英语教学法流派英语课件.ppt

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1、Schools of English Teaching MethodologyTraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:Grammar-Translation MethodDirect MethodSituational ApproachAudiolingual ApproachCommunity Language LearningTotal Physical ResponseThe Silent Way SuggestopediaCommunicat

2、ive Language TeachingTask-Based Language TeachingContent-Based InstructionOverview of ELT MethodologyGrammar-TranslationMethod1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesTheGrammar-TranslationMethodisamethodofforeignorsecondlangu

3、ageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.Definition：翻译法也叫语法翻译法翻译法也叫语法翻译法(Grammar-(Grammar-Translation Method)Translation Method)、阅读阅读法法(Reading(Reading Method)Method)、古典法、古典法(Classical Method)(Classical Method)。翻译法最早是在欧洲用来教授古典语言希翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语

4、教学方法，到腊语和拉丁语的外语教学方法，到1818世纪世纪末和末和1919世纪中期开始被用来教授现代语言。世纪中期开始被用来教授现代语言。翻译法的教学目的是培养学生翻译法的教学目的是培养学生阅读阅读外国外国文文学学作品的能力和模仿范文进行写作的能力。作品的能力和模仿范文进行写作的能力。其突出的特点是：其突出的特点是：教师教师用母语授课，授课用母语授课，授课重点是讲解与分析句子成分和语音、词汇重点是讲解与分析句子成分和语音、词汇变化与语法规则。变化与语法规则。uItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.uI

5、nthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.uUntilthe19thcentury,grammartranslationmethodbecamewidelyapprovedandusedinthewholeworld.Background1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality

6、2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.Theoreticalbase1.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwrit

7、ingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.Characteristics1.复习复习：默写单词；个别与集体背诵上一课课文第：默写单词；个别与集体背诵上一课课文第几段等等。几段等等。2.教授新词教授新词：教师课前将本课新词的英语、音标和：教师课前将本课新词的英语、音标和汉语解释写在小黑板

8、上（或卡片上）。上课时按汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。教师说汉语，学生说英语单词，或反之。3.讲授语法讲授语法（规则动词现在进行时）：教师讲解动（规则动词现在进行时）：教师讲解动词现代进行时的意义及其变化规则后，在黑板上词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。现在分词，再变成现在进行时。Procedure4.讲解课文讲解课文：教师逐句念课文，要求学生分

9、教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生析语法与翻译成汉语。教师随时纠正学生的错误。的错误。5.巩固新课巩固新课：学生跟教师逐句朗读课文后，：学生跟教师逐句朗读课文后，教师根据课文提问，学生按课文内容回答。教师根据课文提问，学生按课文内容回答。6.布置作业布置作业：拼写单词；语法填空；背诵某：拼写单词；语法填空；背诵某段课文。段课文。Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosters

10、tudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudentsabilityofanalyzingandsolvingproblems.3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.Disadvantage1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Thro

11、ughgrammartranslation,studentslackedanactiveroleintheclassroom.TheDirectMethod1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionTheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconv

12、eyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.BackgroundInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.Itwasdevelopedasarespon

13、setotheGrammar-Translationmethod.直接法是在直接法是在1919世纪后半叶作为语法翻译世纪后半叶作为语法翻译法的对立物在西欧出现的，法的对立物在西欧出现的，主要代表人物是贝力兹（主要代表人物是贝力兹（M.D.BerlitzM.D.Berlitz）、）、艾盖尔特（艾盖尔特（B.EggertB.Eggert）和帕默）和帕默（H.E.PalmerH.E.Palmer）。）。直接法也叫自然法直接法也叫自然法(Natural Method)(Natural Method)、心、心理法理法(Psychological Method)(Psychological Method)

14、口语口语法法(Oral Method)(Oral Method)、改良法、改良法(Reformed(Reformed Method)Method)Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.Theoreticalbase1.Classroominstructionwasconductedexclusivelyinthetarge

15、tlanguage.2.Onlyeverydayvocabularyandsentencesweretaught.3.Grammarwastaughtinductively.4.Newteachingpointswereintroducedorally.5.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealist

16、iceverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.Characteristics1.讲授新词讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。2.语法练习语法练习：通过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：ProcedureT:Zhang,pleasestandup.(AfterZhangstoo

