《語(yǔ)言教學(xué)的流派第二版》自己整理的筆記

第一章Abriefhistoryoflanguageteaching第二章Thenatureofapproachesandmethods前兩章很簡(jiǎn)單，詳見前面中文導(dǎo)讀第三章TheoralapproachandsituationallanguageteachingTheoralapproach(situationallanguageteaching)isagrammar-basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation-basedactivities.一、Background1.TwooftheleaderswereHaroldpalmerand.2.Vocabularycontrol3.Grammarcontrol二、TheOralApproachandSituationalLanguageTeachingThemaincharacteristicsoftheapproachwereasfollows:1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.2.Thetargetlanguageisthelanguageoftheclassroom.3.Newlanguagepointsareintroducedandpracticedsituationally.4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.5.Itemsofgrammararegradedbytheircomplexity.6.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.三、Approach1、Theoryoflanguageeq\o\ac(○,1)atypeofBritish“structuralism”.eq\o\ac(○,2)Onedistinctivefeature:structuresmustbelinkedtosituationsinwhichtheycouldbeusedeq\o\ac(○,3)Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld.2、Theoryoflearningatypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)(1).Languagelearningashabitformation(2).Aninductiveapproachisusedtotheteachingofgrammar(3).Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.四、Design1、Objectives:(1).Practicalcommandofthefourbasicskillsoflanguage(2).Accuracyinbothpronunciationandgrammarisregardedascrucial.(3).Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.(4).Writingderivesfromspeech.2、Thesyllabus(1)Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns(2)Situation:themannerofpresentingandpracticingsentencepatterns3、Typesoflearningandteachingactivities(1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns(2)Situation:theuseofconcreteobjects,picturesandrealia,whichtogetherwithactionsandgestures(3)Practicetechniques:guidedrepetition,substitutionactivities,pairpractice4、Learnerroles(1)Listen,repeatandrespondstoquestionsandcommands(2)Havenocontroloverthecontentoflearning5、TeacherrolesThreefold:amodel、askillfulmanipulator、onthelookoutforerrorsTheteacherisessentialtothesuccessofthemethod.6、Theroleofinstructionalmaterials(1)Textbook:containsorganizedlessons(2)Visualaids:consistsofwallcharts,flashcards,pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、ProcedureAim:tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.Theteachingofastructure:fourpartsPronunciationRevision(topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure,orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitutiondrillingQuestion-answerdrillingCorrection第四章TheAudiolingualMethodItisamethodofforeignorsecondlanguageteachingwhich(a)emphasizestheteachingofspeakingandlisteningbeforereadingandwriting(b)usesdialoguesanddrills.(c)discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis.Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld.一、BackgroundThecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures,andbehavioristpsychologyledtotheAudiolingualMethod.情境法及聽說(shuō)法的異同Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.1.Theorderinwhichlanguageskillsareintroduced2.Focusonaccuracythroughdrillandpracticeinthebasicstructures3.SectencepatternsofthetargetlanguageHowever,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism.Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.二、Approach1、TheoryoflanguageStructurallinguistics(1950s):areactiontotraditionalgrammarTheprimarymediumoflanguageisoral:speechislanguage.2、TheoryoflearningBehavioralpsychology:stimulus-responsechainsLearningprinciples:1.Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation.2.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinsporkenformbeforetheyareseeninwrittenform.3.Analogyprovidesabetterfoundationforlanguagelearningthananalysis.Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive.4.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.