《语言教学的流派》课程教案
教材介绍：
20世纪外语教学蓬勃发展，教学法的研究也发展很快。一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。
Approaches and Methods in Language Teaching
1、 Approach and method
2、 Language teaching --- second language teaching or foreign language teaching
This book is a book on the history of language teaching, but it’s more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions.
第一章 A brief history of language teaching 外语教学简史
本章主要介绍20世纪以前的外语教学简史, 通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）和 The Direct Method（直接法）
第二章 The nature of approaches and methods in language teaching 外语教学法理论与方法的性质
本章为以后的分析立下了一个基本的理论分析框架(framework)。在这个框架中，教学法包括三个部分：
1、 Approach（理论）：语言理论和学习理论
2、 Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用
3、 Procedure（教学步骤）
This chapter will present a model for the description, analysis, and comparison of
methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies.
第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。
第三章 The Oral Approach and Situational Language Teaching 口语法和情景法
第四章 The Audiolingual method 听说法
第五章 Communicative Language Teaching 交际法
第六章 Total Physical Response 全身反应法
第七章 The Silent Way 沉默法
第八章 Community Language Learning 社团学习法
第九章 The Natural Approach 自然法
第十章 Suggestopedia 暗示法
Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter.
Where a method or approach has no acknowledged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions.
第十一章 教学法的比较和评估
这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。
This chapter examines methods from a broader framework and present a
curriculum-development perspective on methodology.
第一章A brief history of language teaching 外语教学简史
This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods.
Changes in language teaching methods throughout history have reflected
a. Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension)
b. Changes in theories of the nature of language and of language learning.
一、500年前：
1、拉丁语的地位
2、拉丁语的教学法
3、the decline of Latin
4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法
这种方法就是The Grammar-Translation Method
二、The Grammar-Translation Method
1、对这种方法的评价
2、这种教学法的主要特点：7点
the goal of foreign language learning
reading and writing/speaking and listening
vocabulary selection
sentence
accuracy
grammar
the student’s native language
3、对这种教学法的批评
三、Language teaching innovations in the 19th century
1、Increased opportunities for communication: oral proficiency
2、Individual language teaching specialists:
C. Marcel: emphasized the important meaning in learning
T. Prendergast: proposed the first “structural syllabus”
F.Gouin: “series”
四、The Reform Movement
1、语言学的发展：The International Phonetic Association（1886年）
2、Reformer 的观点
Henry Sweet: The Practical Study of Languages （1899年）
Wilhelm Vietor: Language Teaching Must Start Afresh
共同的观点：6点
the spoken language
phonetics
hear the language first
words and sentences
the rules of grammar
translation
3、natural methods 的兴起，其中一种就是众所周知的Direct Method
五、The Direct Method
1、 倡导者：Gouin ；Sauveur
foundation: natural language learning principles
2、 Berlitz Method :
principles and procedures
guidelines
3、drawbacks
六、The Coleman Report：1929 in the United States
七、method 到底是什么？
the goals of language teaching
the basic nature of language
the selection of language content
principles of organization, sequencing and presentation
the role of the native language
process
best teaching techniques and activities and circumstances
Particular methods differ in the way they address these issues. We need to present a model for the description, analysis, and comparison of methods.
Question for discussion:
从语法翻译法到直接法，有了哪一些进步？
.
第二章 外语教学法理论和方法的性质
In this chapter, we will clarify the relationship between approach and method and present a model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies.
一、Approach and method
1、 the model of Edward Anthony （1963）
approach: a set of correlative assumptions dealing with the nature of language teaching and learning
method: an overall plan for the orderly presentation of language material
technique: which actually takes place in a classroom
Anthony’s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals.
2、 the model of Mackey （1965）
Mackey’s model of language teaching analysis concentrates on the dimensions(规模， 大小) of selection, gradation, presentation, and repetition underlying a method. (textbooks)
3、 Anthony’s model 的不足：
a) Nothing is said about the roles of teachers and learners.
b) It fails to account for how an approach may be realized in a method, or for how method and technique are related.
4、 Our model ( revised and extended Anthony’s model )
approach---design---procedure
A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure.
二、Approach: the nature of language and language learning
1、 Theory of language: three different theoretical views of language and the nature of language proficiency
Structural view : language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items.
Function view : language is a vehicle for the expression of functional meaning
Interactional view : language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. patterns of exchange and interaction or the inclinations of learners
2、 Theory of language learning
A learning theory underlying an approach or method responds to two questions:
a. What are the psycholinguistic and cognitive processes involved in language learning?
