《语言教学的流派》课程教案

《语言教学的流派》课程教案《语言教学的流派》课程教案课程介绍对外汉语教学是一门新兴的学科，属于应用语言学，狭义的应用语言学指的就是语言教学，因此对外汉语教学要从外语教学的研究中吸取营养国外的外语教学研究较早,成果丰富,我们一定要去借鉴,才可能根据汉语特点来推动对外汉语教学法的研究这门课程是对外汉语专业本科生的专业选修课，其目的在于让学生直接阅读外文资料，并在学习的过程中学习理论分析的方法，提高理论和学术素养要求.熟悉每章的1key words

2.Make presentationin English.积极参加课堂讨论

3.认真预习和完成课后作业

4.期末考查方式:（英译汉）5passage translation教材介绍世纪外语教学蓬勃发展，教学法的研究也发展很快一方面，2019世纪一些传统的教学法传承下来；另一方面，世纪有许多创新的教学20法和所著的Jac.C.Richar.Theodor.S.Rodger.一书对世纪出现的几个Approache.an.Method.i.Languag.Teachin.20具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后

1.Approach andmethod

2.Language teaching—second language teaching or foreignlanguage teaching------linguistics thatbranch of language studyconcerned withthescientific studyof second orforeign language teachingandlearning.An.a.th.sam.time.ther.wa.a.interes.i.developin.pnnciple.fo.languag.teachin.ou.o.naturalisti.principle.o.languag.learning.suc.a.ar.see.i.firs.languag.acquisition.Thi.le.tnatura.method.an.th.developmen.o.wha.cam.b.know.a.th.Direc.Method.Lfac.a.variou.time.throug.th.histor.o.languag.teaching.attempt.hav.bee.mad.t.mak.secon.languag.learnin.mor.lik.firsdanguag Jearning.Montaign.describe.ho.h.wa.entrusted..guardia.wh.addresse.hi.exclusiveLi.Lati.fo.th.firs.yearo.hi.life.sinc.Montaigne.fathe.wante.hi.so.t.spea.Lati.well.Lth.nineteentcentury.LSauveu.usejntensiv.ora.interactioJ.th.targe.language.employin.question.a..wa.o.presentin.an.elicitin.language.Hi.metho.wa.refere.t.a.th.Natura.Method.Sauveu.argue.tha..foreig.languag.couLb.taugh.withou.translation.o.th.us.o.thJezarner.nativ.tongue.i.meanin.wa.conveye.directLthroug.demonstratio.an.action.L

1884.th.Germa.schola.Frank.wrot.o..monolingua.approac.t.teaching.Accordin.t.Franke.Janguag.coul.bes.b.taugh.b.usin.i.activel.i.th.classroom.Rathe.tha.usin.analytica.procedure.tha.focu.o.explanatio.o.gramma.ruleJ.classroo.teaching.teache.mus.encourag.direc.an.spontaneou.us.o.th.foreig.languag.i.th.classroom.Learner.ar.abl.t.induc.rule.o.grammar.Th.teache.replac.th.textboo.i.th.earmonstratio.an.pictures.voide.persona.evaluation.preferrin.t.le.th.metho.o.approac.spea.fo.itsel.an.allow.reader.t.mak.thei.ow.appraisals.S.thi.boo.i.no.inte乙ndetpopulari o.promot.particula.approache.o.method.described.I.i.designe.t.giv.th.teache.o.teache.traine..straightforwar.introductio.t.commonl.use.a.les.commonl.use.methods.an..se.o.criteri.b.whic.tcriticall.read.question.an.observ.methods.Th.goa.i.tenabLteacher.t.becom.bette.informe.abou.th.nature.strengths.an.weaknesse.o.method.an.s.the.ca.bette.arriv.a.thei.judgment.an.decision s.第一章外语教学简史本章主A briefhistory of language teaching要介绍世纪以前的外语教学简史20通过此章的学习，我们将会发现世纪出现的教学法都是历史的延20续和发展在这章中，我们将了解两种传统的教学法The Grammar-Translation Method（语法翻译法）和（直接法）The DirectMethod第二章The natureof approachesand methodsin language外语教学法理论与方法的性质teaching本章为以后的分析立下了一个基本的理论分析框架（）framework在这个框架中,教学法包括三个部分（理论）语言理论和学习理论l.Approach、（设计）教学目的、大纲、教学活动形式、学生角色、2Design教师角色、教材的作用（教学步骤）

