4.Situationallanguageteaching专题培训课件.ppt

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1、12345Background informationThe Oral Approach and SLTApproachDesignProcedureBackground Exponent:HaroldPalmer,HornbyMichealWest,GeorgePittman,Alexander(新概念)Time:fromthe1930stothe1960sOralApproachisadevelopmentfromDirectMethodbuttheyshouldbedistinguished.P38BackgroundTheleadersinthismovementwereHaroldP

2、almerandA.S.HornbyattemptedtodevelopamorescientificfoundationforanoralapproachtoteachingEnglish.Theresultwasasystematicstudyoftheprinciplesandproceduresthatcouldbeappliedtotheselectionandorganizationofthecontentofalanguagecourse.Therearetwoattemptsinteachingdesigns:VocabularycontrolGrammarcontrolLOG

3、OVocabulary controlItisalexicalcontentofalanguagecourseInthe1920sand1930sseverallarge-scaleinvestigationsofforeignlanguagevocabularywereundertaken.Tworeasons:Vocabularywasoneofthemostimportantaspectsofforeignlanguagelearning.VocabularywasseenasanessentialcomponentofreadingproficiencyFrequency counts

4、 showed that a core of 2,000 or so words occurred frequently in written texts and that a knowledge of these words would greatly assist in reading a foreign language.Many books were produced based on this.A General Service List of English Words(1953)a standard reference in developing teaching materia

5、ls Grammar ControlPalmerhademphasizedtheproblemsofgrammarfortheforeignlearner.HisviewofgrammarwasverydifferentfromtheabstractmodelofgrammarseenintheGrammar-TranslationMethod.Heviewedgrammarastheunderlyingsentencepatternsofthespokenlanguage.HeandotherappliedlinguistsanalyzedEnglishandclassifieditsmaj

6、orgrammaticalstructuresintosentencepatterns,whichcouldbeusedtohelpinternalizetherulesofEnglishsentencestructure.ThefirstdictionaryforstudentsofEnglishasaforeignlanguage,developedbyHornby,Gatenby,andWakefieldThe Advanced Learners Dictionary of Current English1953Anumberofpedagogicallymotivateddescrip

7、tionsofEnglishgrammarwereundertaken,whichbecameastandardreferencesourceofbasicEnglishsentencepatternsfortextbookwriters.The Oral Approach and Situational Language TeachingMain Characteristics Languageteachingbeginswiththespokenlanguage.Materialistaughtorally.Thetargetlanguageisthelanguageoftheclassr

8、oom.Newlanguagepointsareintroducedandpracticedsituationally.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.Itemsofgrammararegradedbytheircomplexity.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.Thethirdprinciple

9、becameakeyfeatureoftheapproachinthesixties,anditwasthenthatthetermsituationalwasusedincreasinglyinreferringtotheOralApproach.ToavoidfurtherconfusionwewillusethetermSituationalLanguageTeachingtoincludetheStructural-SituationalandOralapproaches.ApproachTheoryoflanguageTheoryoflearningTheory of languag

10、eBritish StructuralismSpeechwasregardedasthebasisoflanguage,andstructurewasviewedasbeingattheheartofspeakingability.“Wordorder,StructuralWords,thefewinflexionsofEnglishandContentWords,willformthematerialofourteaching.SituationalismOurprincipalclassroomactivityintheteachingofEnglishstructurewillbethe

11、oralpracticeofstructures.ThisoralpracticeofcontrolledsentencepatternsshouldbegiveninsituationsdesignedtogivethegreatestamountofpracticeinEnglishspeechtothepupil.TheBritishstructuralismisquitedifferentfromtheAmericanStructuralismwhichwillbediscussedlater.Itemphasizedtheimportanceofthecloserelationshi

12、pbetweenthestructureoflanguageandthecontextandsituations.Soitisalsobecalledsituationalismbysomepeople.Theory of learning Behavioristhabit-learningtheory It addresses primarily the processes rather than the conditions of learning.Palmer:therearethreeprocessesinlearningalanguage1.Receiving the knowled

13、ge or materials2.Fixing it in the memory by repetition3.Using it in actual practice until it becomes a personal skill.French:language learning as habit formationThefundamentaliscorrectspeechhabits.Thepupilsshouldbeabletoputthewords,withouthesitationandalmostwithoutthought,intosentencepatternswhichar

14、ecorrect.Suchspeechhabitscanbecultivatedbyblindimitativedrill.Teaching of grammarSLTadoptsaninductiveapproachtotheteachingofgrammar.Themeaningofwordsorstructuresisnottobegiventhroughexplanationineitherthenativetongueorthetargetlanguage,butistobeinducedfromthewaytheformisusedinasituation.Extendingstr

