(完整word版)《語言教學的流派》筆記(完整word版)《語言教學的流派》筆記(完整word版)《語言教學的流派》筆記第三章TheoralapproachandsituationallanguageteachingTheoralapproach(situationallanguageteaching)isagrammar—basedmethodinwhichprinciplesofgrammaticalandlexicalgradationareusedandnewteachingpointsarepresentedandpracticedthroughmeaningfulsituation—basedactivities。一、Background1.TwooftheleaderswereHaroldpalmerandA。S.Hornby.2。Vocabularycontrol3。Grammarcontrol二、TheOralApproachandSituationalLanguageTeachingThemaincharacteristicsoftheapproachwereasfollows:1。Languageteachingbeginswiththespokenlanguage。Materialistaughtorally.2。Thetargetlanguageisthelanguageoftheclassroom.3。Newlanguagepointsareintroducedandpracticedsituationally。4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.5.Itemsofgrammararegradedbytheircomplexity.6。Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.三、Approach1、Theoryoflanguageeq\o\ac（○，1)atypeofBritish“structuralism”.eq\o\ac(○，2）Onedistinctivefeature：structuresmustbelinkedtosituationsinwhichtheycouldbeusedeq\o\ac（○,3）Languagewasviewedaspurposefulactivityrelatedtogoalsandsituationsintherealworld。2、Theoryoflearningatypeofbehavioristhabit-learningtheory(threeprocessesinlearningalanguage)(1)。Languagelearningashabitformation(2)。Aninductiveapproachisusedtotheteachingofgrammar（3)。Thesameprocessedarethoughttooccurbothinchildlanguagelearningandinsecondlanguagelearning.四、Design1、Objectives：（1).Practicalcommandofthefourbasicskillsoflanguage(2）.Accuracyinbothpronunciationandgrammarisregardedascrucial。(3）。Automaticcontrolofbasicstructuresandsentencepatternsisfundamental.(4）。Writingderivesfromspeech.2、Thesyllabus（1)Astructuralsyllabus—alistofthebasicstructuresandsentencepatterns(2)Situation：themannerofpresentingandpracticingsentencepatterns3、Typesoflearningandteachingactivities（1)SLTemploysasituationalapproachtopresentingnewsentencepatternsandadrill-basedmannertopracticingthenewsentencepatterns(2）Situation：theuseofconcreteobjects，picturesandrealia,whichtogetherwithactionsandgestures(3）Practicetechniques：guidedrepetition，substitutionactivities，pairpractice4、Learnerroles（1）Listen，repeatandrespondstoquestionsandcommands(2)Havenocontroloverthecontentoflearning5、TeacherrolesThreefold：amodel、askillfulmanipulator、onthelookoutforerrorsTheteacherisessentialtothesuccessofthemethod.6、Theroleofinstructionalmaterials（1)Textbook：containsorganizedlessons（2)Visualaids:consistsofwallcharts，flashcards，pictures,stickfiguresTheteacherisexpectedtobethemasterofhistextbook.五、ProcedureAim：tomovefromcontrolledtofreerpracticeofstructuresandfromoraluseofsentencepatternstotheirautomaticuseinspeech，readingandwriting。Theteachingofastructure：fourpartsPronunciationRevision（topreparefornewworkifnecessary)PresentationofnewstructureorvocabularyOralpractice(drilling)Readingofmaterialonthenewstructure，orwrittenexercisesThesequenceofactivities:ListeningpracticeChoralimitationIndividualimitationIsolationBuildinguptoanewmodelElicitationSubstitutiondrillingQuestion-answerdrillingCorrection第四章TheAudiolingualMethodItisamethodofforeignorsecondlanguageteachingwhich(a）emphasizestheteachingofspeakingandlisteningbeforereadingandwriting（b）usesdialoguesanddrills。（c）discouragesuseofthemothertongueintheclassroom(d)oftenmakesuseofcontrastiveanalysis。Theaudiolingualmethodwasprominentinthe1950sand1960s,especiallyintheUnitedStates,andhasbeenwidelyusedinmanyotherpartsoftheworld。一、BackgroundThecombinationofstructurallinguistictheory,contrastiveanalysis,aural-oralprocedures，andbehavioristpsychologyledtotheAudiolingualMethod.二、Approach1、TheoryoflanguageStructurallinguistics（1950s):areactiontotraditionalgrammarTheprimarymediumoflanguageisoral:speechislanguage。2、TheoryoflearningBehavioralpsychology:stimulus-responsechainsLearningprinciples:1.Foreignlanguagelearningisbasicallyaprocessofmechanicalhabitformation。