Process-oriented theories : habit formation; induction; inferencing; hypothesis
testing; generalization
b. What are the conditions that need to be met in order for these learning processes to be activated?
Condition-oriented theories : the nature of the human; physical context in which language learning takes place
举例说明： Natural Approach (process and condition)
Counseling-learning (conditions)
Total Physical Response (process and condition)
Silent Way (conditions)
三、Design
1、 Objective 目标
Different theories of language and language learning influence the focus of a method.
Linguistically oriented or product-oriented objectives:
oral skills
general communication skills
basic grammar and vocabulary
Process-oriented objectives 强调过程的目标
判断教学法的objectives是process-oriented or product-oriented需要考虑两个因素：
a、 how much emphasis is placed on vocabulary acquisition and grammatical proficiency 词汇习得和语法水平
b、 how grammatical or pronunciation errors are treated in the method
2、 Content choice and organization: the syllabus
subject matter(what to talk about) and linguistic matter(how to talk about)
content issues: the principles of selection and gradation
a prior syllabuses and a posteriori syllabuses
3、 Types of learning and teaching activities
the use of different kinds of activities
different uses for particular activity types
activity types
4、 Learner roles
the types of activities learners carry out
the degree of control learners have over the content of learning
the patterns of learner groupings adopted
the degree to which learners influence the learning of others
the view of the learner as processor, performer, initiator, problem solver
5、 Teacher roles
Teacher roles are related to the following issues:
the types of functions teachers are expected to fulfill
the degree of control the teacher has over how learning takes place
the degree to which the teacher is responsible for determining the content of what is taught
the interactional patterns that develop between teachers and learners
learner-teacher relationships:
asymmetrical kinds 不对称类型
symmetrical kinds 对称类型
6、 The role of instructional materials 教学材料的作用
the primary goal of materials
the form of materials
the relation of materials to other sources of input
the abilities of teachers
四、procedure
three dimensions: 三个维度
the use of teaching activities(drills, dialogues, information-gap activities) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language
the ways in which particular teaching activities are used for practicing language
the procedures and techniques or content of their utterances or sentences
Classroom techniques, practices, and behaviors observed when the method is used
resources in terms of time, space, and equipment used by the teacher
interactional patterns observed in lessons
tactics 战术 and strategies used by teachers and learners when the method is being used
在第二章讲解结束后，对第二章提出的教学法分析的基本理论框架做一总结，并要求学生一定要把握这一理论框架，因为这是后面进行教学法流派分析的基础。
第三章 The oral approach and situational language teaching
The terms Oral Approach or Situational Language refer an approach to language teaching developed by British applied linguists from 1930s to the 1960s.
一、Background
1、Harold Palmer and A. S. Hornby：a systematic study of the principles and procedures that could be applied to the selection and organization of the content of a language.
2、Vocabulary control
the role of vocabulary
a core of 2000 or so words occurred frequently in written texts
1、 Grammar control
Palmer: grammar as the underlying sentence patterns of the spoken language
Hornby: sentence patterns into the first dictionary for students of English as a foreign language ----- The Advanced Learner’s Dictionary of Current English
二、The Oral Approach and Situational Language Teaching
the Oral Approach (not to be confused with the Direct Method, which lacked a systematic basis in applied linguistic theory and practice)
Situational Language Teaching (1960s)
main characteristics P38,39
三、Approach
1、 Theory of language
a type of British structuralism: speech / structure
one of the distinctive features: structures must be linked to situations in which they could be used
the functional trend in British linguistics since the 1930s ( J. R. Firth and M. A. K. Holliday: language was viewed as purposeful activity related to goals and situations in the real world.)
2、 Theory of learning
a type of behaviorist habit-learning theory
(As Palmer has pointed out, there are three processes in learning a language: 1. receiving the knowledge or materials 2. fixing it in the memory by repetition, 3. using it in actual practice until it becomes a personal skill )
Language learning as habit formation
SLT adopts an inductive approach to the teaching of grammar (induced from the way the form is used in a situation)
same processed are thought to occur both in child language learning and in second language learning
四、Design
1、 Objectives: to teach a practical command of the four basic skills of language
Accuracy in both pronunciation and grammar is regarded as crucial.
Automatic control of basic structures and sentence patterns is fundamental.
Writing derives from speech.
