西華師范大學外國語學院《英語教學分析》3rd lesson市公開課一等獎省名師優(yōu)質(zhì)課賽課一等獎課件

Methodology,Approach

MethodandTechniqueApproach（教學理論）

Method（教學方法）Technique（教學技巧）Methodology(教學法總稱）Approach,Method&TechniqueApproach:thetheoreticalassumptionsabouthowalanguageiseffectivelytaughtinlightofthenatureoflanguage,languagelearning&teaching(Anthony,1972).Method:the

overallplansordesignsofteachingalanguagethatisbasedonsystematic

principlesandteachingprocedures.Technique:thespecificways/strategiesusedinclassroomindifferentkindsoflanguageteachingcontexts.MethodologyMethodologyisthatwhichlinkstheoryandpractice

whatlanguageisandhowlanguageislearnedor,morespecifically,theoriesofsecondlanguageacquisition(SLA).

designfeaturesoflanguageinstruction:statedobjectives,syllabusspecifications,typesofactivities,rolesofteachers,learners,materials,andsoforth.actualteachingandlearningpracticesasobservedintheenvironmentswherelanguageteachingandlearningtakeplace.

Approach,MethodandTechnique

Approach---ageneral,macro-levelterm

Method---mid-levelterm

Technique---aspecific,micro-levelterm

Approach,MethodandTechnique

Differenttheoriesaboutthenatureoflanguageandhowlanguagesarelearned

(theapproach)implydifferentwaysofteachinglanguage

(themethod),anddifferentmethodsmakeuseofdifferentkindsofclassroomactivity

(thetechnique).approachWhatisanapproach?----theactofgettingcloseto----way,path,roadInlanguageteaching,approachisasetofassumptionsdealingwiththenatureoflanguageteachingandlearning.Itdescribesthenatureofthesubjectmattertobetaught…methodWhatisamethod?----wayofdoingsthMethodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach.Anapproachisaxiomatic,amethodisprocedural.techniqueTechnique:technicalormechanicalskillsAtechniqueisimplementational–thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,strategem,orcontrivanceusedtoaccomplishanimmediateobjective.Techniquesmustbeconsistentwithamethod,andthereforeinharmonywithanapproachaswell.Relations

What’stheirrelations?Forapproach,method,andtechnique,whichdetermineswhich?----approachdeterminesmethod,inturn,methoddeterminestechnique.Thearrangementishierarchical.Theorganizationalkeyisthattechniquescarryoutamethodwhichisconsistentwithanapproach.

ApproachAnyassumedapproachisprimarilypsychologicallyandlinguisticallybased.approachPsychologicaltheoryLanguagetheoryLanguagelearningtheory

Approach1.LanguagetheoriesTraditionalLinguisticsStructuralLinguisticsTransformationalGenerativeLinguisticsFunctionalLinguistics

LanguageTheoriesLanguagetheory1)Traditionallinguistics

Twocontroversies

naturalistsconventionalistsVS.FormsofwordsdirectlyreflectthenatureofobjectsNologicalrelationshipbetweenformandmeaningconventionalistsconventionalists

LanguageTheories1.Traditionallinguistics

Twocontroversies

analogistsconventionalistsVS.LanguageisregularandtherearerulesforpeopletofollowLanguageisbasicallyirregular.TherearemanyexceptionsandirregularitiesintheGreeklanguageanomalists

LanguageTheories1.Traditionallinguistics

Natureoflanguagestudypractical:languagestudyforunderstandingclassicworksofancienttimes;toteachstudents.writtenformissuperiortospokenform

prescriptive:setupprinciplesandstandardsGrammartranslationmethodprevails.Asthenamesuggested,grammartranslationfocusonlearningtherulesofgrammarandtheirapplicationintranslationpassagesfromonelanguageintotheother.

Approach1.LanguagetheoriesTraditionalLinguisticsStructuralLinguisticsTransformationalGenerativeLinguisticsFunctionalLinguistics

LanguageTheories2.StructuralLinguistics1)InfluenceofBehaviorisminPsychologyAmericanpsychologistJohnB.Watsoninitiatedtheeraofbehaviorism.AccordingtoWatson,therewasnofundamentalreferencebetweenhumanbehaviorandthatofotheranimals.Anotherforerunnerofbehaviorisminmid-twentieth-centuryisRurrhusSkinnerwhoconductedmanyamazingexperimentsonteachinganimalsbehaviors,afamousoneofwhichis“sportypigeons”.

Accordingtobehaviorists:Learningisseenasdevelopingstimulus-responsebondsthroughconditioning.Learningishabitforming.Ifthebehaviortobelearnedistoocomplex,itwasdevelopedbyaprocesscalledshapinginwhichthecomplexbehaviorisbrokendownintosmallparts,andteacheachoneatatime,untileventuallythewholecomplexbehaviorisbuiltup.

(adaptedfromJohnson,,p42)

Stimulus-ResponseTheory

Stimulus-ResponseTheoryisaconceptinpsychologythatreferstothebeliefthatbehaviormanifestsasaresultoftheinterplaybetweenstimulusandresponse.Inparticular,thebeliefisthatasubjectispresentedwithastimulus,andthenrespondstothatstimulus,producing"behavior".Inotherwords,behaviorcannotexistwithoutastimulusofsomesort,atleastfromthisperspective.

?行為心理學創(chuàng)始人約翰·沃森(JohnB.Watson)建立“刺激一反應”原理，指出人類復雜行為能夠被分解為兩部分：刺激，反應。人行為是受到刺激反應。刺激來自兩方面：身體內(nèi)部刺激和體外環(huán)境刺激，而反應總是伴隨刺激而展現(xiàn)。?

刺激-反應論(后天環(huán)境論)

，代表人物是美國心理學家斯金納，這是一個行為主義理論。

1、沃森主要觀點：

心理學必須用科學方法研究個體行為，而不是意識。研究動物行為結果，能夠用來解釋人行為。人類一切行為組成要素都只是反應，或各種反應組合。反應多數(shù)是在環(huán)境中由刺激—反應聯(lián)結形成。

2、斯金納觀點：

人類語言行為只是刺激和反應?？匆?、聽見和感覺到東西是刺激，說出話是反應。

Conditioning條件作用/制約作用行為主義心理學中，經(jīng)過形成聯(lián)絡而習得對刺激物反應，它不是普通自動反應。比如，俄國心理學家巴甫洛夫指出，狗見到或聞到食物時口中會產(chǎn)生唾液，這是狗對刺激物，即食物非條件反應。狗見到食物時掀鈴，有可能訓練狗聽到鈴聲就產(chǎn)生唾液，即使食物沒有出現(xiàn)。這種情況下產(chǎn)生唾液屬條件反應。行為主義心理學家認為，經(jīng)過訓練或條件作用(conditioning)，人們能夠?qū)W習許多形式行為，包含語言，學習過程中存在著刺激-反應關系。

LanguageTheoriesHowtoteachapigeontoplaytabletennis,infiveeasylessonsFirststandyourpigeonbehindapingpongball.Wheneveritapproachestheball(bychanceatfirst),giveitsomefood.Soonyourpigeonwillhavebeenconditionedtoapproachtheball.Nowonlygivethepigeonfoodwhenitactuallytouchestheball.Whenthepigeonhaslearnedtotouchtheball,starttorewarditonlywhenitpushestheballforward.Continuetraininginthesamewayuntilthepigeoncanknocktheballoveranet.Yourpigeonisnowreadytoconfrontanopponent(anotherpigeon).Younowonlyrewardthemwhentheypushtheballpasttheiropponent.Thechampionshipcancommence.