听说法

Chapter4 The Audiolingual Method

听说法

听说法是20世纪40 年代产生于美国的第二语言教学法。强调通过反复的句型结构操练培养口语听力能力，又称“句型法”或 “结构法”。

I、Background

The Audio –lingual Method is in origin mainly American . It was developed in the U.S .during the Second World War .At that time there was a need for people to learn foreign language rapidly for military purpose.

听说法是在第二次世界大战期间的美国发展起来的。 当时，美国政府感到很有必要建立一套专门语言训练计划来满足军事上对外语人员的需求。因此，美国政府委托几所美国大学来承担培养军事外语人才的工作。于是在1942年制订了《军队专门训练方案》。

背景：二战提高了美国的国际地位，扩大了美国的影响，留学生和移民的增多，英语作为第二语言教学（ESL）的需求增加。

密歇根大学 The University of Michigan最先成立英语教学机构。

机构主任佛里斯（Fries）主张：

1. 将结构作为教学起点，

2. 强调对学习者进行语音和句型的强化训练。

反映了一种结构主义语言观。

II、Theoretical Basis(理论基础)

1.Theory of language

The theory of language underlying ,Audiolinguism was derived a view proposed by American linguists in the 1930s and the 1940s

The view then came to be known as structural linguistics which views language as a system of structurally related elements for the expression of meaning。

语言学基础：美国结构主义

Main characteristics of the theory (教材P55)

(1) Elements in a Language were thought of as being linearly produced in a rule-governed (structural) way.

(2) L samples could be exhaustively described at any structural level of description (phonetic, phonemic, morphological, etc.)

(3) Linguistic levels were thought of as systems within systems, that is, as being pyramidally structured; phonemic systems led to morphemic systems, and these in turn led to the higher level systems of phrases, clauses, and sentences.

语言被认为是一个结构化的元素组成的系统，用来表达意义，这些元素就是音素、词素、单词、结构和句型。所谓的结构化就是指：

（a）语言中的元素是线性产生的；

（b）语言样本可以被详尽地解释到任何一个结构层面（语音学、音素学、形态学等）；

（c）语言是由一个个系统组成的，作为金字塔结构，由音到词，再到词组、从句和句

子。

2.Theory of learning: behavioral psychology.

The ideal of conditioning is based on the theory that you can train an animal to do anything if you follow a certain procedure ,which has three major stages :stimulus response and reinforcement.（教材P56）

心理学基础：行为主义心理学

对于行为主义者来说，人类是一个有着广泛的行为技能的有机体。这些行为的出现主要是依靠学习中的三个主要元素：刺激，它能引起行为的发生；由刺激引起的一种反应；强化，它可以表现出反应是否恰当。 

强化在学习过程中是至关重要的要素，因为它能增加这种行为再次出现和最终成为习惯的可能性。

3.Design: typesof learning and teaching activities

⏹ Dialogue and drills form the basis of audiolingual classroom practice

⏹ The use of drills and pattern practice is a distinctive feature of the Audiolingual Method. Various kinds of drills are used.

⏹ 操练和模式练习的使用是听说法的一个独特的特征

1.Repetition. 2.Inflection.

3.Replacement. 4.Restatement.

5.Completion. 6.Transposition.

7.Expansion. 8.Contraction.

9.Transformation. 10.Integration.

11.Rejoinder. 12.Restoration.

QUESTIONS:

1. Disadvantages and Advantages of the Audiolingual Method？

Disadvantages

1)The theoretical basis of the Audiolingual Method was found to be weak. The behaviorist theory could not possibly serve as a model of how humans learn language, since much of human language is not imitated behavior, but is created a new from underlying knowledge of abstract rules.

2) Techniques such as pattern practice, drilling, memorization, etc. might lead to language like behavior, but they are not resulting in competence.

3).Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes.

4).The teacher’s role is central and active in the Audiolingual Method. It is the teacher who always dominates the class. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learner’s performance.

Advantages of the Audiolingual Method:

1). It states language is a structured system and rule governed. If language learning were organized according to its structure, language learning would be easier, especially to adult learners.

2) The Audiolingual Method considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquisition is listening, speaking, reading and writing, the Method gives the primary stress to the first two of the four skills. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing.

3)Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability.

4)The Audiolingual Method also provides language teachers with many useful techniques.

例子

Teacher: I ate the sandwich.

Student: I ate the sandwiches.

 Teacher: He bought the car for half-price. 

Student: He bought it for half-price.
Teacher: Tell me not to smoke so often. 

Student: Don't smoke so often!

The following example illustrates how more than one sort

of drill can be incorporated into one practice session:
“Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
etc

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