外语教学法

approach, method, technique

“Approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is the level at which classroom procedures are described.”

(by Edward Anthony)

The organizational key is that techniques carry out a method which is consistent with an approach.

Method consists of approach, design, procedure. (by Jack c. Richards & Theodore S. Rodgers) （1）Approach:

a. A theory of the nature of language

- an account of the nature of language proficiency - an account of the basic units of language structure 语言学理论

Traditional linguistics: 传统语言学 American structuralism 美国结构主义

Transformational generative linguistics 转换生成语言学 Functional Linguistics 功能语言学

Natural of traditional linguistics传统语言学的特征： Traditional linguistics was practical in nature. People made a study of language in order to understand the classic words of ancient times and to teach students. They gave priority to the written form and used words as their starting point. They often took a prescriptive approach when they

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discussed rules of language.

• American structuralism 美国结构主义

The father of American structuralism — Leonard Bloomfield.

Fries

语言是表达意思的结构体系，语言学习就是掌握各体系要素：语音单位、语法单位、词汇单位的过程。代表为：听说法、完全肢体反应法、沉默法。

• Transformational generative linguistics 转换生成语言学 The transformational generative linguistics was first put forward by Noam Chomsky in 1957. He wrote a book Syntactic Structures to spread his theory. His main points---Chomsky assumes that children are born with a language acquisition device(LAD

• Functional Linguistics 功能语言学

Halliday advocates that the social context of language use can be analyzed in terms of the field, tenor and mode of discourse 心理学理论和二语习得理论

Theories of Psychology心理学理论 ⑪Gestalt psychology 格式塔心理学 ⑫ Psychoanalysis精神分析法 ⑬ Behaviorism 行为主义

⑭ Cognitive psychology 认知心理学

Theories of Second Language Acquisition二语习得 ⑪The habit formation theory 习惯形成说

⑫The hypothesis of linguistic universals 语言共性说 ⑬The acculturation theory 文化认同说 ⑭The discourse theory 话语交际说 ⑮The monitor theory 自我监测说 ⑯The cognitive hypothesis 认知说

Psychoanalysis精神分析法

It is theory of the mind put forward by Sigmund Freud. Freud found that many of his patients’ mental problems were caused by some disturbing events in their childhood

行为主义学习观：语言学习是刺激-反应的行为过程。环境是语言学习的决定因素。

The leader of behaviorism was Skinner.

The early behaviorists focused the attention on the topic of learning and they tried to characterize learning in terms of stimuli and response.

Chomsky divides the grammar of a natural language into core grammar and peripheral grammar.

The discourse theory 话语交际说

It was put forward by Hatch in the late 1970s. It was developed from Halliday’s theory of first language acquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition — only through communication discourses

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The monitor theory 自我监测说

It was put forward by Krashen in the late 1970s. The theory consists of the following five hypotheses:

①The acquisition-learning hypothesis ②The monitor hypothesis ③The natural order hypothesis ④The input hypothesis

⑤The affective filter hypothesis

• three crucial elements for learning to happen according to

behaviourist psychology

a. a stimulus b. a response c. reinforcement

• habit-formation theory

a. It was put forward by a group of behaviorists with B.E.Skinner as their representative.

b. According to behaviorists, language is regarded as a set of linguistic habits and the

linguistic habits are formed through identifying and strengthening the associations between stimuli and responses.

c. Based on it, learning a second language means the formation of a new set of linguistic habits. d. Learner roles

- types of learning tasks set for learners

- degree of control learners have over the content of learning - patterns of learner groupings that are recommended or implied - degree to which learners influence the learning of others

- the view of the learner as a processor, performer, initiator, problem solver, etc. 学习者角色：

5 roles by Johnson and Paulton：

-plan their learning program;

-monitor and evaluate their learning progress;

-being members of groups and learning by interacting with others; -tutor other learners;

-learn from the teacher, other students and other teaching resources.

