教育硕士英语教学法教案(5)

和情景之间有密切的关系)

(4)Primary importance is attached to meaning, context and situation. (意义，语境，情景在语言使用中是非常重要的)

The British linguists emphasized the close relationship between the structure of a language and context and situation in which the language was used. Several language theoreticians, such as Firth, Halliday developed their views of language in which the priority importance was attached to meaning, context and settings.

2) Theory of learning(学习理论)

(1)behaviourist habit-formation theory(行为主义的习惯形成理论)

The Oral Approach/Situational Language Teaching believes in a theory of learning that is based on a type of behaviorists habit-formation theory. Foreign language learning is considered basically a process of habit formations. Habit-formation is Palmer‘s core methodological principle.

(2)Language learning in real life differs from language learning in the classroom.(自然环境中的语言学习不同与教教室里进行的语言学习)

Palmer specified the distinction between language learning in real life and learning in the classroom. He then made the point that the former was for the acquisitions of spoken language; the latter was for the development of literacy.

(3)Classroom language teaching should follow naturalistic principles of language learning.（教室里的语言教学应遵循自然主义的语言学习原则）

Palmer viewed that classroom language teaching should follow naturalistic principles of language learning. Rather than focus on explanation of grammatical rules in classroom teaching, the teacher must encourage direct and spontaneous use of the target language in the classroom.

(4)Focus in on the habit formation of foreign language speech patterns (重点是外语口语句型的习惯形成) Palmer focused on his main interest in the crucial feature of spontaneity, namely, the habit of foreign language speech patterns. Spontaneity could be achieved through it in actual practice in real language situations and through repetition of the speech patterns, learners should be provided with grammatically correct sentence patterns.

4. Basis Principles(基本原则) 2) Main features(主要特征)

(1)Language teaching begins with the spoken language. (语言教学从口语开始) Language material is taught orally before it is presented in the written form. (2)The target language is the language of the classroom. (用目标语作课堂教学用语) The target language is the language of instruction. Translation should be avoided. (3)New language is introduced and practiced in situations.(在情景中介绍和练习新语言)

New language points are introduced and practiced situationally, i.e. words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements.

(4)Common core words are covered.(选词应包括普通常用词汇)

Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

(5)Simple forms of grammar are taught before complex ones, and inductively.(语法项目按照从简单到复杂，用归纳法来讲授)

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Items of grammar are graded following the principle that simple forms should be taught before complex ones, and inductively.

(6)Reading and writing are introduced later.(读和写的教学在后期进行)

Reading and writing are introduced once a sufficient lexical and grammatical basis is established. 3) Objectives(教学目标)

The objectives of the oral approach are to help students to:

(1) get a practical command of the four basic skills of language.(掌握四种基本的语言技能) (2) obtain accuracy in pronunciation and grammar.(掌握准确的发音及语法)

The objectives of the language teaching are to help learners to get a practical command of the four basic of language. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.

4) Techniques(教学技巧)

The practical techniques in the oral approach generally consists of : (1)new sentence patterns presented in situations.(用情景介绍新句型) (2)drill-based practice.(操作练习)

(3)guided repetition and substitution activities. (指导下的复述和替代练习)

(4)dictation, imitation and controlled oral-based reading and writing tasks(听写，模仿和教师规定的以口语为基础的朗读和写作)

5) Procedures(教学步骤)

The Oral Approach employs different classroom procedures according to the level of the class. The classroom procedures generally consist of:

(1) listening practice(听力练习) (2) choral imitation(齐声模仿) (3) individual imitation(单独模仿) (4) isolation（突出重点）

(5) building up to new model(为新句型做准备) (6) elicitation(启发提示) (7) substitution drill(替换练习) (8) question-answer drilling(问答练习) (9) correction(改错练习)

5. Summary and Comments(总结与评价) Advantages(优点)

1)The first attempt to establish theoretical principles(第一个尝试建立理论原则的教学法)

The Oral Approach /Situational Language Teaching has made the first attempt to establish theoretical principles to develop a methodological framework for teaching English as a foreign language in ELT history. These attempts mark the beginnings of the discipline of applied linguistics.

2)Marking up some shortcomings of the direct method, emphasis on the function of situation(弥补了直接法的一些不足，强调情景的作用)

In language teaching practice, this approach has made up some shortcomings of the direct method. The teaching content is graded, and the students will not suffer from the difficulties of a flow of ungraded speech in

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the target language. In presenting the language structure, it emphasizes the function of situation, which can help students to apply what they have learned to real-life practice.

Disadvantages(缺点)

1)Not concerned with appropriateness or rules for use in real discourse. (不怎么关心语言的得体性，也不怎么关心真实话语中规则的使用)

2)The approach being largely a grammar-based one(口语教学法基本上是以语法为基础的方法)

The approach is not concerned with appropriateness or with rules for use in real discourse. The situations are merely the vehicles through which the grammatical syllabus is conveyed. Therefore, this approach is still largely a grammar-based one.

Ⅱ. Points for Discussion(思考题及参考答案)

1. What is the goal of teachers who use the Oral Approach?

The goal of teachers who use the Oral Approach is to help Ss to get a practical command of the four skills of language through structures. Among the four skills (listening, speaking, reading and writing), oral skill is seen as basic. Before read and write new structures and vocabulary, the teacher should teach them orally. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.

2. What are the principles for the selection of language content in language teaching?

The principle for selecting vocabulary is that an essential core vocabulary is covered. Learners should learn the most frequently used words, about 2000 common core words. The English vocabulary needed for teaching as a foreign language is chosen for the following criteria:1)they are the words most frequently used by people whose native language is English.2)they include all the structural words.3)they include words useful in explaining the meaning of other frequently used words.4)they include words that are useful because other can be built from them.