2、 The syllabus
a structural syllabus—a list of the basic structures and sentence patterns
a word list
situation : the manner of presenting and practicing sentence patterns
3、 Types of learning and teaching activities
a situational approach —— presenting new sentence patterns
situation: the use of concrete objects, pictures and realia, actions and gestures (Pittman)
a drill-based manner —— practicing the new sentence patterns
practice techniques: guided repetition, substitution activities, pair practice
4、 Learner roles
listen, repeat and responds to questions and commands
have no control over the content of learning
5、 Teacher roles
Threefold: a model—the presentation stage
a skillful manipulator
on the lookout for errors—the practice phase
teacher’s responsibilities
The teacher is essential to the success of the method.
6、 The role of instructional materials
Textbook: contains organized lessons
Visual aids: consists of wall charts, flashcards, pictures, stick figures
The teacher is expected to be the master of his textbook.
五、Procedure
aim: to move from controlled to freer practice of structures and from oral use of sentence
patterns to their automatic use in speech, reading and writing.
the teaching of a structure: four parts
the sequence of activities:
listening practice
choral imitation
individual imitation
isolation
building up to a new model
elicitation
substitution drilling
question-answer drilling
correction
Conclusion:
In the mid-sixties, the view of language, language learning, and language teaching underlying Situational Language Teaching was called into question. But because the principles of Situational Language Teaching, with its strong emphasis on oral practice, grammar, and sentence patterns, conform to the intuitions of many practically oriented classroom teachers, it continues to be widely used in the 1980s.
Question for discussion:
在我们学习英语的过程中，我们的英语教师是否用到了情景法，如果用到了，你从学生的角度来谈谈这样的教学法是否有效？
第四章 The Audiolingual Method 听说法
一、Background
The combination of structural linguistic theory, constructive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method
1、 1929年The Coleman Report后美国出现的外语教学法
a modified Direct Method
a reading-based approach
a reading-oral approach
这些教学法的不足之处
2、Army Specialized Training Program（1942）
3、Informant method （Bloomfield）
mastery of American Indian languages
1、 Army Method
derived from the intensity of contact with the target language
the value of an intensive, oral-based approach to the learning of a foreign language
5、English Language Institute (1939 the University of Michigan)
Charles Fries : principles of structural linguistics
pattern practice
6、general form (1950)
A lesson began with work on pronunciation, morphology, and grammar, followed by
drills and exercises.
1、 Contrastive analysis
systematic comparisons of English with other languages
2、 Aural-oral approach (1950s)
aural training first, then pronunciation training, followed by speaking, reading, and writing
Practice makes perfect.
3、 The Addiolingual Method
Structural linguistic theory
Contrastive analysis
Aural-oral procedures
Behaviorist psychology
二、Approach
1、 Theory of language
structural linguistics (1950s) : a reaction to traditional grammar
the characteristics of the term structural
the primary medium of language is oral: speech is language
2、 Theory of learning
behavioral psychology : stimulus, response, reinforcement
hypotheses about language learning and language teaching
learning principles P57
三、Design
1、 Objectives
Short-range objectives
Long-range objectives
Speaking skills
2、 The syllabus
a linguistic syllabus : phonology, morphology, and syntax of the language
a lexical syllabus of basic vocabulary
language skills : listening, speaking, reading, writing
3、 Types of learning and teaching activities
Dialogues
Drills
Various kinds of drills : repetition, inflection, replacement…
4、 Learner roles
Organisms
a reactive role, have little control
5、 Teachers roles
central and active
models the target language
controls the direction and pace of learning
monitors and corrects the learners’ performance
6、 The role of instructional materials
textbook
tape recorders and audiovisual equipment
四、Procedure
1、the process of teaching involves extensive oral instruction
2、the procedures the teacher should adopt ( Brook)
3、procedures in a typical audiolingual lesson
五、The decline of Audiolingualism
1、Criticism on two fronts: the theoretical foundations and the practical results
2、the theoretical attack: Noam Chomsky’s theory of transformational grammar
1、 Cognitive code learning
acknowledged the role of abstract mental processes in learning
the cognitive-code theroy
Conclusion:
Audiolingualism stresses the mechanistic aspects of language learning and language use.
Situational Language Teaching and Audiolingualism (similarities and difference)
Question for discussion:
听说法受到了大家的质疑，那么这种教学法还有没有我们值得借鉴的东西？
第五章 Communicative Language Teaching
一、Background
1、 The decline of Situational Language Teaching in Britain
British applied linguists began to call into question the theoretical assumption underlying Situational Language Teaching.
