1、Schools of English Teaching Methodology Traditional Approach Structuralist Approach Humanistic Approach Development of Communicative Approach:Grammar-Translation MethodDirect MethodSituational ApproachAudiolingual ApproachCommunity Language LearningTotal Physical ResponseThe Silent Way Suggestopedia
2、Communicative Language TeachingTask-Based Language TeachingContent-Based InstructionOverview of ELT MethodologyGrammar-Translation Method1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages The Grammar-Translation Method is a method of f
3、oreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.翻译法也叫语法翻译法翻译法也叫语法翻译法(Grammar-(Grammar-Translation Method)Translation Method)、阅读阅读法法(Reading(Reading Method)Method)、古典法、古典法(Classical Method)(Classical Method)。翻译法最早是在欧洲用来教授古典语言希翻译
4、法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到腊语和拉丁语的外语教学方法，到1818世纪世纪末和末和1919世纪中期开始被用来教授现代语言。世纪中期开始被用来教授现代语言。翻译法的教学目的是培养学生阅读外国文翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。学作品的能力和模仿范文进行写作的能力。其突出的特点是：教师用母语授课，授课其突出的特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇重点是讲解与分析句子成分和语音、词汇变化与语法规则。变化与语法规则。u It was first used in the teaching of the c
5、lassical languages of Latin and Greek.u In the 16th century，grammar analysis became the basic way in foreign language teaching in Europe.u Until the 19th century,grammar translation method became widely approved and used in the whole world.Background 1.Understanding and memorization of complicated g
6、rammatical rules of languages were regarded as important means of development mentality.2.Grammar is regarded as the core of language,grammar is the main content in classroom.3.The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.1.The focus
7、on classroom is teaching and practices of grammar of the target language.2.Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening.3.The native language is overused.There is little use of the target language.4.the teacher emphasizes
8、accuracy rather than fluency.1.复习复习：默写单词；个别与集体背诵上一课课文第：默写单词；个别与集体背诵上一课课文第几段等等。几段等等。2.教授新词教授新词：教师课前将本课新词的英语、音标和：教师课前将本课新词的英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。教师说汉语，学生说英语单词，或反之。3.讲授语法讲授语法（规则动词现在进行时）：教师讲解动（规则动词现在进行时）：教师讲解动词现代进行时的意义
9、及其变化规则后，在黑板上词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。现在分词，再变成现在进行时。4.讲解课文讲解课文：教师逐句念课文，要求学生分：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生析语法与翻译成汉语。教师随时纠正学生的错误。的错误。5.巩固新课巩固新课：学生跟教师逐句朗读课文后，：学生跟教师逐句朗读课文后，教师根据课文提问，学生按课文内容回答。教师根据课文提问，学生按课文内容回答。6.布置作业布置作业：拼写单词；语法填空；背诵某：拼写单词；语法填空；背诵某段
10、课文。段课文。This method would begin with a massive bilingual vocabulary list.Grammar points would come directly from the texts and be presented contextually in the textbook,to be explained elaborately by the instructor.Grammar thus provided the rules for assembling words into sentences.Tedious translatio
11、n and grammar drills would be used to exercise and strengthen the knowledge without much attention to content.Sentences would be deconstructed and translated.E.g.:The next morning I had a bad accident with the sled and hurt my leg.I couldnt stand on my left leg and my head was woozy from hitting the
12、 ground.But I knew that I had to get up.Lying on the ice,I would soon die.I struggled to my knees knowing that some how I had to put my tent up for shelter.On hands and knees I got up and dragged my sleeping bag into the tent and lay down out of the cold wind.Eventually,entire texts would be transla