3.ProcedureThi.chapte.wil.presen..mode.fo.th.description.analysis.an.compariso.o.methods.Thi.mode.wil.b.use.a..framewor.fo.th.subsequen.discussion.an.analyse.o.particula.languag.teachin.method.an.philosophies.第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析第三章The OralApproach andSituational Language Teaching口语法和情景法第四章听说法The Audiolingualmethod第五章交际）去Communicative LanguageTeaching第六章全身反应法Total PhysicalResponse第七章沉默法The SilentWay第八章社团学习法Community LanguageLearning第九章自然法The NaturalApproach第十章暗示法SuggestopediaWhere amethod orapproach hasextensive andacknowledgedlinks toa particulartradition insecondorforeignlanguage teaching,this historicalbackground istreated in the firstsectionof thechapter.con.o.foreig.languag.teachin.practice.historica.perspectiv.i.no.relevant.Lthes.case.th.methoj.considereJ.term.o.it.link.tmor.genera.linguistic.psychological.o.educationa.traditions.第十一章教学法的比较和评估这章是从更高的一个角度对前几章所分析的教学法进行比较和评估This chapterexamines methodsfrom abroader frameworkandpresent acurriculum-development perspectiveonmethodology.第一章外语教学简史A briefhistory oflanguage teachingThischapter providesa backgroundfor discussionof contemporarymethodsand suggeststhe issueswe willrefer toin analyzingthesemethods.Changes inlanguageteachingmethods throughouthistoryhave reflecteda.Recognition ofchanges inthe kindof proficiencylearnersneed oralproficiencyor readingcomprehensionb.Changes intheories of the natureoflanguageand oflanguagelearning.

一、年前500拉丁语的地位L.拉丁语的教学法

23.the declineof Latin.受拉丁语教学法影响的如英语、德语、法语4modern language等等的教学法这种方法就是The Grammar-Translation Method

二、The Grammar-Translation Method.对这种方法的评价

1、这种教学法的主要特点:点27the goalof foreignlanguage learningreadingand writing/speaking andlisteningvocabulary selectionsentenceaccuracygrammar7the students nativelanguage.对这种教学法的批评3

三、Language teachinginnovations inthe19th centuryl.Increased opportunitiesfor communication:oral proficiency

2.1ndividual languageteaching specialists:T.Prendergast.propose.th.firs.structura.syllabus”EGouin:

四、series”The ReformMovement.语言学的发展:（1The InternationalPhonetic Association1886年）的观点

2.Reformer（年）Henry Sweet:The PracticalStudy ofLanguages1899共同的观Wilhelm Vietor:LanguageTeachingMust StartAfresh点:点6the spoken language phoneticshear thelanguage firstwordsand sentencesthe rulesof grammartranslation的兴起，其中一种就是众所周知的

3.natural methodsDirectMethod

五、倡导者:The DirectMethod1Gouin;Sauveur foundation:natural languagelearning principles

2.Berlitz Method:principles andprocedures guidelines

4.drawbacks

六、

七、The ColemanReport:1929intheUnited Statesmethod到底是什么？the goalsoflanguageteaching thebasic natureoflanguage theselection oflanguage contentprinciples oforganization,sequencing andpresentationthe role ofthenative languageprocessbestteaching techniquesand activitiesand circumstancesParticula.method.diffe.i.th.wa.the.addres.thesJssues.W.nee.t.presen..mode.fo.th.description.analysis.an.compariso.o.methods.Question fordiscussion:从语法翻译法到直接法,有了哪一些进步？

50.year.ago.Lati.wa.th.dominan.languag.o.education.comme.Janguag.o.spoke.an.writte.communication.Lwa..dea.language.Childre.ente.gramma.schoo.tJear.Lati.i.orde.t.rea.classica.work.o.famou.Lati.writer.suc.a.VirgiLOvid.an.Cicer.an.t.develo.intellectua.abilities.Lati.wa.taugh.throug.rot.learnin.o.gramma.rules.translatio.an.practicJ.writin.sampl.sentences.Leighteent.century.〃modernJanguage.suc.a.English.Frenc.an.Italia.bega.tente.Europea.schools.an.the.wer.taugh.usin.th.sam.wa.tha.wer.use.fo.teachin.Latin.Textbook.consiste.o.abstrac.gramma.rules.list.o.vocabulary.an.sentence.fo.translation.Thes.sentence.wer.constructe.t.sho.th.gramma.rule.an.ha.n.relatio.t.th.languag.o.rea.communication.By thenineteenth century,this approachbased onthe studyofLatin hadbecome thestandard wayof studyingforeignlanguages inschools,which becameknown asthe Grammar-Translation Method.What werethe principalcharacteristics ofGrammar-Translation Method

1.the goalof foreignlanguage studyis tolearn alanguage inorderto readits literatureorin orderto benefitform themental disciplineandintellectual developmentthatresult fromforeignlanguagestudy.