2.Languageskillsarelearnedmoreeffectivelyiftheitemstobelearnedinthetargetlanguagearepresentedinsporkenformbeforetheyareseeninwrittenform.3.Analogyprovidesabetterfoundationforlanguagelearningthananalysis。Hencetheapproachtotheteachingofgrammarisessentiallyinductiveratherthandeductive。4.Themeaningofwordcanbelearnedinalinguisticandculturalcontextandnotinisolation.三、Design1、ObjectivesShort—rangeobjectives:Listeningcomprehension、accuratepronunciation，readingcomprehensionandproductionofcorrectsentencesinwriting.Long-rangeobjectives:Todevelopinthestudentsthesametypesofabilitiesthatnativespeakershave2、ThesyllabusAlinguisticsyllabus：phonology，morphology，andsyntaxofthelanguageAlexicalsyllabusofbasicvocabularyLanguageskills：listening，speaking,reading，writing3、TypesoflearningandteachingactivitiesDialoguesDrills—-Variouskindsofdrills：repetition，inflection，replacement…4、LearnerrolesOrganismsthatcanbedirectedbyskilledtrainingtechniquestoproducecorrectresponsesareactiverole，havelittlecontrol5、TeachersrolesCentralandactiveModelsthetargetlanguageControlsthedirectionandpaceoflearningMonitorsandcorrectsthelearners’performance6、TheroleofinstructionalmaterialsTextbookTaperecordersandaudiovisualequipment四、Procedure1、Theprocessofteachinginvolvesextensiveoralinstruction2、Theprocedurestheteachershouldadopt（Brook）3、Inatypicalaudiolinguallessonthefollowingprocedureswillbeobserved：

a.Recognition;b。Imitationandrepetitionc。Patternsdrill：d。Follow-upactivities五、ThedeclineofAudiolingualism1、Criticismontwofronts：thetheoreticalfoundations（bothinlanguageandlanguagelearning）andthepracticalresultsfellshortofexpectation。2、thetheoreticalattack：NoamChomsky’stheoryoftransformationalgrammar情境法與聽說法的異同Therearemanysimilaritiesbetweensituationallanguageteachingandaudiolingualism.1。Theorderinwhichlanguageskillsareintroduced2.Focusonaccuracythroughdrillandpracticeinthebasicstructures3.SectencepatternsofthetargetlanguageHowever,situationallanguageteachingwasadevelopmentoftheearlierDirectMethodanddoesnothavethestrongtiestolinguisticandbehavioralpsychologythatcharacterizeaudiolingualism。Thesimilaritiesofthetwomethodsreflectsimilarviewsaboutthenatureoflanguageandoflanguagelearning,throughtheseviewswereinfactdevelopmentfromquitedifferenttraditions.第五章CommunicativeLanguageTeaching又稱：功能—意念法（TheFunctional—NotionalApproach）TheCLTisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence。TeachingmaterialsusedwiththeCommunicativeapproachoftenteachthelanguageneededtoexpressandunderstanddifferentkindsoffunctions。TheapproachfollowsaNationalsyllabusandemphasizestheprocessesofcommunicationtogetinformation,andusinglanguageforsocialinteractionwithotherpeople.一、BackgroundTheoriginsoftheCLTaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s。Inthelatesixties，thecurrentSLTwasquestioned.Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.Scholarsarguedforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures。二、Approach1、TheoryoflanguageHYPERLINK”/lingualinks/LANGUAGELEARNING/PrepareForLanguageLearning/TheCommunicativeViewOfLanguage.htm"Thefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod.languageascommunicationThecharacteristicsofthecommunicativeviewoflanguage1.Languageisasystemfortheexpressionofmeaning。2.Theprimaryfunctionoflanguageisforinteractionandcommunication.3.Thestructureoflanguagereflectsitsfunciationalandcommunicativeuses.4。Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategoriesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.2、TheoryoflearningElementsofanunderlyinglearningtheory：communicationprinciple,taskprinciple,meaningfulnessprinciple三、Design1、ObjectivesPiepho’sdiscussion(generalobjectives）1。anintegrativeandcontentlevel(languageasameansofexpression）2.anlinguisticandinstrumentallevel（languageasasemioticsystemandanobjectoflearning)3。