《Foreign Language Teaching Theories.外语教学理论》由会员分享，可在线阅读，更多相关《Foreign Language Teaching Theories.外语教学理论（30页珍藏版）》请在金锄头文库上搜索。
1、Foreign Language Teaching Theories,Chapter 4 Survey of FLT Approaches,A Linguistic input B Psychological input C Other inputs 1 Linguistic theories 1 Psychological theories Sociological 2 Pedagogical presen- 2 Pedagogical presen- Pedagogical tation of linguistic tation of psychological etc theories
2、theories 3 Selected elements 3 Selected elements from A2: from B2: Applied linguistics Psycholinguistics Approach Syllabus Method Materials The Genesis of an Approach,4.1 Introduction,The need for educational facilities for large groups of learners did not occur until the ever-growing demand for FLT
3、 beginning the 19th century. In ancient Greece and Rome when only a few sought to learn an L2, the common procedure was to hire a private tutor. In the Middle ages, Latin was taught to the non-initiated in an intensive and direct way: it was the medium of instruction for all subjects right from the
4、beginning.,In the Renaissance, people who wanted to learn an L2 were sent to the country in question, to acquire the necessary practical skills through direct contact with speakers of that language. FLT in classical times, in the Middle Ages and in the Renaissance showed in its approaches aspects wh
5、ich can also be found in later approaches. But a real sense of approach/method could only occur when the demand for FLT increased dramatically in the 19th century.,Generally the preference in the 18th c and a major part of the 19th c was for the grammar-translation method, and that the direct method
6、 became the vogue round about 1900. It is interesting to note that the change in methods is little time bound and for our days the two methods continue to exist in some form or other.,There have been some attempts at the classification of methods. Some classifications relate to the what of FLT: form
7、al vs functional; the formal approach considers knowledge about a language to be more important than practical skills in that language, whereas the functional approach considers practical skills, esp. oral skills, to be the main objective.,Some classifications relate to the how in the FLT: analytic
8、vs synthetic; in the former the learner is expected to achieve a command of the rules of the language directly from contact with samples of the language, while in the latter, he/she attains such a command indirectly, i.e. via explicit instruction in the rules of the language to be learned. Similar d
9、istinctions are: direct vs indirect, inductive vs deductive, empiricist vs rationalist.,4.2 The approaches / methods,4.2.1 The grammar- translation method A method which emphasizes the teaching of L2 grammar and translation practices from and into the L2 L is a system of rules to be observed in text
10、s and to be related to L1 rules and meanings. L learning is an intellectual activity involving logical analysis of the language, extensive memorization of complicated rules and paradigms, and the application of these rules and paradigms in translation exercises Little thought was given to teaching a
11、ural/oral communication,4.2.2 The direct method A method that emphasizes direct association of L2 utterances with denoted objects, actions, and persons. L is spoken. L teaching should be based on phonetics. L learning is analogous to L1 acquisition, which should give emphasis on sounds and simple se
12、ntences and direct association of language with objects and persons of the immediate environment.,4.2.3 The reading approach,A method that deliberately restricts the goal of language teaching to training in reading comprehension. A method which puts stress on autonomous silent reading and individual
13、 reading rate, characterized by detailed instructions on reading strategies, vocabulary control, graded reading materials, and rapid reading techniques.,4.2.4 The audio-lingual approach,An approach which emphasizes the primacy of the audiolingual over the graphic skills L is a system of conventional
14、 signs, a set of habits. L is virtually a stream of speech sounds. Bloomfield: L learning is over learning: anything less is of no use. The natural sequence of the four skills in learning the native language is strictly followed.,Following the prevailing notions of physical scientists, the structura
15、list linguists adopted a strongly empirical and inductive approach to the description of language. The paralell with physics is very clear: physical objects cut into smaller and smaller pieces until the ultimate the atom is reached. The structuralist procedure called immediate constituent analysis o
16、r IC analysis is to cut the components of the sentences into their immediate constituents, one cut at a time, until the process cannot be continued and the fundamental building-blocks of the sentence the morphemes have been reached: The Germans changed money at the bank,Cut,1 The Germans changed money at the bank 2 The Germans changed money a
