語(yǔ)言教學(xué)的流派 the nature of approaches and methods in language teaching

1、Unit 7 The nature of approaches and methods in language teaching.Edward Anthonys ModelApproachDesignProcedureThe main contents of this unit 1)Clarify the relationship between approach and method 2)Present a model for the description, analysis, and comparison of methodsEdward Anthonys Model Approach:

2、a set of correlative assumptions dealing with the nature of language teaching and learning. - 教學(xué)理論教學(xué)理論 Method: strategies for the orderly presentation of language material.-教學(xué)教學(xué)方法方法 Technique: trick, stratagem or contrivance actually take place in a classroom.-教學(xué)教學(xué)技巧技巧 Relationship among the three t

3、erms The arrangement is hierarchical . An approach is axiomatic ,a method is procedural, a technique is implementational. ApproachMethod1 Method2 Method3Technique1 Technique2Advantages and Disadvantages of Anthonys Model Advantages: Simple Comprehensive Disadvantages: No sufficient attention to the

4、nature a method No specification of the roles of teachers, learners or teaching materials No account of how approach, method and techniques are relatedRevised Model by the authorQ:What is the difference about the concept of “method” in Anthonys model and the authors model? MethodApproachDesignProced

5、ureApproach Approach :theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.The theory of languageThe theory of learningTheory of language1.the structural view : language is a system of structurally related elements for

6、the coding of meaning. The target of language learning is seen to be the mastery of elements of this system. Eg : Audiolingual Method; Total physical Response ; The Silent Way 2.the functional view :language is a vehicle for the expression of functional meaning.Semantic and communicative focusAlso u

7、se grammar and lexis, but support topics, ideas and concepts more for communication 3. Language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. Language is seen as a tool for the creation and maintenance of social relati

8、ons. Focus on the patterns of moves, acts, negotiation, and interaction found in conversational exchanges. The structural view limits knowing a language to knowing its structural rules and vocabulary. The functional view adds the need to know how to use the rules and vocabulary to do whatever one wa

9、nts to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do , and where , when ,how it is appropriate to do it.Excuse me ,could you tell me how to get to the railway station?(1)Excuse me ,could you mind taking me to the rail

10、way station?(2)Could you tell me how to make an interactional call ?Theory of language learning 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 B)What are the conditio

11、ns that need to be met in order for these learning processes to be activated? - condition orientedKrashens Monitor Hypothesis Addresses both the process and the condition. 二語(yǔ)習(xí)得有兩種不同的途徑 ，一是學(xué)習(xí)者把注意力有意識(shí)地集中在目的語(yǔ)形式特征上，即learning；另一種是學(xué)習(xí)者利用下意識(shí)的過(guò)程，運(yùn)用目的語(yǔ)進(jìn)行真正的交際，注重內(nèi)容，意義和效果，即acquisition。習(xí)得是主要過(guò)程，而學(xué)習(xí)只是以監(jiān)控者的身份運(yùn)用自己所學(xué)的知識(shí)對(duì)所學(xué)的話進(jìn)行監(jiān)控和修改。Three conditions limit the successful use of the monitor:1.Time