三、Design1、ObjectivesShort-rangeobjectives：Listeningcomprehension、accuratepronunciation,readingcomprehensionandproductionofcorrectsentencesinwriting.Long-rangeobjectives：Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave2、ThesyllabusAlinguisticsyllabus:phonology,morphology,andsyntaxofthelanguageAlexicalsyllabusofbasicvocabularyLanguageskills:listening,speaking,reading,writing3、TypesoflearningandteachingactivitiesDialoguesDrills--Variouskindsofdrills:repetition,inflection,replacement…4、LearnerrolesOrganismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponsesareactiverole,havelittlecontrol5、TeachersrolesCentralandactiveModelsthetargetlanguageControlsthedirectionandpaceoflearningMonitorsandcorrectsthelearners’performance6、TheroleofinstructionalmaterialsTextbookTaperecordersandaudiovisualequipment四、Procedure1、Theprocessofteachinginvolvesextensiveoralinstruction2、Theprocedurestheteachershouldadopt(Brook)3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved:

a.Recognition;b.Imitationandrepetitionc.Patternsdrill:d.Follow-upactivities五、ThedeclineofAudiolingualism1、Criticismontwofronts:thetheoreticalfoundations（bothinlanguageandlanguagelearning）andthepracticalresultsfellshortofexpectation.2、thetheoreticalattack:NoamChomsky’stheoryoftransformationalgrammar第五章TotalPhysicalResponseTotalPhysicalResponseisalanguagelearningmethodbasedonthecoordinationofspeechandaction.ThismethodoflearningwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California.一、Background1、the“tracetheory”ofmemoryinpsychology2、developmentalpsychology：childfirstlanguageacquisition3、humanisticpsychology:theroleofaffectivefactors4、ComprehensionApproach5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel二、Approach1、Theoryoflanguagestructuralistorgrammar-basedviewsoflanguagedetailedcognitivemap(abstractionsandnonabstractions)<Bio-program>thecentralroleofcomprehensioninlanguagelearninglanguagecanbeinternalizedaswholesorchunks2、TheoryoflearningReminiscentoftheviewsofbehavioralpsychology:astimulus-responseviewLearninghypotheses(tofacilitateorinhibitforeignlanguagelearning)AccordingtoAsher,thelanguagelearningtheoriesaresimilartothoseofotherbehavioralpsychologists.Theprincipalsthathelpelaboratehisideaare:1.Secondlanguagelearningisparalleltofirstlanguagelearningandshouldreflectthesamenaturalisticprocesses.2.Listeningshoulddevelopbeforespeaking.3.Oncelisteningcomprehensionhasbeendeveloped,speechdevelopsnaturallyandeffortlesslyoutofit.4.Adultsshoulduseright-brainmotoractivities,whilethelefthemispherewatchesandlearns.三、Design1、ObjectivesThegeneralobjectives:toteachoralproficiencyatabeginninglevelSpecificinstructionalobjectivesarenotelaborated.2、Thesyllabus:BeinferredfromananalysisoftheexercisetypesemployedinTPRclassesAsentence-basedsyllabusAfixednumberofitemsbeintroducedatatimeAttentiontoboththeglobalmeaningoflanguageandthefinerdetailsofitsorganization3、TypesoflearningandteachingactivitiesImperativedrillsarethemajorclassroomactivity.Roleplays：centeroneverydaysituationSlidepresentationsReadingandwritingactivities4、LearnerrolesAprimaryrole:listenerandperformerHavelittleinfluenceoverthecontentMonitorandevaluatetheirownprogress5、TeacherrolesActiveanddirectroleWellpreparedandwellorganizedTeachersfollowtheexampleofparentsgivingfeedbackCautions:illusionofsimplicity;havingtoonarrowatoleranceforerrors6、TheroleofinstructionalmaterialsNobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.Studentkitsthatfocusonspecificsituations(supportingmaterials)四、ProcedureAsher’saccountofacourse:ReviewNewcommandsRolereversalReadingandwritingConclusion:TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythosewhoemphasizetheroleofcomprehensioninsecondlanguageacquisition.Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching.4.Traits1.Itusespsychomotorsystemstoteach.2.Itsupportkinestheticlearningstyle,whichisgoodforthosewhoneedtobeactiveintheclass.3.Commandformsusedtoconveyinformation.4.Itworkswellwithmixed-abilityclasses.5.Itisverymemorable,anditreallyhelpsstudentstorememberphrasesorwords.6.Itisalotoffun,studentsenjoyitanditcanbearealstirrerintheclass.

