 有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体 的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说 到读，最后到写，四步训练。 4.句子情景法 通过简笔画。 5. 培养科学的思维方法
四、听说法（Audio-Lingual Method orAural-oral Method)特点：1，语言是说的话，而不是写出来的文字。2，语言是一套习惯。3，教语言而不是教有关英语的知识。4，语言是本族语使用者说话的，而不是某人认为应该说的话，5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则：A.重视听说，兼顾读写。B.反复操练，形成习惯。C.围绕句型，学习语言。D.对此结构确定难点。五、视听法或情景法（Audio-visual MethodorSituationalMethod)It's widely used at the time of writing aimed a very large number of text books arebased on it. But also has important links with the Audio-lingual method , esp . as for asthe way the language to be taught is organized.To speak of the audio-visual method would be incorrect .Also in this case,we are againdealing with a conglomeration of approaches which differ on from the other, and whichhave as their most important commons element that they all attend a great deal ofimportant to the use of visual elements. As for as the objectives of FLT are concerned,these approaches also have a common interest. namely the fact that they reserve first placefor oral skill .The audio-visual method as a group being largely to the category of thedirect method ,not only from the point of view of objectives ,but also because of viewthey table of teaching procedure. They have come to be the foreground esp. in the lastfew decades ,mainly because of the improve facilities which the method technology ofproducing visual informal has made available .since the Audio-visual method were4
4 四、听说法（Audio-Lingual Method or Aural-oral Method) 特点：1，语言是说的话，而不是写出来的文字。 2，语言是一套习惯。 3，教语言而不是教有关英语的知识。 4，语言是本族语使用者说话的，而不是某人认为应该说的话。 5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则： A.重视听说，兼顾读写。 B.反复操练，形成习惯。 C.围绕句型，学习语言。 D.对此结构确定难点。 五、视听法或情景法（Audio-visual Method or Situational Method) It's widely used at the time of writing aimed a very large number of text books are based on it. But also has important links with the Audio-lingual method , esp . as for as the way the language to be taught is organized. To speak of the audio-visual method would be incorrect .Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements. As for as the objectives of FLT are concerned, these approaches also have a common interest. namely the fact that they reserve first place for oral skill .The audio-visual method as a group being largely to the category of the direct method ,not only from the point of view of objectives ,but also because of view they table of teaching procedure. They have come to be the foreground esp. in the last few decades ,mainly because of the improve facilities which the method technology of producing visual informal has made available .since the Audio-visual method were
developed, It will come as no surprise that their psychological and linguistic principleshowconsiderableresemblancetothoseofotherdirectmethoddatingfromthis era,themost importantof whichin theaudiolingual method.Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such ascommon views on language and language learning, qualities of a good languageteacher.2.Teaching Content:1) How do we learn language?2)Viewsonlanguage3)Views on language learning4) What is good language teacher?5) How can one become a good language teacher?6) An overview of the book3.Teaching Hours: 2 periods4.Teaching materials:1) Textbook2) Handout3)Vediotape5.Teaching Methods:1)Lecture(Computer-aidedInstruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoreticalpositions about the nature of language. Here are three different views whichexplicitly or implicitly is reflected in current approaches to language learning.A.The structural viewof languageThe structural view of language is that language is a system of structurally relatedelementsforthetransmissionofmeaning.a. These elements are usually described as phonological units (phonemes)grammatical units (phrases, clauses, sentences)grammatical operations (adding, shifting, joining or transforming elements)lexical items (function wordsandstructurewords)b.Target of language learningThe target of language learning, in the structural view, is the mastery of elementsof this system.c.Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotalPhysicalResponsethe Silent WayB.The communicative view of languageThe communicative, or functional view of language is the view that language is avehicle for theexpressionof functional meaning.The semantic andcommunicative dimensions of language are more emphasized than thegrammatical characteristics,although thesearealso included.5
5 developed, It will come as no surprise that their psychological and linguistic principle show considerable resemblance to those of other direct method dating from this era ,the most important of which in the audio _lingual method. Unit 1 Language and Learning 1.Teaching Aims: To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher. 2.Teaching Content: 1) How do we learn language? 2) Views on language 3) Views on language learning 4) What is good language teacher? 5) How can one become a good language teacher? 6) An overview of the book 3. Teaching Hours: 2 periods 4. Teaching materials: 1) Textbook 2) Handout 3) Vediotape 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6. Teaching Procedures: 1) Information about language and language learning Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning. A. The structural view of language The structural view of language is that language is a system of structurally related elements for the transmission of meaning. a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements) lexical items (function words and structure words) b. Target of language learning The target of language learning, in the structural view, is the mastery of elements of this system. c. Methods based on this view Some of the language learning methods based on this view of language are: the Audiolingual method Total Physical Response the Silent Way B. The communicative view of language The communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included