The items of grammar are graded following the principle that simple forms should be taught before complex ones. And grammar should be taught inductively and Ss learn to use patterns at a time. These patterns should be interesting and be presented in a carefully ordered sequence.

3. Are there any similarities and difference between the Oral Approach and the Audiolingual Method in terms of language theories and learning theories?

In terms of language theories,. There exist little differences between the Oral Approach and the Audiolingual Method. The two approaches have the following similarities: Both hold a structural view of language. Structural linguistics‘ views language as a system of structurally related elements for the expression of meaning. Both identify language with speech, and speech ability is approached through oral practice of structure. However, the Oral Approach was developed by the British applied linguists, while the Audiolingual Method was developed by the American structuralists.

In term s of learning theories, the two methods also have something in common. Both believe in a theory of learning that is based on a type of behaviorist habit-formation theory. Foreign language learning is considered basically a process of habit formation. However, there are also differences between them: while both methods emphasize the establishment of good speech habits through repetition of sentence patterns, the Oral Approach holds that new language points should be introduced and practised situationally, that is, in meaningful context, not be taught as isolated, disconnected elements. And the Oral Approach encouraged direct and spontaneous use of the target language in the classroom. The Audiolingual Method holds learning a language is a process of acquiring

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a set of appropriate language stimulus-response chains, a mechanical process of habit formation. It overemphasizes language form, not language content; students are not expected to make any spontaneous, personal contribution, etc.

4. What are some characteristics of the teaching/learning process? What are some of the characteristics of this approach that make it so distinctive from the Direct Method?

The main characteristics of the Oral Approach are as follows: 1) Language teaching begins with the spoken language. Material is taught orally before it is presented in the written form.2) The target language is the language of classroom. Translation should be avoided.3) New language points are introduced and practiced situational. 4) Vocabulary selection procedures are followed to ensure that common core words are covered. 5) Simple forms of grammar are taught before complex ones, and inductively. 6) Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

The Oral Approach insists that new language points be taught situationally. It is this characteristic that gained the approach the name: ―situational language teaching‖. The Direct Method holds that meanings and the target language should be associated directly without referring to student‘s first language.

5. What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammar are emphasized by the Oral Approach. Knowledge of the 2000 common core words is believed to assist foreign language learning. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all cost.

All the four basic skills are considered important, however, oral proficiency is seen as basic. Before students read and write any words and grammar rules, the teacher should teach them orally first.

Chapter Five

The Audiolingual Method

Ⅰ. Key points(学习要点) 1.Definition (定义)

The Audiolingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.

2.Background(产生背景)

The audiolingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. Thus the Army Specialized Training Programme (ASTP) was established in 1942.The objectives of the army programme were for students to attain conversational proficiency in a variety of foreign languages. The method used was known as the ―informant method ‖(当地人法), since it used a native speakers of the language, the informant , and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. The intensive system adopted by the army achieved excellent results.

Linguists and applied linguists during this period were becoming increasingly involved in the teaching of English as a foreign language. In 1941 the first English Language institute in the U.S. was established to in the

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University of Michigan. The director of the institute was Charles Fries, (弗里斯)who applied the principles of structural linguists to language teaching. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.

The emergence of the Audiolingual Method resulted from the increased attention to foreign language teaching in the U.S. towards the end of the 1950s.The need for a radical change and rethinking of foreign language teaching methodology made language teaching specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They drew on the earlier experience of the army programmes and the Aural-Oral or structural Approach developed by Fries and his colleagues, adding insights taken from behaviorist psychology. This combination of structural linguistic theory, aural-oral procedures, and behaviourist psychology led to the Audiolingual Method, which was widely adopted for teaching foreign languages in North American colleges and universities.

3.Theoretical Basis(理论背景) 1) theory of language (语言理论)

The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1930s and 1940s. The view then came to be known as structural linguistics with Bloomfield and Fries as its representatives. Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, structures, and sentence types. The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases, phrases and sentences.

According to a structural view, language has the following characteristics:

(1) Elements in a language are produced in a rule-governed (structural) way. (语言成分是以一定规则（结构）出现的)

(2) Language samples could be exhaustively described at any structural level of description. (语言实例可以在任何结构层次上进行详尽的描述)

(3) Language is structural like a pyramid, that is, linguistic level is system within system. (语言结构像金字塔，即语言层次的大结构系统里有小结构系统)

(4) Language is speech, not writing. (语言是口头的话语，不是笔头的文字) (5) Languages are different. (语言各不相同)

The views of language above offered the foundation for the Audiolingual Method. 2) Theory of learning(学习理论)

(1) Behaviourist psychology（行为主义心理学）

The learning theory of Audiolingualism is behavioral psychology which is an empirically based approach

to the study of human behaviour. Behaviourism tries to explain how an external event(a stimulus) caused a change in the behaviour of an individual(a response) without using concepts like―mind‖or ―ideas‖ or any kind of mental behaviour. Behaviourist psychology states that people are conditioned to learn many forms of behaviour, including language, through the process of training or conditioning.

(2) The three crucial elements in learning: a stimulus, a response and reinforcement. (学习中三个决定性因素：刺激、反应和强化)

The occurrence of these behaviours is dependent upon three crucial elements in learning: a stimulus,

which serves to elicit behaviour; a response triggered by a stimulus; and reinforcement, which serves to mark the

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