2、British applied linguists: the functional and communicative potential of language
3、Changing educational realities in Europe
4、Notional syllabuses （Wilkins 1976）
5、Communicative language teaching
strong version
weak version
6、the major distinctive features of the Audiolingual Method and the Communicative
Language Teaching
7、Bronislaw Malinowski and John Firth
8、Learner-centered and experience-based view of second language teaching
二、Approach
1、 Theory of language
language as communication
Hymes’s view
Halliday’s view
Henry Widdowson’s view
Canale and Swain’s view
The characteristics of the communicative view of language
2、 Theory of learning
Elements of an underlying learning theory: communication principle, task principle,
meaningfulness principle
Krashen’s view
Johnson and Littlewood’s view
三、Design
1、 Objectives
Piepho’s discussion (general objectives)
No defined particular objectives
2、 The syllabus
Notional syllabus
Widdowson’s argument
Yalden’s classification of communicative syllabus types
Discussion concerning syllabus
3、 Types of learning and teaching activities
Classroom activities are inlimited.
Littlewood ( functional communication activities and social interaction activities)
4、 Learner roles
learner as negotiator：learner contributes as much as he gains
the cooperative approach
5、 Teacher roles
Breen and Candlin’s description—three roles
Need analyst (formally and informally)
Counselor
Group process manager
6、 The role of instructional materials
Text-based materials
Task-based materials
Realia
四、Procedure
Description of typical classroom procedures used in a lesson based on CLT principles is not feasible.
Finocchiaro and Brufit’s lesson outline
Littlewood : a sequence of acitivities
Savignon’s view
Conclusion:
Communicative Language Teaching is best considered an approach rather than a method. It appeared at a time when British language was ready for a paradigm shift. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority. Now that the initial wave of enthusiasm has passed, some of the claims of CLT are being looked at more critically.
Question for discussion:
情景法和听说法都很强调发音和语法的准确性，而交际法则不太重视对发音和语法错误地纠正，你是如何看待语言学习中的教师的纠错行为？你认为这样做是必需的吗？为什么？
布置期末考查内容：我从教材中选出27个段落，每个段落包括两页，要求每个学生抽签选定其中的一段，进行翻译，第十八周结课时交稿。
第六章 Total Physical Response
一、Background
1、the “trace theory” of memory in psychology
2、developmental psychology：child first language acquisition
3、humanistic psychology: the role of affective factors
1、 Comprehension Approach
2、 a tradition: the use of physical actions to teach a foreign language at an introductory level
二、Approach
1、 Theory of language
structuralist or grammar-based views of language
detailed cognitive map (abstractions and nonabstractions)
the central role of comprehension in language learning
language can be internalized as wholes or chunks
2、 Theory of learning
Reminiscent of the views of behavioral psychology: a stimulus-response view
Learning hypotheses ( to facilitate or inhibit foreign language learning )
the bio-program: first and second language learning---parallel processes
brain lateralization: right-brain learning
reduction of stress: stress-free environment
三、Design
1、 Objectives
The general objectives: to teach oral proficiency at a beginning level
Specific instructional objectives are not elaborated.
2、 The syllabus: be inferred from an analysis of the exercise types employed in TPR classes
a sentence-based syllabus
a fixed number of items be introduced at a time
attention to both the global meaning of language and the finer details of its organization
3、 Types of learning and teaching activities
Imperative drills are the major classroom activity.
Role plays：center on everyday situation
Slide presentations
Reading and writing activities
4、 Learner roles
A primary role : listener and performer
Have little influence over the content
Monitor and evaluate their own progress
5、 Teacher roles
Active and direct role
Well prepared and well organized
Teachers follow the example of parents giving feedback
Cautions: illusion of simplicity; having too narrow a tolerance for errors
6、 The role of instructional materials
No basic text, materials and realia play an increasing role in later learning stages.
Student kits that focus on specific situations (supporting materials)
四、Procedure
Asher’s account of a course:
Review
New commands
Role reversal
Reading and writing
Conclusion:
Total Physical Response has enjoyed some popularity because of its support by those who
emphasize the role of comprehension in second language acquisition. It represents a useful techniques and is compatible with other approaches to teaching.
Question for discussion:
全身反应法的不足之处在哪里？有没有可供借鉴的地方？
第七章 The Silent Way
一、Background
The premise of the Silent Way
The learning hypotheses
Learning is facilitated if the learner discovers or creates. (discovery learning)
Learning is facilitated by accompanying physical objects.