. Teacher roles

- types of functions teachers fulfill

- degree of teacher influence over learning

- degree to which the teacher determines the content of learning - types of interaction between teachers and learners . The role of instructional materials - primary function of materials

- the form materials take (e.g., textbook, audiovisual) - relation of materials to other input

- assumptions made about teachers and learners 3）Procedure:

a. 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

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method is being used

2、什么是外语教学法 The Nature of FLTM

FLTM is a science which studies the processes and pattern of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.

• it examines the practices and procedures in foreign language

teaching;

• studies approaches, methods and techniques;

• also studies principles and belief that underlie them.

In short, FLTM is an inter-disciplinary science and it makes uses of theories of different subjects

3、A Brief History of Foreign Language Teaching(外语教学的简要历史)

⑪The Reform Movement 外语教学与改革运动(1882-1906)

⑫Modern language teaching and research 现代语言教学与研究(1906-1940)

⑬Structural language teaching结构主义与语言教学 (1940-1970) ⑭Communicative language teaching 交际语言教学(1970- )

为什么学习外语教学法

The goal of foreign language teaching—is to help the learner master the target language in the shortest possible time.

外语教学方法介绍

传统外语教学法流派及其教学原则与方法：语法翻译法、直接法、口语法、听说法

A. The Grammar-Translation Method(语法翻译法)

• 1. teaching material

the teaching material are arranged according to grammar system.

• 2.theory basis：

theory of language is traditional linguistics. theory of learning is Faculty Psychology.

The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.

• 3.focus: grammar is regarded as the core of language ,grammar is

the main content in classroom.

• 4.language skills: reading and writing are emphasized because

literary language is considered superior to spoken language and is therefore the language students should study，little attention is paid to speaking and listening. • 5.techniques reading Translation

deductive teaching for grammar

analysis and comparision memorization reading comprehension questions written work

• 6. main the principal practice technique : translation from and

into the target language

• 7. unit of language teaching and learning :the sentence is the

basic unit of language teaching and learning.

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• 8. most important aspect of language :the written form of

language is most important aspect of language.

• 9. native language:the teacher use the native language of students

as the main medium of instruction.

• A lot of the first language is used in the teaching of the second

language in the Grammar-Translation Method

• 10.emphasis:the teacher emphasizes accuracy rather than fluency. • 11. objectives: the ultimate purpose of G-T method is to enable

the learners to read and translate the literature, the other object are to provide students with good mental exercises that helps to develop their minds and to gain a better understanding of the first language.

Theory of language

• ⑪All languages originate from one language and are ruled by a common grammar

• ⑫The written form of the language is superior to the spoken form • ⑬The students’ first language is the reference system in the

learning of the target language

Theory of learning

• ⑪The mind of human beings has various faculities that can be

trained separately.

• ⑫Understanding and memorization of complicated grammatical

rules of languages help to develop mentality.

• ⑬Latin grammar is the most logical and well-organized grammar. • ⑭The language was a body of knowledge to be learned, with an emphasis on intellectual rigor.

Definition--It is a method of foreign or second language teaching which

uses translation and grammar study as the main teaching and learning activities. At one time it was called classical Method since it was first used in the teaching of the classical languages of Latin and Greek Main features

• ⑪Grammar is the core of language, and language materials are

arranged according to the grammar system.

• ⑫The main teaching activities are analysis, explanation and

translation.

• ⑬The major practice is translating from and into the target language.

• ⑭The teaching focus is reading writing.

• ⑮First language is the main medium of instruction.

• ⑯The sentence is the basic unit of language teaching and learning.

• ⑰Language accuracy is emphasized.

Objectives

• ⑪to read and translate its literature; • ⑫to understand the target language; • ⑬to help develop their minds;

• ⑭to gain a better understanding of the first language.

Techniques--- A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: ⑪Reading ⑫Translation

⑬Deductive teaching of grammar

⑭Analysis and comparison Difficult sentences are analyzed in detail and compared with the first language sentences.