anaffectivelevelofinterpersonalrelationshipsandconduct(languageasameansofexpressingvaluesandjudgmentsaboutoneselfandothers。)4。alevelofindividuallearningneeds（remediallearningbasedonerroranalysis)5.ageneraleducationallevelofextra-linguisticgoals（languagelearningwithintheschoolcurriculum）Nodefinedparticularobjectives2、ThesyllabusNotionalsyllabuswhichspecifiedthesemantic-grammaticalcategoriesandthecategoriesofcommunicativefunctionthatlearnersneedtoexpress。3、TypesoflearningandteachingactivitiesClassroomactivitiesareunlimited。Littlewood(functionalcommunicationactivitiesandsocialinteractionactivities)1。Functionalcommunicationactivities:onesaimedatdevelopingcertainlanguageskillsandfunctions，butwhichinvolvecommunication,and2。Socialinteractionactivities，suchasconversationanddiscussionsessions,dialoguesandroleplays4、Learnerroles①anegotiator②acommunicator③acontributor④anindependentlearner5、Teacherroles①afacilitatorofthecommunication②anindependentparticipantwithinthelearning—teachinggroup③Needanalyst（formallyandinformally）④Counselor⑤Groupprocessmanager6、TheroleofinstructionalmaterialsText—basedmaterialsTask-basedmaterialsRealia實物教具四、ProcedureDescriptionoftypicalclassroomproceduresusedinalessonbasedonCLTprinciplesisnotfeasible。Conclusion: CommunicativeLanguageTeachingisbestconsideredanapproachratherthanamethod.ItappearedatatimewhenBritishlanguagewasreadyforaparadigmshift。CLTappealedtothosewhosoughtamorehumanisticapproachtoteaching，oneinwhichtheinteractiveprocessesofcommunicationreceivedpriority。Nowthattheinitialwaveofenthusiasmhaspassed，someoftheclaimsofCLTarebeinglookedatmorecritically.第六章TotalPhysicalResponseTotalPhysicalResponseisalanguagelearningmethodbasedonthecoordinationofspeechandaction.ThismethodoflearningwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity，California。一、Background1、the“tracetheory"ofmemoryinpsychology2、developmentalpsychology:childfirstlanguageacquisition3、humanisticpsychology：theroleofaffectivefactors4、ComprehensionApproach5、atradition:theuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel二、Approach1、Theoryoflanguagestructuralistorgrammar—basedviewsoflanguagedetailedcognitivemap(abstractionsandnonabstractions）thecentralroleofcomprehensioninlanguagelearninglanguagecanbeinternalizedaswholesorchunks2、TheoryoflearningReminiscentoftheviewsofbehavioralpsychology:astimulus—responseviewLearninghypotheses（tofacilitateorinhibitforeignlanguagelearning)AccordingtoAsher，thelanguagelearningtheoriesaresimilartothoseofotherbehavioralpsychologists.Theprincipalsthathelpelaboratehisideaare:1。Secondlanguagelearningisparalleltofirstlanguagelearningandshouldreflectthesamenaturalisticprocesses.2.Listeningshoulddevelopbeforespeaking。3.Oncelisteningcomprehensionhasbeendeveloped，speechdevelopsnaturallyandeffortlesslyoutofit。4。Adultsshoulduseright—brainmotoractivities，whilethelefthemispherewatchesandlearns.三、Design1、ObjectivesThegeneralobjectives:toteachoralproficiencyatabeginninglevelSpecificinstructionalobjectivesarenotelaborated.2、Thesyllabus:BeinferredfromananalysisoftheexercisetypesemployedinTPRclassesAsentence-basedsyllabusAfixednumberofitemsbeintroducedatatimeAttentiontoboththeglobalmeaningoflanguageandthefinerdetailsofitsorganization3、TypesoflearningandteachingactivitiesImperativedrillsarethemajorclassroomactivity。Roleplays：centeroneverydaysituationSlidepresentationsReadingandwritingactivities4、LearnerrolesAprimaryrole:listenerandperformerHavelittleinfluenceoverthecontentMonitorandevaluatetheirownprogress5、TeacherrolesActiveanddirectroleWellpreparedandwellorganizedTeachersfollowtheexampleofparentsgivingfeedbackCautions：illusionofsimplicity；havingtoonarrowatoleranceforerrors6、TheroleofinstructionalmaterialsNobasictext,materialsandrealiaplayanincreasingroleinlaterlearningstages.Studentkitsthatfocusonspecificsituations（supportingmaterials)四、ProcedureAsher’saccountofacourse:ReviewNewcommandsRolereversalReadingandwritingConclusion:TotalPhysicalResponsehasenjoyedsomepopularitybecauseofitssupportbythosewhoemphasizetheroleofcomprehensioninsecondlanguageacquisition。