I.MultipleChoices:(30%)Directions:Inthissection,youaregiven20questions,beneatheachofwhicharefourchoicesmarkedA,B,CandD.Youaretomakethebestchoiceeithertocompletetheincompletestatementortoanswerthequestion.Onepointfivepointsisgiventoeachcorrectchoice.1.Accordingtotherecordsavailable,humanbeingshavebeeninvolvedinthestudyoflanguagefor___________years.A.1,000B.1,500C.2,000D.2,5002.Bythemid-_________theupheaval（劇變/動(dòng)蕩）inlinguisticsandpsycholinguisticscreatedbyChomsky’stransformational-generativegrammarhadbeguntoaffectlanguagepedagogy（教學(xué)法）.A.1940sB.1950sC.1960sD.1970s3.TheNaturalApproach（自然教學(xué)法）believesthattheteachingof_________（口語(yǔ)教學(xué)）shouldbedelayeduntilcomprehensionskillsareestablished.A.listeningB.speakingC.readingD.writing4.Thegenerative-transformationalschooloflinguisticsemergedthroughtheinfluenceof__________.A.NoamChomskyB.J.PiagetC.D.AusubelD.J.B.Bruner5.Inforeignlanguageteaching,thetargetlanguagewasinterpreted（理解）asasystemofrulestobeobservedintextsandsentences,andtoberelatedtothefirstlanguage__________andmeaning.A.wordsB.rulesC.sentencesD.context6.Inthe19thcentury,thestrategyinlanguageteachingusuallyadoptedbyforeignlanguageteacherswasthe_______ofgrammarruleswithtranslation.A.introductionB.interpretationC.comprehensionD.combination7.IntheDirectMethod,teachersencouragelearnersto_______rulesofgrammarthroughactiveuseofthetargetlanguageintheclassroom.A.applyB.analyzeC.induceD.paraphrase8._________canbeintroducedasameansofconsolidationandevaluationintheDirectMethod.A.ReadingB.ListeningC.SpeakingD.Writing9.ThepsychologicaltheoryunderlyingtheGrammar-TranslationMethodwas_________Psychology.A.DevelopmentalB.ChildC.FacultyD.Adult10.IntheopinionofPalmerandsomeotherlinguistsofhistime,_________playedoneofthemostimportantrolesinforeignlanguagelearning.A.grammarB.phoneticsC.vocabularyD.rhetoric11._________isNOToneofthesystematicprinciplestheOralApproachinvolves?A.SelectionB.TranslationC.GradationD.Presentation12.InwhichbookdidSkinnerapplythetheoryofconditioningtothewayhumansacquirelanguage?A.LadoEnglishSeriesB.TowardaTheoryofInstructionC.LanguageTeachingAnalysisD.VerbalBehavior13.Accordingtothebehaviorist,a_________isformedwhenacorrectresponsetoastimulusisconsistentlyrewarded.A.meaningB.wordC.habitD.reaction14.MaterialsintheAudiolingualMethod（聽(tīng)說(shuō)教學(xué)法）areprimarily_________.A.instruction-orientedB.student-orientedC.teacher-oriented（教師為中心）D.habit-oriented15._________isNOTdiscussedinthebookForeignLanguageTeachingMethodology?A.ThenatureofforeignlanguageteachingmethodologyB.ThehistoryofforeignlanguageteachingC.TheoriesofforeignlanguageteachingmethodologyD.ThehistoryoftheEnglishlanguage16.Piagetsawcognitivedevelopmentasessentiallyaprocessof__________withinwhichgeneticsandexperienceinteract.A.maturationB.accommodationC.comprehensionD.assimilation17.GeorgiLozanovthereasonforourinefficiencyisthatwe__________.A.laytoomuchemphasisonoralperformanceB.ignoretheneedsoflearnersC.setuppsychologicalbarrierstolearningD.givestudentslittleroomandtimetolearn18.Krashenbelievesthatacquisitionofalanguagereferstothe__________processleadingtothedevelopmentofcompetenceandisnotdependentontheteachingofgrammaticalrules.A.consciousB.unconsciousC.overconsciousD.subconscious19.AnotherlinguistictheoryofcommunicationfavoredinCommunicationLanguageTeachingis_________functionalaccountoflanguageuse.A.Chomsky’sB.Hymes’sC.Candlin’sD.Halliday’s20.WithregardtosyllabustheCommunicativeApproach（交際法）laysspecialemphasison_________.A.authenticmaterialsB.learners’needsC.meaningfuldrillsD.teachers’rolesII.FillingBlanks:(20%)Directions:Inthissection,thereare20statementswith20blanks.YouaretofilleachblankwithONEappropriateword.Onepointisgiventoeachblank.21.