Learning is facilitated by problem solving.
二、Approach
1、 Theory of language
Gattegno views language as a substitute for experience.
The “spirit” of the language
A structural approach
Vocabulary as a central dimension
2、 Theory of learning
Surrender
Artificial approach
The self of the learner
Learning to learn
三、Design
1、 Objectives
The general objectives: to give beginning level students oral and aural facility
An immediate objectives: to provide the learner with a basic practical knowledge of the
grammar of the language
Teach learners how to learn a language
2、 The syllabus
a basically structural syllabus
vocabulary
3、 Types of learning and teaching activities
simple linguistic tasks
responses to commands, questions and visual cues
4、 Learner roles
Learners are expected to develop independence, autonomy and responsibility.
Learners exert a strong influence over each other’s learning.
Playing varying roles
5、 Teacher roles
Teacher silence is the most demanding aspect of the Silent Way.
To teach, to test, to get out of the way
Create an environment
Teacher likes the complete dramatist.
6、 The role of instructional materials
The pronunciation charts
The colored cuisenaire rods
The vocabulary or word charts
Other materials
四、Procedure
A standard format
Practice of the sounds (using the pronunciation charts)
Practice of sentence patterns, structure, and vocabulary (using the rods and charts)
A sample lesson
Conclusion:
The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.
Question for discussion:
你们如何看待沉默法这种教学法对教师角色的规定？在你们学习外语的过程中，你们希望教师多说话还少说话？为什么？
第八章 Community Language Learning
一、Background
1、Rogerian counseling
2、Humanistic techniques：the whole person
3、Language alternation
二、Approach
1、 Theory of language
Traditional structuralist position
Language as social process
The interactional view of language: interaction between equals, interaction between
unequals
2、 Theory of learning
Contracted with traditional views (a putative learning view, the behavioral view)
The whole-person learning (five stages)
Consensual validation
S(secure)A(attention and aggression)R(retention and reflection)D(discrimination)
the personal commitments
三、Design
1、 Objectives
Explicit linguistic or communicative objectives are not defined.
Teacher transfers knowledge and proficiency to the learner.
Goal: attaining near-native like mastery of the target language
Specific objectives are not addressed.
2、 The syllabus
No conventional language syllabus
Topic-based course
Teacher’s responsibility
3、 Types of learning and teaching activities
Combines innovative learning tasks and activities with conventional ones.
Translation, Group Work, Recording, Transcription, Analysis, Reflection and observation, Listening, Free conversation
4、 Learner roles
members of a community
become counselors to other learners
Five stages
5、 Teacher roles
Counselor
Specific teacher roles are keyed to the five development stages.
providing a safe environment
Note two “asides” in the discussion of learning security.
6、 The role of instructional materials
A textbook is not considered a necessary component.
Materials may be developed by the teacher as the course develops.
the use of teaching machines
四、Procedure
1、 classical CLL and personal interpretations of it
2、 the description of some typical activities in CLL classed
3、 a protocol of what a first day’s CLL class covered
Conclusion:
Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.
Question for discussion:
社团学习法把语言学习过程比作是咨询过程，你们觉得这个比喻合适吗？为什么？
第九章 The Natural Approach
一、Background
1、 Tracy Terrell and Stephen Krashen
2、 The Natural Approach and traditional approaches
3、 The Natural Approach and the Natural Method
二、Approach
1、 Theory of language
communication as the primary function of language
give little attention to a theory of language
The importance of vocabulary is stressed.
view language learning as mastery of structures by stages (I+1)
a view of language consists of lexical items, structure, and messages
2、 Theory of learning: Krashen’s language acquisition theory
The Acquisition/Learning hypothesis
The monitor hypothesis
The natural order hypothesis
The input hypothesis
The affective filter hypothesis
三、Design
1、 Objectives
Expectation
Specific objectives depend upon learner needs and the skill and level being taught.
It is important to communicate to learners what they can expect of a course as well as
what they should not expect.
2、 The syllabus
Two points of view to approach course organization
Content selection
3、 Types of learning and teaching activities
Command-based activities
Direct Method activities
Situation-based practice of structures and patterns
Group-work activities
the characteristics of the Natural Approach
4、 Learner roles
a processor of comprehensible input
Learners’ roles change according to their stages of linguistic development.
Learner have four kinds of responsibilities.