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⑮Memorization Students are required to memorize bilingual word lists and grammatical rules.

⑯Reading comprehension questions ⑰Written work

Advantages

• ⑪It makes use of the first language. In Grammar-Translation

Method, the first language is maintained as the reference system in the learning of the second language.

• ⑫It helps students develop reading comprehension and production of written language.

• ⑬It is easy for teacher to use. The Grammar-Translation Method makes few demands on teacher although it often creates frustration for students.

Disadvantages

• ⑪Overemphasis on translation, dependence on first language. • ⑫Too much emphasis on reading and writing, neglect of listening

and speaking.

• ⑬Not meeting the communicative and practical needs of the students. The texts are mostly taken from literary works.

• ⑭Rote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

Direct Method(直接法)

• 1.Language skills: regarding listening and speaking as the basis

of reading and writing is strategic in fostering the four skills

• 2.focus:correct pronunciation is emphasized, pronunciation is

paid attention to from the beginning of a course.

• 3.most important aspect of language : the spoken form of

language in the target language, the sentence is considered more important than the word. • 4.objectives:

• (1) developing the students’ ability to communication in the target language

• (2) learn to think in the target language

• (3) can use the target language to express themselves directly

without referring the mother language

• (4) achieving automaticality of using the target language. • 5.avoidance:

the first language and translation exercises are completely avoided. an explicit grammar rule may never be given, grammar is learned inductively through listening and speaking activities.

• 6.skills:oral communication skills are regarded as basic.

• 7.teaching syllabus:the syllabus is arranged according to

situation or topics.

• 8. teaching unit:the unit in a language is the sentence • 9.techniques: direct association

questions and answer exercises conversation practice error correction dictation

inductive teaching of grammar listening comprehension tasks

grade composition( familiar ----narratives --- free.)

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• 10.procedures: three phases:

presentation by direct association oral practice in the target language consolidation with written work.

12.Why the first language is forbidden?

the reason for the exclusive use of the foreign language in the direct method is to enable the students to think in the target language , so that they can use it to express themselves without referring to their mother tongue

background-背景

The Direct Method was developed in the late 19th century as a reaction against the Grammar-Translation Method. Theory of language

• a. Every language has its own structure. Every language has its

own structure and cannot be forced into the straitjacket of Latin grammar.

• b. Spoken language comes before written language. Since the

Spoken language comes into being before written language, speech patterns rather than grammar should be fundamental elements of language.

• c. Spoken language is a learnable system of sounds. • d. Language and thought are closely linked

Definition ---is a method of foreign or second language teaching which insists that only the target language should be used in class and meaning should be communicated “directly” by associating speech forms with actions, objects, mime, gestures and situations. It emphasizes the

importance of spoken language. Therefore holds that reading and writing should be taught only after speaking .The Direct Method believes in the natural process of language learning and in the inductive teaching of grammar.

Advocates of the Direct Method consider students’ mother tongue as an interfering system in learning the second language Techniques

• a. Direct association.

• b. Question and answer exercises.

• c. Conversation practice. Students are encouraged to ask other

questions using the same grammatical structures they have practiced.

• d. Error correction. • e. Dictation.

• f. Inductive teaching of grammar.

• g. Listening comprehension tasks. Designing listening

comprehension tasks is one of the ways to establish a favorable classroom climate in the Direct Method.

• h. Graded composition. Writing can be introduced as a means of

consolidation and evaluation in the Direct Method.

Advantages

• a. Use of the target language in the classroom; forming the habit

of thinking in the target language.

• b. Emphasis on language practice; achieving autonomy in using

the target language The emphasis on practice with new language items and on language skills, rather than on language knowledge

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is important in achieving autonomy of using the target language. • c. Conforming to the objectives of modern language teaching The

emphasis on spoken language conforms to the objectives of modern language teaching.