a.Here are some of the areas of research in this view of language: sociolinguistics;pragmatics;semanticsb. Target of language learning : The target of language learning is to learn toexpress communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view oflanguage are: communicative approachesfunctional-notional syllabusesThe Natural ApproachC.The interactional view of languageThe interactional view of language sees language primarily as the means forestablishing and maintaining interpersonal relationships and for performing socialtransactionsbetween individuals.a. Here are some of the areas of research in this view of language:interactionalanalysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactionalview is learning to initiate and maintain conversations with other people.c.Approaches and methods based on this viewSome of the language learning approaches and methods based on this view oflanguage are:Strategicinteractioncommunicativeapproaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teaching methodology and time, aswellasappropriatevocabularyandlearningactivitiesthatwill allowforthedevelopmentofverbal skills.There is no single "BEST WAY" to teach. The question teachers must address is whichmethods are best employed during the different stages of the teaching and learningprocess and then design curriculum to meet their final objectives/goals.a.GrammarTranslation:The Grammar Translation method started around the time of Erasmus (1466-1536). Itsprimary focus is on memorization of verb paradigms, grammar rules, and vocabularyApplication of this knowledge was directed on translation of literary texts--focusing ofdevelopingstudents'appreciation ofthetarget language'sliteratureas well asteachingthe language.Activities utilized in today's classrooms include:questions that follow areading passage; translating literary passages from one language to another;memorizing grammar rules; memorizing native-language equivalents of target languagevocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vietor in the early1800's. Focusing on oral language, it requires that all instruction be conducted in thetarget language with no recourse to translation. Reading and writing are taught from thebeginning, although speaking and listening skills are emphasized--grammar is learnedinductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most ofthe talking and interaction among themselves. All four skills (listening, speaking,reading & writing) are taught from the beginning. Student errors are expected as anormal part of learning; the teacher's silence helps to foster self-reliance and studentinitiative.6
6 a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semantics b. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning c. Approaches and methods based on this view Some of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabuses The Natural Approach C. The interactional view of language The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. a. Here are some of the areas of research in this view of language: interactional analysis conversational analysis ethnomethodology b. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people. c. Approaches and methods based on this view Some of the language learning approaches and methods based on this view of language are: Strategic interaction communicative approaches 2) Teaching Methods in the Language Classroom: FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills. There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals. a. Grammar Translation: The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts-focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.) b. Direct Method: The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized-grammar is learned inductively. It has a balanced, four-skill emphasis. c. The Silent Way: The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative
d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and acceptingstudents'fears, they help their students feel secure and overcome their fears of languagelearning--ultimately providing students with positive energy directed at languagelearning. Students choose what they want to learn in the class and the syllabus islearner-generated.e.Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The NaturalApproach is similar to the Direct Method, concentrating on active demonstrations toconveymeaningbyassociatingwordsandphraseswithobjectsandactions.Associationsare achievedvia mime,paraphraseand theuseofmanipulatives.Terrell(1977)focusedontheprinciplesofmeaningfulcommunication,comprehensionbeforeproduction, and indirect error correction. Krashen's (1980) input hypothesis is appliedin the Naturale. Reading Method:The reading method was prominent in the U.S.following the Committee of Twelve in1900andfollowingtheModernForeignLanguageStudyin1928.Theearliermethodwas similar to the traditional Grammar/Translation method and emphasized thetransference of linguistic understanding to English. Presently, the reading methodfocusesmoreonsilentreadingforcomprehensionpurposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrasesin the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach tolanguageinstruction used in duringthe 1940's.In thepostwar years,the civilian versionof AsTP and the audiolingual method featured memorization of dialogues,patterndrills,and emphasis on pronunciation.g.Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition ofgrammar structures followed by meaningful practice.h.CommunicativeMethods:The goal of communicative language approaches is to create a realistic context forlanguage acquisition in the classroom. The focus is on functional language usage andthe ability to learners to express their own ideas, feelings, attitudes, desires and needs.Openended questioningandproblem-solvingactivities andexchanges ofpersonalinformation areutilizedas theprimarymeansofcommunication.Students usually workwithauthenticmaterials (authenticrealia)in smallgroups on communication activities,during which they receive practice in negotiating meaning.i.Total Physical Response Method:This approach to second language teaching is based on the belief that listeningcomprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language).JamesAshers'TotalPhysicalResponse:1)Skills in second languageacquisition can be more rapidly assimilated if the teacherappeals to the students'kinesthetic-sensorysystem.Asherbelievesthatunderstanding of the spoken language must be developed in advance of speaking.2)Understandingand retention isbestachieved throughmovement(total movementof the student's bodies) in response to command sequences. Asher believes that theimperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of
7 d. Community Language Learning: Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning-ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated. e. Natural Approach: Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural e. Reading Method: The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes. f. ASTP and the Audiolingual Method: This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation. g. Cognitive Methods: Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice. h. Communicative Methods: The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning. i. Total Physical Response Method: This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral participation from students is expected (just as it is with children when they are learning their native language) . James Ashers' Total Physical Response: 1) Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking. 2) Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior-many of the gramatical structures of
the target language can be learned through the use of the imperative.3) Never force students to speak before they are ready. Asher believes that as thetarget language is internalized, speaking will automatically emerge (you mustdecide, as the teacher, when YOU will encourage your students to participate orallyin the classroom).7.Homework:1. What are difference between learning the first language and a foreign language?2. What are the qualities of a good language teacher? To what extent have you gotthese qualities? What do you think you should do so as to become a good teacher inthe future?3. What are the qualities of good language learner? What do they suggest tolanguage teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in detailswiththehelpof clare illustrationand examplesbyusingvediotapes.Toget studentsreadmore on linguistics and schools of language methors is also necessary.Unit2CommunicativePrinciplesandActivities1.Teaching Aims:To discuss one of the most important trends in second/ foreign language teachingin the past three decades, that is the practice of communicative language teaching2.Teaching Content:1) Language use in real life vs. traditional pedagogy2) Fostering communication competence3) The implementation of language skills4)Communicativeactivities5) Conclusion How do we learn language?3. Teaching Hours: 2 periods4. Teaching materials:1)Textbook2)Handout3)Vediotape4) Pictures and real objects5.Teaching Methods:1) Lecture (Computer-aided Instruction)2)Demonstration6.TeachingProcedures1) Where does communicative language teaching come from?Its origins are many, insofar as one teaching methodology tends to influence thenext. The communicative approach could be said to be the product of educators andlinguists who had grown dissatisfied with the audiolingual and grammar-translationmethods of foreign language instruction. They felt that students were not learningenough realistic, whole language. They did not know how to communicate usingappropriate social language, gestures, or expressions; in brief, they were at a loss tocommunicate in the culture of the language studied. Interest in and development ofcommunicative-style teaching mushroomed in the 1970s; authentic language useand classroom exchanges where students engaged in real communication with oneanother became quite popular.8