13、ted from the target language into the native language and tests would often ask students to replicate classical texts in the target language.Very little attention was placed on pronunciation or any communicative aspects of the language.Advantages1.It can help students to have a better understanding
14、of the meaning of abstract words and complicated sentences.2.It can foster students ability of reading comprehension and producing grammatically correct sentences and develop students ability of analyzing and solving problems.3.The Grammar-Translation makes few demands on teachers although it often
15、creates frustration for students.Disadvantage 1.The method by definition has a very limited scope of objectives.2.Through grammar translation,students lacked an active role in the classroom.The Direct Method1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advant
16、ages and disadvantagesDefinition The Direct Method is the learning of language in a relevant setting.No translation is allowed.Meaning is to be conveyed directly into the second language through demonstration and visual aids.Background In the late 19th century in Europe,for economic development,the
17、communication among nations became more frequent.Foreign language learning was highly demanded.Oral communication became the main goal of foreign language teaching.It was developed as a response to the Grammar-Translation method.直接法是在直接法是在1919世纪后半叶作为语法翻译世纪后半叶作为语法翻译法的对立物在西欧出现的，法的对立物在西欧出现的，主要代表人物是贝力兹（
18、主要代表人物是贝力兹（M.D.BerlitzM.D.Berlitz）、）、艾盖尔特（艾盖尔特（B.EggertB.Eggert）和帕默）和帕默（H.E.PalmerH.E.Palmer）。）。直接法也叫自然法直接法也叫自然法(Natural Method)(Natural Method)、心、心理法理法(Psychological Method)(Psychological Method)、口语口语法法(Oral Method)(Oral Method)、改良法、改良法(Reformed Method)(Reformed Method)Use the natural way to commun
19、icate,like a baby learning its mother tongue.The learning of grammar/translating skills should be avoided because they involve the application of the MT.1.Classroom instruction was conducted exclusively in the target language.2.Only everyday vocabulary and sentences were taught.3.Grammar was taught
20、inductively.4.New teaching points were introduced orally.5.Concrete vocabulary is taught through demonstration,objects,and pictures.Abstract vocabulary is taught by association of ideas.6.The learner is actively involved in using the language in realistic everyday situations.7.Students are encourage
21、d to think in the target language.1.讲授新词讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单的问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词有关的实物引出新词，再出示课前准备的图片，用英语简单描述新词意义。学生理解后在与教师对话中使用新词。2.语法练习语法练习：通过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：T:Zhang,please stand up.(After Zhang stood up.)T:(To the class):Now Zhang is standing,but you are
22、all sitting.T:(To Zhang):Zhang,please go to the door.T:(To the class,while Zhang is walking to the door):Now Zhang is walking to the door.用不同的动词做了类似的练习后，教师总结规则用不同的动词做了类似的练习后，教师总结规则与不规则的动词现在分词变化规律及动词现在进与不规则的动词现在分词变化规律及动词现在进行时的构成与意义。行时的构成与意义。3.根据教师示范，学生两人一组，一个说英语。一根据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。个
23、做动作，练习动词现在进行时。4.教授新课文：教师出示一幅表述课文内容的图画。教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。根据图画提问，要求学生回答。5.学生两人一组根据图画提问与回答。全班唱一首学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。英语歌结束一课。Advantage Ss correct pronunciation and better oral skills are developed because no native language is used.Dis