• d. Favorable atmosphere for learning Regarding listening and

speaking as the basis of reading and writing is strategic in fostering for four skills.

Disadvantages

• a. Overemphasizing the similarities between first language

acquisition and second language learning .

• b. Students’ lack of knowledge of the target language grammar. • c. Very demanding for non-native teachers

C. The Oral Approach /Situational Language Teaching（口语法）

• 1.theory basis

theory of language is British structuralism .

theory of learning is behaviourist habit-formation theory.

• 2.grammar

• item of grammar are graded , grammar should be taught

inductively , not directly ,an explicit explanation of grammar rules is discouraged. • 3.focus

most important aspect of language : structure and accuracy in both pronunciation and grammar are regarded as crucial.. Listening and oral practice are emphasized

• 10.How does the teacher respond to the students’ error ? the teacher indicates the students’ error and gets students to correct themselves so they will be encouraged to listen to each other carefully.

where possible the teacher does not simply correct the mistake herself.

• 11.fuctions of teachers using.

the goal of teacher to use the oral approach: it is to help students to get a practical command of the four basic skills of language (l-s-r-w)

• 12. teaching aid

The approach also emphasize the function of the textbook(a guide ) and visual aids( wall chart \\ flash cards \\picture \\realia) Background

The Oral Approach originated with the work of British linguists in the 1920s and 1930s. Two of the most important and influential figures of the approach were Harold Palmer and A.S. Hornby.

A.S. Hornby compiled The Advanced Learner's Dictionary of Current English , a great contribution to EFL (English as a foreign language) teaching.

According to Palmer and some other linguists of that time, vocabulary played one of the most important role in foreign language learning

• Theory of language

• a. Language is identified with speech.

• b. The basic elements in a language are rule-governed.

• c. Emphasis is on the close relationship between the structure,

context and situation.

• d. Primary importance is attached to meaning, context and

situation

Theory of learning

• a. Behaviorist habit

• b. Language learning in real life differs from language

• c. Classroom language teaching should follow naturalistic

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principles of language learning.

• d. Focus is on the habit of foreign language speech patterns.

Oral Approach: Definition---The Oral Approach or Situational Language Teaching refers to an approach to language teaching developed by British applied linguists from the 1930s to the 1960s. It is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points presented and practiced through meaningful situation-based activities. Main features

• a. Language teaching begins with the spoken language. • b. The target language is the language of the classroom. • c. New language is introduced and practised in situations • d. Common core words are covered.

• e. Simple forms of grammar are taught before complex ones, and

inductively.

• f. Reading and writing are introduced latter Procedures

• a. Listening practice • b. Choral imitation • c. Individual imitation • d. Isolation

• e. Building up to a new model • f. Elicitation

• g. Substitution drill

• h. Question-answer drilling • i. Correction Techniques

• a. new sentence patterns presented in situations. • b. Drill-based practice

• c. Guided repetition and substitution activities

• d. Dictation, imitation and controlled oral-based reading and writing tasks

Advantages

• a. The first attempt to establish theoretical principles.

• b. Making up some shortcomings of the Direct Method, emphasis

on the function of situation

Disadvantages

• a. Not concerned with appropriateness or rules for use in real

discourse.

• b. The approach being largely a grammar-based one. The Audiolingual Method(听说法)

• 1、origin:1950年代于美国，主要为军事目的。早期称为

informant method 请本族语的人作为 the informant, the linguist 语言模仿的源泉，并且监管学习的经验。

• 2、representatives：charles Fries贡献最大，提出此法，又称

为aural-oral method or structural approach,是把结构主义的语言学和行为主义的心理学相结合形成此法

• 3、Procedures: • (1)recognition

• (2)imination and repetition • (3)pattern drills

• (4) follow-up activities • 4、Main features

•

（1）Separation of language skills into listening ,speaking ,

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reading and writing, with emphasis on the teaching of

• （2）Use of dialogues as the chief means of presenting the

language; • （3）Emphasis on certain practice techniques:mimicry ,memorization ,and pattern

• （4）Discouraging the use of the mother tongue in the classroom; • （5）Language lab • 5、goals：

• Student can communicate with the target language

• student achieve accurate pronunciation and correct grammar • Quick response in the context

• the development of mastery in all four language skills • use it automatically without stop to think .