7.Itisveryeffectivewithteenagersandyounglearners.第六章TheSilentWayItisamethodofforeign-languageteachingdevelopedbyGattegnowhichmakesuseofgesture,mime,visualaids,wallcharts,andinparticularCuisiniererods(woodensticksofdifferentlengthsandcolors)thattheteacherusestohelpthestudentstotalk.Themethodtakesitsnamefromtherelativesilenceoftheteacherusingthesetechniques.一、BackgroundThepremiseoftheSilentWayThelearninghypothesesLearningisfacilitatedifthelearnerdiscoversorcreates.(discoverylearning)Learningisfacilitatedbyaccompanyingphysicalobjects.Learningisfacilitatedbyproblemsolving.二、Approach1、TheoryoflanguageGattegnoviewslanguageasasubstituteforexperience.Bythe"spirit"ofthelanguageGattegnoisreferringtothewayeachlanguageisComposedofphonologicalandsuprasegmentalAstructuralapproachVocabularyasacentraldimension2、TheoryoflearningSurrenderArtificialapproachTheselfofthelearnerLearningtolearn三、Design1、ObjectivesThegeneralobjectives:togivebeginninglevelstudentsoralandauralfacilityAnimmediateobjectives:toprovidethelearnerwithabasicpracticalknowledgeofthegrammarofthelanguage Teachlearnershowtolearnalanguage2、Thesyllabusabasicallystructuralsyllabusvocabulary3、Typesoflearningandteachingactivitiessimplelinguistictasksresponsestocommands,questionsandvisualcues4、LearnerrolesLearnersareexpectedtodevelopindependence,autonomyandresponsibility.Learnersexertastronginfluenceovereachother’slearning.Playingvaryingroles5、TeacherrolesTeachersilenceisthemostdemandingaspectoftheSilentWay.Toteach,totest,togetoutofthewayCreateanenvironmentTeacherlikesthecompletedramatist.6、TheroleofinstructionalmaterialsThepronunciationchartsThecoloredcuisenairerodsThevocabularyorwordchartsOthermaterials四、ProcedureAstandardformat Practiceofthesounds(usingthepronunciationcharts) Practiceofsentencepatterns,structure,andvocabulary(usingtherodsandcharts)AsamplelessonFidelchartConclusion:TheactualpracticesoftheSilentWayaremuchlessrevolutionarythanmightbeexpected.Theinnovationsderivefromthemannerinwhichclassroomactivitiesareorganized,theindirectroletheteacherisrequiredtoassumeindirectingandmonitoringlearnerperformance,theresponsibilityplaceduponlearners,andthematerialsused.第七章CommunityLanguageLearning社團(tuán)語(yǔ)言學(xué)習(xí)法ItisamethodofsecondandforeignlanguageteachingdevelopedbyCharlesCurran.CLLisanapplicationofcounselinglearning(咨詢學(xué)習(xí)法)tosecondandforeignlanguageteachingandlearning.Itusestechniquesdevelopedingroupcounselingtohelppeoplewithpsychologicalandemotionalproblems.Themethodmakesuseofgrouplearninginsmallorlargegroups.Thesegroupsarethe“Community”.Themethodplacesemphasisonthelearners’personalfeelingsandtheirreactionstolanguagelearning.Learnerssaythingswhichtheywanttotalkabout,intheirnativelanguage.Theteacher(knownas“Counselor”)translatesthelearners’sentencesintotheforeignlanguage,andthelearnerthenrepeatsthistoothermembersofthegroup.一、Background1、Rogeriancounseling——CharlesA.Curren2、Humanistictechniques：thewholeperson3、Languagealternation二、Approach1、TheoryoflanguageTraditionalstructuralistpositionLanguageassocialprocessTheinteractionalviewoflanguage:interactionbetweenequals,interactionbetweenunequalsinteractionbetweenlearnersandknowers,interactionbetweenlearners.2、TheoryoflearningContractedwithtraditionalviews(aputativelearningview,thebehavioralview)Thewhole-personlearning(fivestages)ConsensualvalidationS(secure)A(attentionandaggression)R(retentionandreflection)D(discrimination)thepersonalcommitments三、Design1、ObjectivesExplicitlinguisticorcommunicativeobjectivesarenotdefined.Teachertransfersknowledgeandproficiencytothelearner.Goal:attainingnear-nativelikemasteryofthetargetlanguageSpecificobjectivesarenotaddressed.2、ThesyllabusNoconventionallanguagesyllabusTopic-basedcourseTeacher’sresponsibility：teachertransfersknowledgeandproficiencytothelearnerGoal:attentingnear-nativelikemasteryofthetargetlanguage.3、TypesoflearningandteachingactivitiesCombinesinnovativelearningtasksandactivitieswithconventionalones. Translation,GroupWork,Recording,Transcription,Analysis,Reflectionandobservation,Listening,Freeconversation4、LearnerrolesmembersofacommunitybecomecounselorstootherlearnersFivestages5、TeacherrolesCounselorSpecificteacherrolesarekeyedtothefivedevelopmentvidingasafeenvironmentNotetwo“asides”inthediscussionoflearningsecurity.6、TheroleofinstructionalmaterialsAtextbookisnotconsideredanecessarycomponent.Materialsmaybedevelopedbytheteacherasthecoursedevelops.theuseofteachingmachines四、Procedure1、

classicalCLLandpersonalinterpretationsofit2、

thedescriptionofsometypicalactivitiesinCLLclassed3、

aprotocolofwhatafirstday’sCLLclasscoveredConclusion: CommunityLanguageLearningisthemostresponsiveofthemethodswehavereviewedintermsofitssensitivitytolearnercommunicationintent.Itplacesunusualdemandsonlanguageteachers.CriticsofCommunityLanguageLearningquestionmanyaspectsofCLL.SupportersofCLLemphasizethepositivebenefitsofamethodthatcenteredonthelearnerandstressesthehumanisticsideoflanguagelearning.自己想法：學(xué)校英語(yǔ)角活動(dòng)Questionfordiscussion:社團(tuán)學(xué)習(xí)法把語(yǔ)言學(xué)習(xí)過(guò)程比作是咨詢過(guò)程，你們覺得這個(gè)比喻合適嗎？為什么？第八章SuggostopediaSuggestopedia/LozanovMethod(暗示法/羅扎諾夫法)Itisamethodofforeign-languageteachingdevelopedbytheBulgarianLozanov.Itmakesuseofdialogues,situationsandtranslationtopresentandpractiselanguage,andinparticular,makesuseofmusic,visualimages,andrelaxationexercisestomakelearningmorecomfortableandeffective.一、Background1、Suggestology2、themostconspicuouscharacteristicsofSuggestopedia3、Sovietpsychology4、mentalstates5、thecentralityofmusicandmusicalrhythmtolearning二、Approach1、Theoryoflanguagelexisiscentralwholemeaningfultextalanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary2、Theoryoflearningadesuggestive-suggestivesensesixprincipaltheoreticalcomponents:authority,infantilization,double-planedness,intonation,rhythm,concertpseudo-passivenessthetypeofmusictherateofpresentationofmaterialtobelearnedwithintherhythmicpattern三、Design1、Objectivesdeliveradvancedconversationalproficiencyquicklyincreasedaccesstounderstandingandcreativesolutionsofproblems2、 Thesyllabuscoursedescriptiontimeduration——30dayseachunitthewholecourse3、Typesoflearningandteachingactivitiesimitation,questionandanswer,roleplayeachunitlisteningactivities4LearnerrolesThementalstateofthelearneriscriticaltosuccess,mind-alteringinfantilization5、Teacherrolestheprimaryroleoftheteacherexpectedteacherbehaviorsneedsthreetosixmonthstraininginacting,singing,andpsychotherapeutictechniques6TheroleofinstructionalmaterialsExpectedteacherbehaviorsDirectsupportmaterials:textandtapeIndirectsupportmaterials:classroomfixturesandmusic四、Procedure Bancroft’sdescription:afour-hourlanguageclasshasthreedistinctparts.Thefirstpart:anoralreviewsectionThesecondpart:newmaterialispresentedanddiscussedThethirdpart:theséanceorconcertsessionConclusion: Suggestopediahasprobablyreceivedboththemostenthusiasticandthemostcriticalresponseofanyoftheso-callednewmethods.Itisnotproductivetofurtherbelaborthescience/nonscience,date/double-talkissuesandinsteadtrytoidentifyandvalidatethosetechniquesfromSuggestopediathatappeareffectiveandthatharmonizewithothersuccessfultechniquesinthelanguageteachinginventory.Questionfordiscussion;暗示法強(qiáng)調(diào)音樂(lè)的作用，則音樂(lè)在外語(yǔ)學(xué)習(xí)過(guò)程中究竟起了怎樣的作用？談?wù)勀銈兊目捶?。第九章TheWholeLanguage全語(yǔ)言法ThepurposeoftheWholeLanguagetheoryistopresentlanguagelearningasawholeprocessinpractice.Languageistaughtasawholethatisnotdividedintophonetics,vocabularyandgrammar.However,languagearetaughtbythewaysofthelistening,speaking,readingandwritingforlearnersinthecollegesoruniversities.