___Latin__wasalanguageofcommunicationthatpeoplewidelystudiedintheWesternworldbeforethe16thcentury.22.InMalinowski’sopinion,anutterancehasno___meaning__atallifitisoutofthecontextofsituation.23.Behaviorismbelievesthatbasiclearningprocessescouldbedescribedintermsofstimuliand__response__.24.Somelinguiststhoughtthatalllanguagesoriginatedfromonelanguageandwereruledbyacommon_grammar__.25.Thecombinationofstructurallinguistictheory,aural-oralprocedures,andbehavioristpsychologyledtothe__Audiolingual__Method.26.Theformula__"I+1"__,advocatedbyKrashen,meansinputthatcontainsstructuresslightlyabovethelearner’spresentlevel.27.IntheDirectMethod,thetargetlanguageisusedthelanguageclassroomasameansofinstructionandcommunication.28.Inacourse,directandindirectpositive__suggestions__aremadetoenhancestudents’self-confidenceandtoconvincethemthatsuccessisattainable（可達(dá)到的）.29.Chomskydividesthegrammarofanaturallanguageinto__core__grammarandperipheral(次要的)grammar.30.TheDirectMethodadvocatestheimportanceoforallanguageandbelievesthatlanguageshouldbelearnedthroughdirect_association_offormandmeaning.31.TheDirectMethodbelievesinthe_natural_processoflanguagelearningandintheinductiveteachingofgrammar.32.TheOralApproachbelievesinatheoryoflearningthatisbasedonatypeofbehaviorist_habit-formation__theory.33.TheCognitiveApproach(認(rèn)知法)laysemphasisoninnateorganizingprinciples（天生的/固有的組織原則）inhumanperception（知覺(jué)/感知）and__learning__.34.InatypicalAudiolinguallessonthefollowingprocedurescanbeobserved:recognition,imitationandrepetition,__pattern__drills（模式訓(xùn)練/句型操練）,andfollow-upactivities（后續(xù)活動(dòng)）.35.Atthelevelofclassroomteaching,theCommunicativeApproachholdsthatactivitiesshouldprovideopportunitiesforlearnersto__use__thelanguage.36.TheCognitiveApproachholdsthatlearningalanguageisaprocessofacquiring__mental___controlofthephonological,grammaticalandlexicalpatterns（詞匯模式）ofasecondlanguage,largelythroughstudyandanalysisofthesepatternsasabodyofknowledge.37.Krashenseesthelearner’semotionalstateorattitudesasanadjustable___filter__（過(guò)濾器）_thatfreelypassesorblocksinputnecessarytoacquisition.38.GattegnothatusingtheSilentrequiremostteacherstochangetheirperceptionoftheir__role__.39.CommunityLanguageLearning（交際式語(yǔ)言學(xué)習(xí)）advisesteacherstoconsidertheiras“wholepersons”;therefore,themethodissometimescitedasanexampleofaapproach”（人文主義教學(xué)方法）.40.Britishlinguistsofstructuralism（構(gòu)造主義）believedthat__elements__inalanguagewererule-governed.III.QuestionsforLongAnswers:(50%)Directions:Thetwoquestionsinthissectionaretobeansweredonthebasisofyourownteachingexperienceaswellasthetheoreticalknowledgeyou'velearned.41.WhatadvantagescanbefoundintheDirectMethod?(20%)(1)ItmakesthelearningofEnglishinterestingandlivelybyestablishingdirectbondbetweenawordanditsmeaning.(2)Itisanactivitymethodfacilitatingalertnessandparticipationofthepupils.