• 6. Teaching Techniques: Dialogues and pattern practice form the basis of audiolingual classroom practice. • Repetition drill

• Simple substitution drill • Progressive drill • Transformation drill

• Question-and-answer drill • Expansion drill

• Clause combination drill • Chain drill

• Backward build-up drill • Mini-dialogue • Completion

•

Use of minimal pairs

background

• a. The Audiolingual Method is also referred to as \"The Army

Method,\" because it was developed through a U.S. Army program.

• b. In this method, oral interaction was emphasized in pattern drills,

and conversation practices.

• c. This method is based on the principles of behavior psychology.

It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.

• d. Reasons to fall: Lack of effectiveness, boredom caused by

endless pattern drills; developing language like behaviour instead of competence; learners having little control over their learning, T’s domination of the class; teacher-oriented materials The view then came to be known as structural linguistics with Bloomfield and Fries as its representatives. Theory of learning

• a. Behaviourist psychology

• b. The three crucial elements in learning: a stimulus, a response

and reinforcement.

• c. The application of this theory to language learning.

• d. Language learning: a mechanical process of habit formation Definition---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. Main features

• a. Separation of language skills into listening, speaking, reading

and writing, with emphasis on the teaching of listening and speaking before reading and writing;

• b. Use of dialogues as the chief means of presenting the language; • c. Emphasis on certain practice techniques: mimicry,

memorization and pattern drills;

• d. Discouraging the use of the mother tongue in the classroom; e.

Use of language lab.

Techniques

• a. Repetition drill: This drill is often used to teach the lines of the

dialogue. Students are asked to repeat the teacher’s model as

•

accurately and as quickly as possible.

b. Substitution drill: The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place.

c. Question-and answer drill: The drill gives students practice with answering questions.

d. Expansion drill: This drill helps students to produce longer sentences bit by bit, gradually achieving fluency.

e. Clause combination drill: Students learn to combine two simple sentences into a complex ones.

f. Backward build-up drill: This drill is used when a long line of a dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’ cue, the students expand what they are repeating part by part until they are able to repeat the entire line.

• • • •

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Advantages

• a. The first method to have a theory.

• b. Making language teaching possible to large groups of

learners .

• c. Emphasizing sentence production, control over grammatical

structures and development of oral ability .

• d. developing simple techniques and making use of language lab . • e. Developing the separation of the language skills Disadvantages

• a. Weak basis of its theory .

• b. Not developing language competence, lack of effectiveness,

and boredom caused by endless pattern drill.

• c. Learners having little control over their learning. • d. Teacher’s domination of the class: The teacher’s role is central and active. e. Teacher-oriented materials

外语教学法的新发展 :认知法、自然教学法、交际法

• E. The Cognitive Approach(认知法) • 1、主要反对听说法

• 2、origin:起源于美国，又名the cognitive code method 理论基

础是转换生成理论和认知心理学 • 3、representatives：NoamChomsky /piaget/J.B.Bruner/D.Ausubel • 4、basic principles：强调学习是一个有意识的心理过程，强

调学习要基于理解，四种技能同等重要 • 错误是不可避免的，正常的和必需的现象。 • 5、techniques： rule learning

meaningful practice

creativity

Theory of learning

• a. Chomsky’s ideas about language acquisition

• b. Theory of cognitive psychology

• c. Piaget’s theory of cognitive development

• d. Schema theory

• e. Brunner and his discovery method

The process of learning by discovery, according to Bruner, involves deduction with the minimum of instruction and errorful learning.