源于母語(yǔ)Holistic一、BackgroundThetermwasinitiallycreatedin1980sbyGoodmanandagroupofU.S.educatorsconcernedwiththeteachingofreadingandwritinginthenativelanguage.Asaholisticwaytoteachreading,wholelanguageargues:學(xué)生作為某種文化的一個(gè)成員及知識(shí)的創(chuàng)造者，應(yīng)該受到尊重。Respectforeachstudentasamemberofacultureandasacreatorofknowledge.教師作為一名專業(yè)人士應(yīng)該受到尊重。Respectforeachteacherasaprofessional.Weseeitasanapproachbasedonkeyprinciplesaboutlanguage(languageasawhole)andlearnig(writing,reading,listening,andspeakingshouldbeinteratedinlearning).二、Approach1.LanguageTheory:sociallyinternationalperspectiveThisperapectiveismostobviouslyasocialonethatviewslanguageasavehicleforhumancommunicationandinwhichthereisaninteractionalrelationshipbetweenreadersandwriters.Heavyemphasisinwholelanguageisplacedon“authenticity,”onengagementwiththeauthorsofwrittentexts,andalsoonconversation.psycho-linguisticallyperspectiveTheWholeLanguagealsoviewslanguagepsycholinguisticallyasavehicleforinternal“interaction,”foregocentricspeech,forthinking.Afounctionalmodeloflanguageisalwaysseenassomethingthatisusedformeaningfulpurposesandtocarryoutauthenticfunctions.2.LearningTheoryHumanisticschoolConstructivistschool三、DesignObjectives:Languageshouldbetaughtasawhole,integrationofreading,writingandotherskillsSyllabus:NospecificsyllabusLearningactivities:student-centeredlearningTeacherroles:facilitator,activeparticipant,supporterStudentsroles:collaborator,evaluator,self-director,selectorTheroleofinstructionmaterials:real-worldmaterials四、Procedure4classroomfeatures:theuseofliterature;theuseofprocesswriting;encouragementofcooperativelearningamongstudents;concernforstudents’attitudeApproach/MethodTeachingFeaturesWholelanguagelearningasawhole;meaning,authenticandrealtexts,student-center;focusonfluencyratherthanaccuracySuggestopedialexisiscenter;aimtodeliveradvancedconversationalproficiencyquickly;students'confidence,relaxingenvironment,abandontheirfear.CommunityLanguageLearningStudent-center;reduceanxiety;lackofsyllabus;realcommunity;focusonfluencyratherthanaccuracyTheSilentWayteacherissilent;studentscreate/discover;vocabulary(pronunciation)andgrammarTotalPhysicalResponseteachinglanguagethroughphysicalactivity;grammar-based;stimulus-response;relaxingenvironment;action-baseddrills;forbeginnersTheAudiolingualMethoddialogues&drills,stimulus-response,reinforcement,habitformationSituationalLanguageLeachingstrongemphasisonoralpractice,grammarandsentencepattern第十章多元智能法Multipleintelligencereferstoalearner-basedphilosophythatcharacterizeshumanintelligenceashavingmultipledimensionsthatmustbeacknowledgedanddevelopedineducation.一、BackgroundHowardGardner霍華德·加德納Gardner(1993)proposedaviewofnaturalhumantalentsthatislabeledthe“MultipleIntelligencesModel”.二、ApproachTheoryoflanguagelearningThereismoretoalanguagethanwhatisusuallysubsumedunderlinguistics.LinguisticintelligenceLanguageLinguisticintelligenceLanguagelearninganduseIntelligencesareseparatebutequalandeachofthemsharethepinnacleatthetopofthehierarchy.三、Design1.Objectives:Makingthelanguagelearnerabetterdesignerofhis/herownlearningexperiences,whowillbecomeempowered,morefulfilled,moregoal-directed.2.Syllabus:aroundintelligence:awaken-amplify-teach-transfer3.Learningactivities:MultipleintelligenceprojectsCurriculum-basedprojectThematic-basedprojectsResource-basedprojectsStudents-basedprojects4.Roleofteachers:Curriculumdevelopers,lessondesignersandanalysts,activityfindersorinventors,mostcriticallyorchestratorsofaricharrayofmultisensoryactivities.isnotonlytoimprovethesecondlanguageabilitiesbutalsotheoveralldevelopmentofstudents'intelligence.5.Roleoflearners:Learnersareencouragedtoseetheirgoalsinbroaderterms.6.Procedure四、Compareandconclusion第十一章NeurolinguisticProgramming(NLP)神經(jīng)語(yǔ)言程序法NeurolinguisticProgramming(NLP)isatrainingphilosophyandsetoftrainingtechniquesfirstdevelopedbyGrindlerandRichardBandlerinthemid-1970sasanalternativeformoftherapy.