2.Reading andwriting arethe majorfocus.

3.Vocabulary selectionis basedsolely onthe readingtexts,and wordsare taughtthroughbilingual wordlist,dictionary study,andmemorization.4sentence isa distinctivefeature ofthe method.

5.Accuracy isemphasized.

6.Grammar istaught deductively—by presentationand studyofgrammar rules,whichare thenpracticed throughtranslation exercises.、7The students nativelanguage isthe mediumof instruction.Explain newitems andmake comparisonsbetween thetwolanguages.The goalHowto teachwordsHow toteach grammarWhatis emphasizedTherole ofthe sentenceTheroleofnative languageTranslatio.Metho.wa.questione.an.rejecte.i.Europea.countries.Lth.mi.nineteentcentury.increase.opportunitie.fo.communicatio.amon.European.create..deman.fo.ora.proficienc.i.foreig.languages.bu.th.publi.educatio.system.tha.i.secondar.schools.wa.see.tb.failinJ.it.responsibilities.er.develope.bjndividua.languag.teachin.specialists.Eac.o.the.us..specifi.metho.fo.reformin.th.teachin.o.moder.languages.Marcel,Prendergast,GouinEducator.recognize.th.nee.fo.speakin.proficienc.rathe.tha.readin.comprehension.grammar.o.literar.appreciatio.a.th.goa.o.foreigJanguag.programs.ther.ar.a.interesj.ho.childre.learJanguages.whic.prompte.attempt.t.develo.teachin.principle.fro.observatio.an.reflection.abou.chil.languag.learning.Bu.th.idea.an.method.o.thesjnnovator.suc.a.MarceLPrendergast.Goui.wer.develope.outsid.th.contex.o.establishe.circle.o.education.s.thei.idea.faile.t.receiv.widesprea.suppor.o.attention.B.th.en.o.th.nineteent.century.teacher.an.linguistbega.t.writabou.th.nee.fo.ne.approache.t.languag.teaching.Thi.effor.becam.know.a.th.Refor.Movemen.i.languag.teaching.th.scientifi.analysi.an.descriptio.o.th.soun.system.odanguages—wa.established.Linguist.emphasize.tha.speech.rathe.tha.th.writte.words.wa.th.primar.for.o.language.L

1886.th.Internationa.Phoneti.Associatio.wa.founded.th.Internationa.Phoneti.Alphabe.wa.designed.Th.IRwa.t.use.trecor.accurateLth.sound.o.an.languagj.writte.forms.On.o.th.earlies.goal.o.th.associatio.wa.t.improv.th.teachin.o.moder.language.Ladvocated:

1.study the spokenlanguage

2.phonetic training—to establishgood pronunciationhabits

3.the useof conversationtexts anddialogues

4.grammar istaught inductively

5.teaching newmeaning throughestablishing associationwithinthe targetlanguagerather thanby establishingassociation withthe mothertongueLinguist.to.becam.intereste.i.th.controversie.tha.emerge.abou.th.bes.wa.t.teac.foreig.languages.Henr.Swee.though.tha.teachin.approache.shoul.b.base.o..scientifi.analysi.o.languag.an..stud.o.psychology.H.se.fort.fou.principle.fo.th.developmen.o.teachin.method:

6.select carefullywhat is to be taught

1.1mposing limitson whatistobe taught

3.arranging whatis betaught interms ofthe fourskills

4.grading materialsfrom simpleto complexGermanscholar WelhemVieter stronglycriticized theinadequaciesofGrammar-Translatio.Metho.an.stresse.th.valu.o.trainin.teacher.i.th.ne.scienc.o.phonetics.H.argue.tha.traininJ.phonetic.wouI.enabl.teacher.tpronounc.th.languag.accurately.Lhi.opinions.speec.patterns.rathe.tha.grammar.wer.th.fundamenta.element.o.language.Although thereformers inthe latenineteenth centuryoftendiffered inthe specificprocedures theyadvocated forteaching alanguage,in generalthey believedthat:

1.thespokenlanguage isprimary,methodology shouldbeoral-based

2.phonetics shouldbe appliedto teachingand toteachertraining

3.listening first

4.words shouldbe presentedin sentences,sentences shouldbepracticed inmeaningfulcontext

5.grammar shouldbetaughtinductively

6.no translation。