• F. Ausubel’s theory The cognitive theory of learning as put forward by Ausubel emphasizes the role of expository or reception learning

In order to find ways of associating the new materials with ideas or objects with which the pupils are familiar, D. Ausubel would prefer straightforward explanation and exposition

• g. Kelly’s theory

• H. Diller’s four principles

Definition---is an approach to foreign language teaching which is based on the belief that language learning is a process which involves active method processes and not simply the forming of habits. It lays emphasis on the conscious acquisition of language as a meaningful system Procedures

⑪Introducing and explaining new material

The first step in the classroom is to present all new sounds, vocabulary, and structures in a manner meaningful to each student.

⑫Consolidating the understanding of the new material(i.e. Exercise) ⑬Application Activities.

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This is the performance stage.

• Techniques • a. Rule learning

• ①conscious teaching of grammar • ②paraphrasing • ③explanation

• b. Meaningful practice • ①cognitive exercises • ②application exercises • • • • • • • • • • •

c. creativity ①conversation ②discussion

③impromptu chain questions and answers ④relating a story ⑤oral composition ⑥making a speech ⑦rewritting ⑧composition ⑨role-play ⑩translation

• ⑯Integrating all four skills

• ⑰Giving students’ opportunity to develop functional and

performance skills .

• ⑱Drawing on the latest development of linguistics and psychology and FLT theories. • ⑲More scientific

Disadvantages

• a. It is difficult for teachers to select and prepare meaningful

presentations.

• b. There are not yet complete and systematic practical activities

and procedures for classroom use.

• c. The method as a system is still not very complete.

Krashen and Terrell exphasize meaning in. their approach is the primacy of

• Theory of language

• a. Communication as the primary function of language;

• b. Importance of vocabulary Krashen and Terrell stress the

importance of vocabulary, suggesting that a language is essentially its lexicon.

• c. Not necessary to analyze grammatical structure; and rules

automatically provided in the input. • ④The input hypothesis

• The formula i+1 put forward by Krashen means input that

contains structures somewhat above the learners present level. • ⑤The affective filter hypothesis

• Krashen identifies three kinds of affective variables related to

second language acquisition : motivation, self-confidence and

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Advantages

• ⑪Stress on creativity and meaning.

• ⑫More active use of mental power Language learning is a

process which involves active mental processes. • ⑬Suitable for adult language learners . • ⑭Enjoyable and meaningful learning .

• ⑮More effective learning by drawing on students’ experience

anxiety.

Definition--- The Natural Approach emphasizes natural communication rather than formal grammar study and is tolerance of learners’ errors. The core of the Natural Approach is language acquisition which is considered a subconscious process, dependent on two factors: the amount of comprehensible input the students get and the amount of input the students “allow in”.

Objectives---The Natural Approach is primarily designed to develop basic communication skills---both oral and written---and is designed to help beginners become intermediates

• Procedures

• ⑪Pre-production stage • ⑫production stage Techniques-

• ⑪Acquisition activities

• ①Affective-humanistic activities • ②Problem-solving activities • ③Games

• ④Content activities • ⑫ Typical techniques

Advantages

• ⑪The classroom consisting of acquisition activities can be an

excellent environment for beginners.

• ⑫Comprehensible and meaningful practice activities are

emphasized.

• ⑬The teacher creates speeches which enable students to interact

using the target language.

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• ⑭Students are not forced to respond in the target language immediately.

• ⑮Students interact in meaningful situation at their own level. • ⑯The teacher knows students’ needs and concentrates on appropriate and useful areas.

Disadvantages

• ⑪The Natural Approach ignores many factors essential in second

language course design.

• ⑫It simply borrows techniques from other methods.

• ⑬There is nothing novel about its procedures and techniques. • ⑭There are still many problems in the research method. Communicative Approach(交际法)

• Theory of language

• ⑪Language is for communication.

• ⑫Language is used in topics, context and setting.

• ⑬The relationship between form and meaning is not a one-to-one

correspondence.