5、 Teacher roles
Three central roles
a. the primary source of comprehensible input
b. create a classroom atmosphere
c. choose and orchestrate a rich mix of classroom activities
6、 The role of instructional materials
the primary goal of materials
the primary aim of materials
other recommended materials
games
四、Procedure
The Natural Approach adopts techniques and activities freely from various method sources.
Examples
Conclusion:
The Natural Approach belongs to a tradition of language teaching methods based on observation and interpretation of how learners acquire both first and second languages in nonformal setting. Its greatest claim to originality lies not in the techniques it employs but in their use in a method that emphasizes comprehensible and meaningful practice activities, rather than production of grammatically perfect utterances and sentences.
Question for discussion:
自然法的自然之处在哪里？ 创新之处又在哪里？
第十章 Suggostopedia
一、Background
1、Suggestology
2、the most conspicuous characteristics of Suggestopedia
3、Soviet psychology
1、 mental states
5、the centrality of music and musical rhythm to learning
二、Approach
1、 Theory of language
lexis is central
whole meaningful text
a language to be its vocabulary and the grammar rules for organizing vocabulary
2、 Theory of learning
a desuggestive-suggestive sense
six principal theoretical components:
authority, infantilization, double-planedness, intonation, rhythm, concert
pseudo-passiveness
the type of music
the rate of presentation of material to be learned within the rhythmic pattern
三、Design
1、 Objectives
deliver advanced conversational proficiency quickly
increased access to understanding and creative solutions of problems
2、 The syllabus
course description
time duration
each unit
the whole course
3、 Types of learning and teaching activities
imitation, question and answer, role play
listening activities
4、 Learner roles
The mental state of the learner is critical to success. mind-altering
infantilization
2、 Teacher roles
the primary role of the teacher
expected teacher behaviors
needs three to six months training in acting, singing, and psychotherapeutic techniques
3、 The role of instructional materials
Direct support materials: text and tape
Indirect support materials: classroom fixtures and music
四、Procedure
Bancroft’s description: a four-hour language class has three distinct parts.
The first part: an oral review section
The second part: new material is presented and discussed
The third part: the séance or concert session
Conclusion:
Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
Question for discussion;
暗示法强调音乐的作用，那么音乐在外语学习过程中究竟起了怎样的作用？谈谈你们的看法。
十一章 Comparing and evaluating methods: some suggestions
一、八种教学法的综合比较
从产生时间、发源地、理论、教学目的、大纲、教学角色、教材七个方面对所学的八种教学法流派进行横向对比分析。
对比分析结果参看下页图表。
二、从更高层次对教学法进行评价时所应考虑的因素
1、要把教学法的评估放在语言课程发展这个较宽泛的背景下来进行
2、语言课程发展需要做四个方面的工作：needs analysis, formulation of objectives,
selection of teaching and learning activities, evaluation
3、在对教学法进行评估时，需要搜集四种类型的数据：descriptive data, observational data,
effective data, comparative data
产生时间 | 发源地 | 理论 | 教学目的 | 大纲 | 教学 角色 | 教材 | |
情景法 | 1930s | Britain | British structuralism 行为主义 | 听说读写技能 | Structural syllabus | 教师中 心 | Textbook Visual aids |
听说法 | 1940s | U.S.A. | 结构语言学 行为主义 | Oral fluency | 结构大纲 | 教师中 心 | Textbook Tape recorder |
交际法 | 1960s | U.S.A. | 功能语言学 认知理论 | 交际能力 | 功能意念大纲 | 教师中心 | Text-based materials, Task-based materials, realia |
全身反应法 | 1970s | U.S.A. | 结构主义 行为主义 发展心理学 | Oral Proficiency (beginning level) | Sentence- based syllabus | 教师和学生共同做 | No basic textbook |
沉默法 | 1970s | U.S.A. | 结构主义 人本主义 | 学会如何学习一门语言 | Structural syllabus | 教师尽可能沉默，学生来做 | Pronuncia- tion charts colored rods word charts |
社团学习法 | 1970s | U.S.A. | 心理咨询 发展心理 | 用语言解决问题的能力 | No syllabus | 学生中心 | No textbook |
自然法 | 1980s | U.S.A. | 第二语言习得理论 | 口语交际能力 | No syllabus | 教师指导下的学生中心 | Materials from realia Games |
暗示法 | 1970s | 保加利亚 | 暗示理论 苏联心理学 | 口语交际能力 | No syllabus | 教师创造环境，学生全身心投入学习 | Text and tape Classroom fixtures and music |
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