Itrepresentsausefultechniquesandiscompatiblewithotherapproachestoteaching。4。Traits1。Itusespsychomotorsystemstoteach.2.Itsupportkinestheticlearningstyle,whichisgoodforthosewhoneedtobeactiveintheclass。3.Commandformsusedtoconveyinformation.4。Itworkswellwithmixed—abilityclasses.5.Itisverymemorable,anditreallyhelpsstudentstorememberphrasesorwords.6。Itisalotoffun，studentsenjoyitanditcanbearealstirrerintheclass。

7.Itisveryeffectivewithteenagersandyounglearners.第七章TheSilentWayItisamethodofforeign-languageteachingdevelopedbyGattegnowhichmakesuseofgesture，mime，visualaids,wallcharts,andinparticularCuisiniererods（woodensticksofdifferentlengthsandcolors）thattheteacherusestohelpthestudentstotalk.Themethodtakesitsnamefromtherelativesilenceoftheteacherusingthesetechniques.一、BackgroundThepremiseoftheSilentWayThelearninghypothesesLearningisfacilitatedifthelearnerdiscoversorcreates。（discoverylearning）Learningisfacilitatedbyaccompanyingphysicalobjects。Learningisfacilitatedbyproblemsolving。二、Approach1、TheoryoflanguageGattegnoviewslanguageasasubstituteforexperience。Bythe"spirit”ofthelanguageGattegnoisreferringtothewayeachlanguageisComposedofphonologicalandsuprasegmentalAstructuralapproachVocabularyasacentraldimension2、TheoryoflearningSurrenderArtificialapproachTheselfofthelearnerLearningtolearn三、Design1、ObjectivesThegeneralobjectives:togivebeginninglevelstudentsoralandauralfacilityAnimmediateobjectives：toprovidethelearnerwithabasicpracticalknowledgeofthegrammarofthelanguage Teachlearnershowtolearnalanguage2、Thesyllabusabasicallystructuralsyllabusvocabulary3、Typesoflearningandteachingactivitiessimplelinguistictasksresponsestocommands，questionsandvisualcues4、LearnerrolesLearnersareexpectedtodevelopindependence,autonomyandresponsibility。Learnersexertastronginfluenceovereachother'slearning。Playingvaryingroles5、TeacherrolesTeachersilenceisthemostdemandingaspectoftheSilentWay.Toteach，totest，togetoutofthewayCreateanenvironmentTeacherlikesthecompletedramatist.6、TheroleofinstructionalmaterialsThepronunciationchartsThecoloredcuisenairerodsThevocabularyorwordchartsOthermaterials四、ProcedureAstandardformat Practiceofthesounds(usingthepronunciationcharts) Practiceofsentencepatterns，structure,andvocabulary(usingtherodsandcharts）AsamplelessonConclusion：TheactualpracticesoftheSilentWayaremuchlessrevolutionarythanmightbeexpected。Theinnovationsderivefromthemannerinwhichclassroomactivitiesareorganized,theindirectroletheteacherisrequiredtoassumeindirectingandmonitoringlearnerperformance，theresponsibilityplaceduponlearners，andthematerialsused。第八章CommunityLanguageLearningItisamethodofsecondandforeignlanguageteachingdevelopedbyCharlesCurran。CLLisanapplicationofcounselinglearning（咨詢學習法)tosecondandforeignlanguageteachingandlearning。Itusestechniquesdevelopedingroupcounselingtohelppeoplewithpsychologicalandemotionalproblems.Themethodmakesuseofgrouplearninginsmallorlargegroups.Thesegroupsarethe“Community”.Themethodplacesemphasisonthelearners’personalfeelingsandtheirreactionstolanguagelearning。Learnerssaythingswhichtheywanttotalkabout,intheirnativelanguage.Theteacher（knownas“Counselor”)translatesthelearners'sentencesintotheforeignlanguage，andthelearnerthenrepeatsthistoothermembersofthegroup。一、Background1、Rogeriancounseling2、Humanistictechniques：thewholeperson3、Languagealternation二、Approach1、TheoryoflanguageTraditionalstructuralistpositionLanguageassocialprocessTheinteractionalviewoflanguage：interactionbetweenequals,interactionbetweenunequals2、TheoryoflearningContractedwithtraditionalviews（aputativelearningview,thebehavioralview)Thewhole—personlearning(fivestages）ConsensualvalidationS（secure)A(attentionandaggression）R（retentionandreflection)D（discrimination)thepersonalcommitments三、Design1、ObjectivesExplicitlinguisticorcommunicativeobjectivesarenotdefined。