8 the target language can be learned through the use of the imperative. 3) Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom). 7.Homework: 1. What are difference between learning the first language and a foreign language? 2. What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future? 3. What are the qualities of good language learner? What do they suggest to language teaching? 8.Self-assessment: Because students are not familiar with these theroy on the language and view of the language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary. Unit 2 Communicative Principles and Activities 1.Teaching Aims: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching 2.Teaching Content: 1) Language use in real life vs. traditional pedagogy 2) Fostering communication competence 3) The implementation of language skills 4) Communicative activities 5) Conclusion How do we learn language? 3. Teaching Hours: 2 periods 4. Teaching materials: 1)Textbook 2)Handout 3)Vediotape 4) Pictures and real objects 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6.Teaching Procedures 1) Where does communicative language teaching come from? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular
Intheinterveningyears,thecommunicativeapproachhasbeenadaptedtotheelementary, middle, secondary, and post-secondary levels, and the underlyingphilosophyhas spawned differentteaching methods known under a variety ofnames, including notional-functional, teaching for proficiency, proficiency-basedinstruction, and communicative language teaching.2) What is communicative language teaching?Communicativelanguageteachingmakesuseofreal-lifesituationsthatnecessitatecommunication.The teachersetsupa situation that students are likelytoencounterinreal life.Unliketheaudiolingualmethod of languageteaching,whichreliesonrepetition and drills, the communicative approach can leave students in suspense astothe outcome ofa class exercise,which will vary accordingto theirreactions andresponses.The real-life simulations change from day to day. Students'motivation tolearncomesfromtheirdesiretocommunicateinmeaningful waysaboutmeaningful topics.3) Whatare some examples of communicative exercises?In a communicative classroom for beginners, the teacher might begin by passingout cards, each witha different nameprinted on it.The teacher thenproceeds tomodelan exchange of introductions inthetargetlanguage:"GutenTag.Wieheissen Sie?" Reply:"Ich heisse Wolfie,"for example.Using a combination of thetarget language and gestures, the teacher conveys the task at hand,and gets thestudents to introduce themselves and ask their classmates for information. They arerespondinginGermantoaquestioninGerman.Theydonotknowtheanswersbeforehand, as they are each holding cards with their new identities written onthem;hence,there isan authenticexchangeofinformation.Laterduring theclass,as areinforcement listeningexercise,the studentsmightheararecordedexchangebetweentwoGermanfreshmenmeeting eachotherforthefirsttimeatthegymnasiumdoors.Thentheteachermightexplain,inEnglish,thedifferences among German greetings in various social situations. Finally, theteacher will explain some of the grammar points and structures used."Instructions to students."Listen to a conversation somewhere in a publicplace and be prepared to answer, in the target language, some generalquestions about what was said.1.Who was talking?2.Abouthowoldwerethey?3.Where were they when you eavesdropped?4. What were they talking about?5.What did they say?6.Did they become aware that you were listening to them?The exercise puts students in a real-worid listening situation where they must reportinformation overheard. Most likely they have an opinion of the topic, and a classdiscussion could follow, in the target language, about their experiences andviewpoints.Communicative exercises such as this motivate the students by treating topics of theirchoice, at an appropriately challenging level.Another exercise taken from the same source is forbeginning students ofSpanish. In "Listening for the Gist," students are placed in an everydaysituation where they must listen to an authentic text"Objective." Students listen to a passage to get general understanding of the topic ormessage."Directions."Havestudentslisten tothefollowingannouncementtodecidewhatthespeaker is promoting.9
9 In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. 2) What is communicative language teaching? Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. 3) What are some examples of communicative exercises? In a communicative classroom for beginners, the teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: "Guten Tag. Wie heissen Sie?" Reply: "Ich heisse Wolfie," for example. Using a combination of the target language and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information. Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain, in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used. "Instructions to students." Listen to a conversation somewhere in a public place and be prepared to answer, in the target language, some general questions about what was said. 1. Who was talking? 2. About how old were they? 3. Where were they when you eavesdropped? 4. What were they talking about? 5. What did they say? 6. Did they become aware that you were listening to them? The exercise puts students in a real-world listening situation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints. Communicative exercises such as this motivate the students by treating topics of their choice, at an appropriately challenging level. Another exercise taken from the same source is for beginning students of Spanish. In "Listening for the Gist," students are placed in an everyday situation where they must listen to an authentic text. "Objective." Students listen to a passage to get general understanding of the topic or message. "Directions." Have students listen to the following announcement to decide what the speaker is promoting