• ⑭Discourse analysis studies language above sentence level. • ⑮Pragmatics studies how language is used in communication • ⑯Hymes and his notion of communicative competence In talking about CLT

• ⑰Halliday and his functional account of language use

• ⑱Widdowson and his view of forms and their communicative values

• ⑲Canale and Swain’s examination of communicative competence

• ⑳Richards and Rodgers’ summary of the communicative view

of language

• ①Language is a system for the expression of meaning.

• ②The primary function of language is for interaction and communication.

• ③The structure of language reflects its functional and communicative uses.

• ④The primary units of language are not merely its grammatical

and structural features, but categories of functional and communicative meaning as exemplified in discourse.

Definition---is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. Teaching materials used with the Communicative approach often teach the language needed to express and understand different kinds of functions. The approach follows a National syllabus and emphasizes the processes of communication to get information, and using language for social interaction with other people

• Main features

• ⑪Five points to characterize the Communicative Approach: • ①Emphasis on learning to communicate in the target language • ②The introduction of authentic texts into learning situations • ③Focus not only on language but also on the learning process

• • • • •

• ③an advisor of students’ questions

• ④a co-communicator in the communicative activity • ⑬The role of the learner • ①a negotiator • ②a communicator • ③a contributor

• ④an independent learner Advantages

• ⑪Wider considerations of what is appropriate and what is

accurate

• ⑫Wider range of language

• ⑬Realistic and motivating language practice

• ⑭Drawing on learners’ knowledge and experience

Disadvantages

• ⑪Difficult to tailor syllabus to students’ needs • ⑫Fossilization of learners’ error

• ⑬Unclear about how rules of use can be taught H. Some New FLT Approaches

• Total Physical Response • Silent way

• Community Language learning • Suggestopaedia Total Physical Response (全身反应法)

Definition and advocate---The Total Physical Response method, put forward by James Asher in the 1970s, is a language teaching method which attempts to teach language through physical activities. It

itself

④making use of learner’s own personal experiences

⑤Creating real communication situations in the classroom ⑫The role of the teacher

①a facilitator of students’ learning ②a manager of classroom activities

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emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level. It sees successful adult second language learning as a process paralleled to child first language acquisition Silent Way 沉默法

Definition and advocate----It is an approach to language teaching different from the learning of the first. All three are inductive in the initial stage of the language learning process. All three approaches advocate that there should be no correction of the learners’ errors and they should be given enough time to work on their own. 中国出现的新的教学法

developed in the United States, principally by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much as language as possible.

Community Language Learning（集体语言法）

Definition and advocate---It is the name of a method developed by Charles A. Curran and his associates. This method advises teachers to consider their students as “whole persons”, therefore Community Language Learning is sometimes cited as an example of a “humanistic approach”.

According to Curran, there are six elements necessary for non-defensive learning: security, attention, aggression, retention, reflection and discrimination

Suggestopaedia（暗示法）

Definition and advocate---It is a method developed by Bulgarian psychiatrist-educator George Lozanov, who believes that language learning can occur at a much faster rate than it is often expected if learners can make better use of their mental powers.

Let’s first look at the Silent Way, Community Language Learning and Suggestopaedia. The three approaches all lay emphasis on the individual and on personal learning strategies. They all endeavor to involve the whole person of students. All view the learning of a second language as quite

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• ①Three Dimensional Approach 立体教学法 • ②The ASSRF Method 十字教学法

• ③dual activity method 双重活动教学法 • ④Global Method整体教学法 • ⑤Leveled Method分级教学法

• ⑥ Zhang Sizhong Method 张思中教学法 • ①Three Dimensional Approach 立体教学法

•

In the classroom, the 3DA emphasizes student’s own

responsibility of learning

• ④Global Method整体教学法

• In essence, the Global Method is a text-based, top-down approach,

which emphasizes a global understanding of the whole text book before tacking local problems or details. Reading is a means as well as an end in itself