17、dup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.用不同的动词做了类似的练习后，教师总结规则用不同的动词做了类似的练习后，教师总结规则与不规则的动词现在分词变化规律及动词现在进与不规则的动词现在分词变化规律及动词现在进行时的构成与意义。行时的构成与意义。3.根据教师示范，学生两人一组，一个说英语。一根据教师示范，学生

18、两人一组，一个说英语。一个做动作，练习动词现在进行时。个做动作，练习动词现在进行时。4.教授新课文：教师出示一幅表述课文内容的图画。教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。根据图画提问，要求学生回答。5.学生两人一组根据图画提问与回答。全班唱一首学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。英语歌结束一课。AdvantageSscorrectpronunciationandbetteroralskillsaredevelopedbecausenonativelangu

19、ageisused.Disadvantage1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.

20、TheAudio-LingualApproach1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechni

21、ques.MothertongueisdiscouragedintheclassroomBackground1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalprof

22、iciencyStructuralLinguisticsandBehaviorismTheoreticalbase1.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.

23、Electronicteachingmethodiswidelyused.Characteristics1.Recognition2.Imitationandrepetition3.Patterndrills4.Follow-upactivitiesProcedure1.讲授新词与对话（课文）结合：讲授新词与对话（课文）结合：教师进入课堂后在黑板上画一个女孩（教师进入课堂后在黑板上画一个女孩（Sally）和一个男）和一个男孩（孩（John），在他们后面画一个超级市场入口处。教师），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对用英语介绍情况：他们在超市门口

24、相遇，开始了一段对话（新词用简单的图画说明，动词现在进行时包含在对话（新词用简单的图画说明，动词现在进行时包含在对话中）。教师边表演对话边解释语言难点，再让学生听话中）。教师边表演对话边解释语言难点，再让学生听两遍录音。两遍录音。2.熟悉课文：熟悉课文：教师先与一个学生对话（重复上述课文），教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完毕后然后全班两人一组练习对话（重复课文）。练习完毕后请几对学生上讲台对话。请几对学生上讲台对话。3.句型操练：句型操练：（1)教师简单讲解动词现在进行时的构成后说，教师简单讲解动词现在进行时的构成后说，“NowSallyist

25、alkingtoJohn.”，并给出动词词，并给出动词词组：组：askJohnafewquestions,waitforhersister,plantobuylotsofthings要求学生根要求学生根据动词现在进行时的构成做替换练习。据动词现在进行时的构成做替换练习。（2)教师给出主语教师给出主语Sally,Mary,Cathy,David,Tim,she,he,we,they等，要求学生做主语替换练习。等，要求学生做主语替换练习。先单个学生做，再两人一组做并互相检查。先单个学生做，再两人一组做并互相检查。（3)用同样方法做动词现在进行时的问题和用同样方法做动词现在进行时的问题和否定形式操练

26、直到学生能比较熟练地掌否定形式操练，直到学生能比较熟练地掌握这种句型为止。握这种句型为止。4.听一遍录音后，要求背诵课文对话。听一遍录音后，要求背诵课文对话。Advantages1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.ItcanimprovestudentsoralEnglish.Disadvantage1.Boredomcau

27、sedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudySituationalApproach1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionSitu

28、ationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.来源于直接法和听说法，它是在听说法的基础上，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。SituationalLanguageTeachingdevelopedbyBritishappliedlinguistsinthe1930stothe1960sBackgroundInthe1950ssituationalappr

29、oachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception

30、Itisbasedonbehaviouristcognitivetheory.Theoreticalbase1.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.Character

31、isticsmovefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.perception（感知）:constructpicture,prehension(理解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.practice(练习):Givestudentsarelatedtopicandaskthempract

32、iceit.use(活用):Letstudentsuseitconsciouslyintheirdailylife.ProcedureAdvantages1.Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.2.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudents

33、needsofcommunication.3.Studentscanlearnstandardpronunciationandintonationnaturally.DisadvantageItover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.CommunityLanguageLearning1.Definitio

34、n2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionCommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(the counselor)andlearners(the clients)inthelanguageclassroom.Background Influenced by Carl Rogers huma

35、nistic psychology,Curran,a specialist in counseling and a professor of psychology at Loyola University,Chicago,found that adults often feel threatened by a new learning situation or fear that they will appear foolish.so it is called Counseling Learning.Itisbasedonthetheoryofhumanismpsychologyandstud