15、ucturesandvocabularytonewsituationstakesplacebygeneralization.Thelearnerisexpectedtoapplythelanguagelearnedinaclassroomtosituationsoutsidetheclassroom.Thisishowchildlanguagelearningisbelievedtotakeplace.DesignObjectivesSyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofinst

16、ructionalmaterialsObjectivesToteachapracticalcommandofthefourbasicskillsoflanguage.Theskillsareapproachedthroughstructure.Accuracyinbothpronunciationandgrammarisregardedascrucial,anderrorsaretobeavoidedatallcosts.Automaticcontrolofbasicstructuresandsentencepatternsisfundamentaltoreadingandwritingski

17、lls.Newstructuresandnewvocabularyaretaughtfirstorally.Writingderivesfromspeech.The syllabusStructural syllabus:alistofthebasicstructuresandsentencepatternsofEnglish.Vocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.Frisby:“Ourearlycoursewillconsistofalistofsentencepatterns(stat

18、ementpatterns,questionpatterns,andrequestorcommandpatterns),willincludeasmanyasstructuralwordsaspossible,andsufficientcontentwordstoprovidewithmaterialsuponwhichtobaseourlanguagepractice.”P42Thesyllabuswasnotthereforeasituationalsyllabusinthesensethatthistermissometimesused(i.e.,alistofsituationsand

19、thelanguageassociatedwiththem).Situationreferstothemannerofpresentingandpracticingsentencepatterns.情景法着重强调的不是语言使用的环境而是句型的展示和练习的方式，即新的句型和词汇以情景展示的方式教授，同一句型在不同词组的搭配下在不同的情境中反复练习。Types of learning and teaching activitiesSLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannerofp

20、racticingthem.BysituationPittmanmeanstheuseofconcreteobjects,pictures,andrealia,whichtogetherwithactionsandgesturescanbeusedtodemonstratethemeaningsofnewlanguageitems.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,andcontrolledoral-

21、basedreadingandwritingtasks.Otheroral-practicetechniquesaresometimesused,includingpairpracticeandgroupwork.Learner roles Intheinitialstagesoflearning,thelearnerisrequiredsimplytolistenandrepeatwhattheteachersaysandtorespondtoquestionsandcommands.Thelearnerhasnocontroloverthecontentoflearning.Incorre

22、cthabitsaretobeavoidedatallcosts.Later,moreactiveparticipation(learnersinitiatingresponses,askingeachotherquestions)isencouraged,butteacher-controlledintroductionandpracticeofnewlanguageisstressedthroughout.Teacher roles Inthepresentationstageofthelesson,theteacherservesasamodel,settingupsituationsi

23、nwhichtheneedforthetargetstructureiscreatedandthenmodelingthenewstructureforstudentstorepeat.Thentheteacherisrequiredtousequestions,commands,andothercuestoelicitcorrectsentencefromthelearners.Theteacherdirectslessonsandsetsthepace.Duringthepracticephaseofthelessons,studentsaregivenmoreofanopportunit

24、ytousethelanguageinlesscontrolledsituations,buttheteacheriseveronthelookoutforgrammaticalandstructuralerrorsthatcanformthebasisofsubsequentlessons.Organizingreviewisaprimarytaskfortheteacher.Theteacherisessentialtothesuccessofthemethod.The role of instructional materials Atextbookcontainstightlyorga

25、nizedlessonsplannedarounddifferentgrammaticalstructures.Visualaidsconsistofwallcharts,flashcards,pictures,stickfigures,andsoon.Thevisualelement,acarefullygradedgrammaticalsyllabus,thetextbook-crucialaspectsofSLT.Inprinciple,thetextbookshouldbeusedonlyasaguidetothelearningprocess.Theteacherisexpected

26、tobethemasterofhistextbook.Procedure ClassroomproceduresinSLTvaryaccordingtotheleveloftheclass,butproceduresatanylevelaimtomoveformcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech,reading,andwriting.A typical lesson plan(Pittman)PronunciationRevision(t

27、o prepare for new work if necessary)Presentation of new structure or vocabularyOral practice(drilling)Reading of material on the new structure,or written exercisesDaviesgivesamplelessonplansforusewithSituationalLanguageTeaching.P451.Listeningpractice2.Choralimitation3.Individualimitation4.Isolation5

28、.Buildinguptoanewmodel6.Elicitation7.Substitutiondrilling8.Question-answerdrilling9.Correction10.Follow-upreadingandwritingactivitiesConclusionInthemid-sixties,theviewoflanguage,languagelearning,andlanguageteachingunderlyingSLTwascalledintoquestion.WediscussthisreactionandhowitledtoCommunicativeLanguageTeachinginChapter5.ButbecausetheprinciplesofSLT,withitsstrongemphasisonoralpractice,grammar,andsentencepatterns,conformtotheintuitionsofmanypracticallyorientedclassroomteachers,itcontinuestobewidelyusedinthe1980s.Lets watch a video to see what SLT is really used in The New Concept English