24、advantage1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired-by total immersion technique.But obviously far less time and opportunity in schools,compared with small child learning his mother tongue.2 It takes much time for te
25、achers to explain complicated words.The Audio-Lingual 1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinition It emphasizes the teaching of listening and speaking before reading and writing.It uses dialogues as the main form of la
26、nguage presentation and drills as the main training techniques.Mother tongue is discouraged in the classroom Background1.developed in the U.S.during the Second World War2.The government commissioned American universities to develop foreign language program to supply the war.Army Specialized Training
27、 Programmer(ASTP)3.The objectives of the programmer were for students to attain conversational proficiency Structural Linguistics and Behaviorism 1.It features memorization of dialogues,pattern drills,and emphasis on pronunciation.2.It emphasizes transform practice and repeated practice,forming lang
28、uage habits.3.Foreign language teaching should as far as possible reducing or limiting native language interference.4.Electronic teaching method is widely used.1.Recognition2.Imitation and repetition3.Pattern drills 4.Follow-up activities1.讲授新词与对话（课文）结合：讲授新词与对话（课文）结合：教师进入课堂后在黑板上画一个女孩（教师进入课堂后在黑板上画一个女
29、孩（Sally）和一个男）和一个男孩（孩（John），在他们后面画一个超级市场入口处。教），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单的图画说明，动词现在进行时包含在对话（新词用简单的图画说明，动词现在进行时包含在对话中）。教师边表演对话边解释语言难点，再让学生对话中）。教师边表演对话边解释语言难点，再让学生听两遍录音。听两遍录音。2.熟悉课文：熟悉课文：教师先与一个学生对话（重复上述课文），教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完毕后然后全班两人一
30、组练习对话（重复课文）。练习完毕后请几对学生上讲台对话。请几对学生上讲台对话。3.句型操练：句型操练：（1)教师简单讲解动词现在进行时的构成后说，教师简单讲解动词现在进行时的构成后说，“Now Sally is talking to John.”，并给出动词，并给出动词词组：词组：ask John a few questions,wait for her sister,plan to buy lots of things要求学生根要求学生根据动词现在进行时的构成做替换练习。据动词现在进行时的构成做替换练习。（2)教师给出主语教师给出主语Sally,Mary,Cathy,David,Tim,sh
31、e,he,we,they等，要求学生做主语替换练习。等，要求学生做主语替换练习。先单个学生做，再两人一组做并互相检查。先单个学生做，再两人一组做并互相检查。（3)用同样方法做动词现在进行时的问题和用同样方法做动词现在进行时的问题和否定形式操练，直到学生能比较熟练地掌否定形式操练，直到学生能比较熟练地掌握这种句型为止。握这种句型为止。4.听一遍录音后，要求背诵课文对话。听一遍录音后，要求背诵课文对话。Advantages1.Making language teaching possible to large groups of learners 2.Developing simple techn
32、iques and making use of language lab 3.Developing the separation of the language skills 4.It can improve students oral English.Disadvantage1.Boredom caused by endless pattern drills,make most of the students lose interest in learning English 2.Learners having little control over their learning 3.no
33、language environment to study Situational Approach1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinition Situational Approach combines audio with listening,stressed in certain contexts auditory perception and visual perception co
34、mbined.来源于直接法和听说法，它是在听说法的基础上，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。Situational Language Teachingdeveloped by British applied linguists in the 1930s to the 1960sBackground In the 1950s situational approach produced in France.Along with the rapid development of mass media tools,foreign lang
35、uage teaching widely used broadcast,movie,videotape,record and so on.Namely using modern equipment connect language and image to set up the direct connection between foreign language and objective things,combined visual perception and auditory perception.It is based on behaviourist cognitive theory.