36、ent-centerededucation.Theoreticalbase1.Community Language Learning advises teachers to take their students as“whole person.”2.Whole person learning means that teachers consider not only the students intellect but also their feelings.3.Teachers become“language counselors”.Learning happened in a harmo

37、nious environment.4.No competition.NO pressure.5.Depend on mother tongue,then transit to the foreign language.Characteristics社团语言学习法的教学实例：社团语言学习法的教学实例：步骤步骤1:学生围坐成圈，教师在圈外等候学生的询问。学生围坐成圈，教师在圈外等候学生的询问。步骤步骤2:学生甲举手，问教师：我想知道英文如何说学生甲举手，问教师：我想知道英文如何说“我喜欢我喜欢蓝色蓝色”。教师：教师：Ilikeblue.学生甲复述学生甲复述“Ilikeblue”，录下学生甲的复述

38、录下学生甲的复述。步骤步骤3:学生乙举手，问：怎么说学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红我不喜欢蓝色，我喜欢红色。色。”教师：教师：Idontlikeblue.Ilikered.学生乙复述学生乙复述“Idontlikeblue.Ilikered.”，录下学，录下学生乙的复述。生乙的复述。步骤步骤4:其他学生重复以上步骤，录下一定数量的对话后，教其他学生重复以上步骤，录下一定数量的对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。师将对话抄在黑板上，以此为上课题材，讲解语言知识。ProcedureAdvantagesArousestudentspositivityCult

39、ivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.DisadvantagesArbitrary/unsystematicImpairteachersguidancefunction,increaseteachersburdenLargelydependonteachersabilityTotalPhysicalResponse1.Definition2.Background3.Theory 4.The principal chara

40、cteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionTPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.BackgroundItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.1.

41、Psychology“memorytrace”(记忆痕迹）痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.Theoreticalbase1.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Tea

42、chersdontforcestudentstospeak.Characteristics1.Teachers speak and act,students just listen and watch 2.Teacher speak,students act together with the teacher 3.Teacher and the students speak and act together 4.Teacher speak without act,students act5.Teacher act without speaking,student speak 6.CheckPr

43、ocedure步骤步骤1:教师在黑板上贴上有不同动物的彩色卡片；教师在黑板上贴上有不同动物的彩色卡片；步骤步骤2:教师边说教师边说“Pointtothelittledog.”边指出卡片上的边指出卡片上的小狗。学生只听不做。小狗。学生只听不做。步骤步骤3:教师再说教师再说“Pointtothegoldenfish.”并指出卡片上并指出卡片上画的金鱼。学生仍旧只听不做。画的金鱼。学生仍旧只听不做。步骤步骤4:重复以上步骤，教其他动物名称。重复以上步骤，教其他动物名称。步骤步骤5:教师示范多遍后，教师发命令，学生做动作。教师示范多遍后，教师发命令，学生做动作。步骤步骤6:教师可以适当变换方式，比如唱

44、歌做动作等。教师可以适当变换方式，比如唱歌做动作等。（学生的理解力达到一定程度后，可以让学生自己下命令，（学生的理解力达到一定程度后，可以让学生自己下命令，自己做动作。）自己做动作。）Advantages1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.Disad

45、vantages1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.TheSilentWay1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinitionCreatedbyCalebGatte

46、gno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.Background1.Caleb1.CalebGattegnoGattegnofoundedfoundedThe Silent WayThe Silent Wayasaasameth

47、odforlanguagelearningintheearly70s,methodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplessharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofasthecognitivecodeandmakinggooduseofthetheoriesunderlyingthetheoriesunderlyingdiscoverydiscoverylearning.learnin

48、g.2.2.Basicprinciple:Basicprinciple:TeachingshouldbeTeachingshouldbesubordinatedtolearning.Teachingsubordinatedtolearning.Teachingistoistoserveservelearningprocessratherthantolearningprocessratherthantodominatedominate it.it.DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfoc

49、usedTheoreticalbaseThemostprominentcharacteristicofthemethodwasthattheteachertypicallystayedsilentmostofthetime,aspartofhis/herroleasfacilitatorandstimulator.CharacteristicsTeachingProcedureTeachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesb

50、yputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.Teachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.Advantages1.respect the individual and an awareness of the individuals extraordinary cognitive powers2.It encourages learners both to