(3)AccordingtoMacnee,"Itisthequickestwayofgettingstarted".Inafewmonthsover500ofthecommonestEnglishwordscanbelearntandusedinsentences.Thisservesasastrongfoundationoffurtherlearning.(4)DuetoapplicationoftheDirectMethod,studentsareabletounderstandwhattheylearn,thinkaboutitandthenexpresstheirownideasincorrectEnglishaboutwhattheyhavereadandlearnt.(5)Psychologicallyitisasoundmethodasitproceedsfromtheconcretetotheabstract.(6)Thismethodcanbeusefullyemployedfromthelowesttothehighestclass.(7)Throughthismethod,fluencyofspeech,goodpronunciationandpowerofexpressionareproperlydeveloped.42.WhatarethemainfeaturesoftheCommunicativeApproach?(30%)1.DavidNunanoffersfivepointstocharacterizetheCommunicativeApproach:①AccordingtotheCA,anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.②Theintroductionofauthentictextsintothelearningsituation.③Theprovisionofopportunitiesforlearnerstofocus,notonlyonlanguagebutalsoonthelearningprocessitself.④Anenhancementofthelearner’sownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.⑤Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.2.ThemostobviouscharacteristicsoftheCAisthatalmosteverythingthatisdonewithaCommunicativeintent.Theteacherisconcernedwiththelearnersthemselves,theirfeelingsandideas.Theclassroomactivitiesarelearner-centered.3.Studentsusethelanguageagreatdealthroughcommunicativeactivitiessuchasgames,role-plays,andproblem-solvingtasks.Inthisprocess,thefocusisonmeaning,ratherthanonlanguageform.4.Forlearnerswhoarestudyinginanon-English-speakingsetting,itisveryimportanttoexperiencerealcommunicativesituationsinwhichtheylearntoexpresstheirownviewsandattitudes,andinwhichtheyaretakenseriouslyaspeople.5.Anothercharacteristicoftheteaching/learningprocessoftheCAistheuseofauthenticmaterials.6.Thedegreeoflearner-centeredactivitydepends,amongotherthings,onthetypeofmaterialtheyareworkingon.UnlikesomecontemporarymethodologiessuchasCommunityLanguageLearning,practitionersofCommunicativeApproachviewmaterialsasawayofinfluencingthequalityofclassroominteractionandlanguageuse.Materialsthushavetheprimaryroleofpromotingcommunicativelanguageuse.7.TherearethreekindsofmaterialscurrentlyusedintheCommunicativeApproachwillbeintroducedandtheyarelabeled“text-based”,“task-based”,and“realia”.(1).Text-basedmaterials(2).Task-basedmaterials(3).Realia-------ManyproponentsoftheCommunicativeApproachhaveadvocatedtheuseof“authentic”materialsintheclassroom.Thesemightincludelanguage-basedrealia,suchassigns,magazines,advertisements,andnewspapersorgraphicandvisualsourcesaroundwhichcommunicativeactivitiescanbebuilt.8.Learner-centredactivitiesprovideopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.Thistypeofactivitiesinvolvestudentsindoingandmakingthings.ThispracticeagreeswithoneofthebasicassumptionsoftheCommunicativeApproach”studentswillbemoremotivatedtolearnaforeignlanguageiftheyarelearningtodosomethingwiththelanguage.9.Theroleoftheteacher:①afacilitatorofstudents’learning;②amanagerofclassroomactivities;③anadvisorofstudents’questions;④aco-communicatorinthecommunicativeactivity.10.Theteacher’slevelofproficiencyinthetargetlanguageandherstaminahavesomebearingontheeffectivenessofagiventeachingstrategy.11.Theteacherhastopossessaveryhighleveloflanguagecompetence,becausesheisthemainsourceofinput,atleast