一、Background1.Founder:GrindlerandRichardBandlerareinterestedin:Howpeopleinfluenceeachotherandhowthebehaviorsofveryeffectivepeoplecouldbeduplicated.Discoveringhowsuccessfulcommunicatorsachievedtheirsuccess.2.Definition:NLPisacollectionoftechniques,partterns,andstrategiesforassistingeffectivecommunication,personalgrowthandchage,andlearning.Itisbasedonaseriesofunderlyingassumptionsabouthowthemindworksandhowpeopleactandinteract.3.EffectofNLP：TheNLPmodelprovidesatheoreticalframeworkandasetofworkingprinciplesfordirectingorguidingtherapeuticchage,buttheprincipleshavebeenappliedinavarietyofotherfields.NLPhadsomeappealwithinlanguageteachingtothoseinterestedinhumanisticapproaches,whichfocusondevelopingone'ssenseofself-actualizationandself-awareness,aswellastothosedrawntoNewAgeHumanism.二、Approach:1.TheoryoflanguageNero:指的是人們通過(guò)感官體驗(yàn)世界，再經(jīng)過(guò)神經(jīng)系統(tǒng)Itreferstobeliefaboutthebrain&howitfunctionLinguistic:人們運(yùn)用語(yǔ)言作為中介referstoatheoryofcommunication,onethattriestoexplainbothaverbalandnonverbalinformationprocessing.Programming:為了讓自己的潛能達(dá)到夢(mèng)想的高度，通過(guò)訓(xùn)練學(xué)會(huì)新的，積極的態(tài)度、思考及行動(dòng)observablepatternsofthoughtsandbehavior2.Theoryoflearning:Learningeffectivebehaviorsisviewedasaproblemofskillearning:itisdependentonmovingfromstagesofcontrolledtoautomaticprocessingModelingsuccessfulperformanceleadstoexcellence.3.PrinciplesofNLPPrinciples:outcome——結(jié)果knowwhatyouwantRapport——密切的聯(lián)系和一致性——站在學(xué)生角度Establishrapportwithyourselfandthenwithothers.Sensoryacuity——敏銳感覺Useyoursenses.Lookat,listento,andfeelwhatisactuallyhappening.Flexibility靈活——通過(guò)感官觀察Keepchangingwhatyoudountilyougetwhatyouwant.三、Design:1.Objective:seekstoralateeachoftheseprinciplestolanguageteaching.2.Syllubus:3.Typesoflearningandteachingactivitiesdependonhowtheteacherappliestheprinciplestolanguageteaching.4.Learnerrolesandstudentroles:Forteachers:modelexcellentteachers.Lookatwhattheydo,howtheyact,whatsortofrelationshiptheyhavewiththeirstudentsandcolleagues.Askhowtheyfeelabouttheirbahaviorsandtheirbeliefs.Then,positionthem.Imaginewhatit'sliketobethem.Asyoulearntechniquesandstrategies,putthemintopractice.Forlearners:settheprojectofmodelinggoodlearners.Shareandtryoutstrategiestheylearn.Ifyouwanttospeakalanguagelikeanativespeaker,modelnativespeakers.5.Theroleofinstructionalmaterials:Thereisnodescriptionofwhatinstructionalmaterialsareusedinlanguageteaching.Materialsmaybedependonwhatisthefocalprincipleappliedacertainclass.四、Procedures:五、Conclusion充其量只能算基于心理學(xué)的人本主義哲學(xué)的一些教學(xué)理念及建議第十二章Thelexicalapproach詞匯法Alexicalapproachinlanguageteachingsuggeststhatthebuildingblocksoflanguagelearningandcommunicationarenotgrammar,functions,notionsbutlexis,thatiswordsandwordcombinations一、BackgroundFirstandsecondlanguageacquisitionresearch.Severalapproachesviewvocabularyandlexicalunitsascentralinlearningandteaching.Advancesincomputer-basedstudiesoflanguage二、Approach理念：語(yǔ)言學(xué)習(xí)及交際的最基本構(gòu)件應(yīng)該是單詞或單詞組合，而不是語(yǔ)法、功能、意念或是其他單位Lewissuggeststhefollowingprinciples:1)Lexisisthebasisoflanguage.2)Lexisismisunderstoodinlanguageteachingbecauseoftheassumptionthatgrammaristhebasisoflanguage.Themasteryofthegrammaticalsystemisaprerequisiteforeffectivecommunication.3)Thekeyprincipleofalexicalapproachisthatlanguageconsistsofgrammaticalizedlexis,notlexicalizedgrammar書134：Lewis’sassumption:1.severaloccasions2.become“intake”3.notice相似，相異4.languageproductionistheproductofprevious