36、1.It closely combines the foreign language with the situations.Meaning,context,situation are given a prominent place.2.Dialogues in everyday life situations are the centre of teaching.3.The practice techniques consist of guided repetition and substitution activities.move from controlled to free prac
37、tice of structures,fromoral use of sentence patterns to automatic use in speech,reading and writing.perception（感知）:construct picture,bring in situations and shape prehension(理解):let students go deep into situations,understanding the text and comprehending the emotion.practice(练习):Give students a rel
38、ated topic and ask them practice it.use(活用):Let students use it consciously in their daily life.Advantages1.Modern technological equipment of sound,light and electricity has been widely used in teaching to make an organic combination of language and image.2.The language materials are chosen and arra
39、nged in terms of everyday life situations,which meet the students needs of communication.3.Students can learn standard pronunciation and intonation naturally.DisadvantageIt over-emphasizes the language form and ignores the cultivation of communicative ability.It over-stress the integrate structure a
40、nd ignores the analysis and explanation of the foreign language.Community Language Learning1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantagesDefinition Community Language Learning draws on the counseling metaphor to redefine the roles
41、of the teacher(the counselor)and learners(the clients)in the language classroom.Background Influenced by Carl Rogers humanistic psychology,Curran,a specialist in counseling and a professor of psychology at Loyola University,Chicago,found that adults often feel threatened by a new learning situation
42、or fear that they will appear foolish.so it is called Counseling Learning.It is based on the theory of humanism psychology and student-centered education.1.Community Language Learning advises teachers to take their students as“whole person.”2.Whole person learning means that teachers consider not on
43、ly the students intellect but also their feelings.3.Teachers become“language counselors”.Learning happened in a harmonious environment.4.No competition.NO pressure.5.Depend on mother tongue,then transit to the foreign language.社团语言学习法的教学实例：社团语言学习法的教学实例：步骤步骤1:学生围坐成圈，教师在圈外等候学生的询问。学生围坐成圈，教师在圈外等候学生的询问。步
44、骤步骤2:学生甲举手，问教师：我想知道英文如何说学生甲举手，问教师：我想知道英文如何说“我喜欢我喜欢 蓝色蓝色”。教师：教师：I like blue.学生甲复述学生甲复述“I like blue”，录下学生甲的复述。，录下学生甲的复述。步骤步骤3:学生乙举手，问：怎么说学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红我不喜欢蓝色，我喜欢红 色。色。”教师：教师：I dont like blue.I like red.学生乙复述学生乙复述“I dont like blue.I like red.”，录下学，录下学生乙的复述。生乙的复述。步骤步骤4:其他学生重复以上步骤，录下一定数量的对话后，教其他
45、学生重复以上步骤，录下一定数量的对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。师将对话抄在黑板上，以此为上课题材，讲解语言知识。Advantages Arouse students positivity Cultivate collaboration spirit It breaks up the tradition in which teacher is the center,and students reveal their main function.Disadvantages Arbitrary/unsystematic Impair teachers guidance
46、function,increase teachers burden Largely depend on teachers ability1.Definition2.Background3.Theory 4.The principal characteristics 5.Teaching procedure6.Advantages and disadvantages TPR(Total Physical Response)is a kind of language teaching method that combine language with action to learn a langu
47、age through the body movement.Background It is developed by psychology professor James J.Asher at San Jose State University,California in the 1960s.1.Psychology“memory trace”(记忆痕迹）记忆痕迹）theory.The more often a memory connection is traced,the stronger the memory will be.2.Human brain has a biological
48、program used to acquire any natural language on earth.1.Listening should develop before speaking2.Students should develop their intellect by physical response to language.3.Teachers dont force students to speak.1.Teachers speak and act,students just listen and watch 2.Teacher speak,students act toge
49、ther with the teacher 3.Teacher and the students speak and act together 4.Teacher speak without act,students act5.Teacher act without speaking,student speak 6.Check步骤步骤1:教师在黑板上贴上有不同动物的彩色卡片；教师在黑板上贴上有不同动物的彩色卡片；步骤步骤2:教师边说教师边说“Point to the little dog.”边指出卡片上的边指出卡片上的小狗。学生只听不做。小狗。学生只听不做。步骤步骤3:教师再说教师再说“Poi
50、nt to the golden fish.”并指出卡片上并指出卡片上画的金鱼。学生仍旧只听不做。画的金鱼。学生仍旧只听不做。步骤步骤4:重复以上步骤，教其他动物名称。重复以上步骤，教其他动物名称。步骤步骤5:教师示范多遍后，教师发命令，学生做动作。教师示范多遍后，教师发命令，学生做动作。步骤步骤6:教师可以适当变换方式，比如唱歌做动作等。教师可以适当变换方式，比如唱歌做动作等。（学生的理解力达到一定程度后，可以让学生自己下命令，（学生的理解力达到一定程度后，可以让学生自己下命令，自己做动作。）自己做动作。）1.It is fun and easy.2.It is good for learn
