(完整版)3Theoralapproachandsituationallanguageteaching口语法和情景法课件.ppt

1、Chapter 3 The Oral Approach and Situational Language TeachingLi JingnaEnglish Department,College of Foreign Languages,OUCQuizTrue or False(write out the word)1)People did not study Latin after it was not spoken in daily life.2)The focus of the Grammar Translation Method is oral communication.3)Durin

2、g the Reform Movement,linguists decided that language should be taught in the target language.4)The goal of the Direct Method is Daily Communication.QuizDecide what of the three is related to the following statement:The Grammar Translation Method,The Reform Movement or The Direct Method5)Which did n

3、ot have an emphasis on good pronunciation?6)Which used demonstration to teach vocabulary?7)Which was not used in the classroom?Answers to the Quiz1)False2)False3)True4)True5)Grammar-Translation Method 6)Direct Method,7)Reform MovementThe Oral or Situational Approachn Developed and used in Britain du

4、ring the 1930s-1960sn Long lasting impact on the design of EFL/ESL textbooks and courses Streamline English(Hartley&Viney,1978)Access to English(Coles&Lord,1975)Kernel Lessons Plus(ONeil,1973)New Concept English(Alexander,1967)n It is important to understand its principles and practicesBackground of

5、 the approachn Dissatisfied with the Direct Method,two of the leading British linguists,Harold Palmer and A.S.Hornby,developed the foundation for a more scientific approach.n The work of the British phonetician Daniel Jones and the Danish linguist Otto Jespersen laid theoretical foundation for a sys

6、tematic study of an oral approach.The development:Vocabulary controln Belief among linguists as Palmer:vocabulary was one of the most important aspects of FL learning.n Reading skill was emphasized by Michael West as the goal of FL learning in some countries,as US and India.n Vocabulary was seen as

7、an essential component of reading proficiency.n They selected about 2,000 words based on frequency counts and produced a guide for teaching EFL,The Interim Report on Vocabulary Selection and revised as A General Service List of English Words.The development:Grammar controln Based on his work of deve

8、loping basic grammatical patterns through an oral approach in Japan,Palmer viewed grammar as the underlying sentence patterns of the spoken language.n Palmer,Hornby and others analyzed and classified the English grammatical structures into sentence patterns.n Those sentence patterns were incorporate

9、d into the first dictionary Advanced Learners Dictionary of Current English.The development:Grammar controln English Grammar was described as in A Grammar of Spoken English on a Strictly Phonetic Basis,A Handbook of English Grammar,and Guide to Patterns and Usage in English.n With the pioneer lingui

10、sts efforts,a comprehensive methodological framework for the OA was established.The principles of OA n Selection the procedures by which lexical and grammatical content was chosenn Gradation principles by which the organization and sequencing of content were determinedn Presentation techniques used

11、for presentation and practice of items in a coursen These general principles were different from the Direct Method,which lacked a systematic basis in applied linguistic theory and practice.The impact of OA on LTn The principles of Oral Approach,accepted as British approach,were described in many tex

12、tbooks of the 1950s-60s,as Oxford Progressive English Course for Adult Learners.n An Australian,George Pittman and his colleague Gloria Tate,based on situations,developed their own teaching materials,which were widely used in Australia,New Guinea and the Pacific territories and published for world-w

13、ide use as The Situational English.The characteristics of the approach n(1)Teaching begins with oral language.n(2)Target language is the medium.n(3)New language are items taught situationally.n(4)Service vocabulary is covered.n(5)Grammatical items are graded and taught from simple to complex ones.n(

14、6)Reading and writing are introduced on the basis of sufficient vocabulary and grammar.Why the situational language teaching?n Increasing use of the term“situation”and the third principle made a key feature of OA,and Structural Situational Approach and Situational Language Teaching become commonly u

15、sed,thus Situational Language Teaching was born.n “Situation”refers to the manner of presenting and practicing sentence patterns.n Focused on sentence patterns as Statements,Questions,Requests,Commands,etc.Approach:Theory of LanguageStructuralism word order,structural words,inflection,content wordsP

16、rincipal classroom activity oral practice of structures based on situationsCompared with American structuralism,British structuralism reflects the functional trend,by which meaning,context,and situation were emphasized.“Nobody says anything if there is no purpose.”Approach:Theory of LearningBehavior

17、ist habit-learning theory:n Three conditions:Receiving knowledge and materials Fixing them in memory by repetition Using them in actual practicen Learning language is to learn speech habitsn Use of blind imitative drillsn Like the Direct Method,the inductive approach was adopted;no explanation or tr

18、anslation by Teachers;learners deduce meanings of structures and vocabulary from situationsDesign:Objectivesn All skills are important,but they are all increased through structure;n Accuracy regarded crucial and errors to be avoided;n Automatic control of basic structures and sentence patterns throu

19、gh speech work;n Strong teacher control until the students really understand somethingDesign:The syllabusn Structural with a word listn Basic structures and sentence patterns arranged in their order of presentationn Structures taught through sentencesn Vocabulary taught as needed for sentences n Exa

20、mple given by Frisby on p.42Design:Types of learning and teaching activitiesn Situation means teacher creating a situation of introducing a new language item,with concrete objects,pictures,realia(教教具具),and even with actions and gestures;n The form of new language items introduced with examplesn Dril

21、ls used to practice themn Meaning deduced not through translation but by visual aidsn Practice techniques:guided repetition and substitution activities,including chorus repetition,dictation,drills,oral reading and writing,and even pair and group work.Design:Learner rolesn Initially-simply listen and

22、 repeat or respond to questions and commandsn No control over course contentn Avoid errors or incorrect habits at all costn Later-more active participation;initiate responses and ask each other questionsDesign:Teacher rolesn Presentation phase,act as modeln Then,a conductor or skillful manipulator t

23、o pull information out of students using questions,commands,etc.n Lessons are teacher directed.n Practice phase less controlling,but always looking for errors to add to future lessonsn Teachers responsibilities summarized by Pittman on P.44.Design:The role of instructional materialsn Dependent on te

24、xtbook and visual aidsn Textbooks contains tightly organized lessons based on grammatical structures.n Visual aids consist of wall charts,flashcards,pictures,stick figures(简笔画简笔画),and so on.n Teacher expected to be“master of the textbook”Proceduren Classroom procedures at any level aim to:move from

25、more controlled to freemove from oral use to automatic use in speech,reading and writingn A typical lesson plan and detailed information about procedures and activities are given on pp.44-46.Proceduren Classroom procedures at any level aim to:move from more controlled to freemove from oral use to au

26、tomatic use in speech,reading and writingn A typical lesson plan and detailed information about procedures and activities are given on pp.44-46.Conclusionn The essential features of SLT are seen in the“P-P-P”lesson model with a lesson having three phases:Presentation(introduction of a new teaching i

27、tem in context)Practice(controlled practice of the item)Production(a freer practice phase)n SLT provided the methodology of major methodology texts throughout the 1980s and beyond.Conclusionn In the mid-1960s,however,the view of language,language learning,and language teaching underlying SLT was cal

28、led into question.n But because the principles of SLT,with its strong emphasis on oral practice,grammar,and sentence patterns,conform to the intuitions of many language teachers and offer a practical methodology suited to countries where national EFL/ESL syllabuses continue to be grammatically based,it continues to be widely used,though not necessarily widely acknowledged.