"Passage." "Situacion ideal...Servicio de transporte al AeropuertoInternacional...Cuarenta y dos habitaciones de lujo, con aire acondicionado...Eleganterestaurante...defamainternacional."(The announcement can be read by the teacher or played on tape.) Then ask studentsto circle the letter of the most appropriate answer on their copy, which consists of thefollowing multiple-choice options:a.ataxiserviceb.a hotelc. an airportd.arestaurantGunter Gerngross, an English teacher in Austria, gives an example of how he makeshislessonsmorecommunicative.HecitesawidelyusedtextbookthatshowsEnglishchildren having a pet show. "Even when learners act out this scene creatively andenthusiastically,they do not reach the depth of involvement that is almost tangiblewhen they act out a short text that presents a family conflict revolving round thequestionofwhetherthechildrenshouldbeallowed tohaveapetornot"(Gerngross&Puchta,1984,p.92).Hecontinuestosaythatthecommunicativeapproach"putsgreatemphasisonlistening,whichimpliesanactivewilltotrytounderstand others.[This is] one of the hardest tasks to achieve because the children are used to listeningto the teacher but not to their peers. There are no quick, set recipes.4) How do the roles of the teacher and student change in communicative languageteaching?Teachers in communicative classrooms will find themselves talking less and listeningmore--becoming active facilitators of their students'learning (Larsen-Freeman, 1986).Theteachersetsuptheexercise,but becausethestudents'performanceisthegoal,theteachermuststepbackandobserve,sometimesactingasrefereeormonitor.Aclassroomduringacommunicativeactivityisfarfromquiet,however.Thestudentsdo most of the speaking, and frequently the scene of a classroom during acommunicative exercise is active, with students leaving their seats to complete a task.Becauseof theincreasedresponsibilitytoparticipate,studentsmayfind theygainconfidence in using the target language in general. Students are more responsiblemanagers of their own learning (Larsen-Freeman, 1986).4)ClassroomactivitiesPre-communicative activities aim to help pupils learn the language forms, withoutactually requiring them to perform communicative acts.They focus on accuracy.Communicative activities aim at the communication of meaning. They focus onfluency.Theypassfrom strictlyguidedtasksthroughsemi-guidedtofree-communicationtasks.1.FunctionalCommunicationActivities:themainpurposeoftheactivityisthatlearners should use the language they know in order to get meaning across aseffectively as possible. In the process of performing certain tasks pupils will:a. share information, e.g. pair/group tasks: following directions; pictureidentification; discovering differences; discovering missing information; arrangingpieces of information in sequences, communicating patterns and pictures,reconstructing storysequences,etc.b. use information, e.g. group tasks: pooling information, solving problems.2. Social Interaction Activities: the main purpose of this activity is to give the learnersan oppotunity to use the language in an appropriate social contex, to create variety ofsocial situations and relationships, e.g.pair/group tasks: conversations, simulationsand role-playing.LearnerRolePupils interact both with each other and the teacher.10
10 "Passage." "Situacion ideal.Servicio de transporte al Aeropuerto Internacional.Cuarenta y dos habitaciones de lujo, con aire acondicionado.Elegante restaurante.de fama internacional." (The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options: a. a taxi service b. a hotel c. an airport d. a restaurant Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. "Even when learners act out this scene creatively and enthusiastically, they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not" (Gerngross & Puchta, 1984, p. 92). He continues to say that the communicative approach "puts great emphasis on listening, which implies an active will to try to understand others. [This is] one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes. 4) How do the roles of the teacher and student change in communicative language teaching? Teachers in communicative classrooms will find themselves talking less and listening more-becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986). 4) Classroom activities Pre-communicative activities aim to help pupils learn the language forms, without actually requiring them to perform communicative acts. They focus on accuracy. Communicative activities aim at the communication of meaning. They focus on fluency. They pass from strictly guided tasks through semi-guided to freecommunication tasks. 1. Functional Communication Activities: the main purpose of the activity is that learners should use the language they know in order to get meaning across as effectively as possible. In the process of performing certain tasks pupils will: a. share information, e.g. pair/group tasks: following directions; picture identification; discovering differences; discovering missing information; arranging pieces of information in sequences, communicating patterns and pictures, reconstructing story sequences, etc. b. use information, e.g. group tasks: pooling information, solving problems. 2. Social Interaction Activities: the main purpose of this activity is to give the learners an oppotunity to use the language in an appropriate social contex, to create variety of social situations and relationships, e.g. pair/group tasks: conversations, simulations and role-playing. Learner Role Pupils interact both with each other and the teacher