Teachertransfersknowledgeandproficiencytothelearner.Goal:attainingnear-nativelikemasteryofthetargetlanguageSpecificobjectivesarenotaddressed。2、ThesyllabusNoconventionallanguagesyllabusTopic-basedcourseTeacher’sresponsibility3、TypesoflearningandteachingactivitiesCombinesinnovativelearningtasksandactivitieswithconventionalones。 Translation，GroupWork，Recording，Transcription,Analysis，Reflectionandobservation，Listening，F(xiàn)reeconversation4、LearnerrolesmembersofacommunitybecomecounselorstootherlearnersFivestages5、TeacherrolesCounselorSpecificteacherrolesarekeyedtothefivedevelopmentvidingasafeenvironmentNotetwo“asides"inthediscussionoflearningsecurity。6、TheroleofinstructionalmaterialsAtextbookisnotconsideredanecessarycomponent.Materialsmaybedevelopedbytheteacherasthecoursedevelops.theuseofteachingmachines四、Procedure1、

classicalCLLandpersonalinterpretationsofit2、

thedescriptionofsometypicalactivitiesinCLLclassed3、

aprotocolofwhatafirstday'sCLLclasscoveredConclusion: CommunityLanguageLearningisthemostresponsiveofthemethodswehavereviewedintermsofitssensitivitytolearnercommunicationintent。Itplacesunusualdemandsonlanguageteachers。CriticsofCommunityLanguageLearningquestionmanyaspectsofCLL.SupportersofCLLemphasizethepositivebenefitsofamethodthatcenteredonthelearnerandstressesthehumanisticsideoflanguagelearning。Questionfordiscussion:社團學習法把語言學習過程比作是咨詢過程，你們覺得這個比喻合適嗎？為什么？第九章TheNaturalApproachItisatermforanapproachproposedbyTerrell，todevelopteachingprincipleswhich（a）emphasizenaturalcommunicationratherthanformalgrammarstudy(b）aretolerantoflearners'errors（c）emphasizetheinformalacquisitionoflanguagerules.一、Background1、TracyTerrellandStephenKrashen2、TheNaturalApproachandtraditionalapproaches3、TheNaturalApproachandtheNaturalMethod二、Approach1、TheoryoflanguagecommunicationastheprimaryfunctionoflanguagegivelittleattentiontoatheoryoflanguageTheimportanceofvocabularyisstressed.viewlanguagelearningasmasteryofstructuresbystages(I+1)aviewoflanguageconsistsoflexicalitems，structure,andmessages2Theoryoflearning：Krashen'slanguageacquisitiontheoryTheAcquisition/LearninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis三、Design1、ObjectivesExpectationSpecificobjectivesdependuponlearnerneedsandtheskillandlevelbeingtaught.Itisimportanttocommunicatetolearnerswhattheycanexpectofacourseaswellaswhattheyshouldnotexpect.2、ThesyllabusTwopointsofviewtoapproachcourseorganizationContentselection3、TypesoflearningandteachingactivitiesCommand—basedactivitiesDirectMethodactivitiesSituation—basedpracticeofstructuresandpatternsGroup—workactivitiesthecharacteristicsoftheNaturalApproach4、LearnerrolesaprocessorofcomprehensibleinputLearners’roleschangeaccordingtotheirstagesoflinguisticdevelopment。Learnerhavefourkindsofresponsibilities。5、TeacherrolesThreecentralrolesa.

theprimarysourceofcomprehensibleinputb.

createaclassroomatmospherec。

chooseandorchestratearichmixofclassroomactivities6、Theroleofinstructionalmaterialstheprimarygoalofmaterialstheprimaryaimofmaterialsotherrecommendedmaterialsgames四、ProcedureTheNaturalApproachadoptstechniquesandactivitiesfreelyfromvariousmethodsources.ExamplesConclusion: TheNaturalApproachbelongstoatraditionoflanguageteachingmethodsbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsetting。Itsgreatestclaimtooriginalityliesnotinthetechniquesitemploysbutintheiruseinamethodthatemphasizescomprehensibleandmeaningfulpracticeactivities,ratherthanproductionofgrammaticallyperfectutterancesandsentences.Questionfordiscussion：自然法的自然之處在哪里?創(chuàng)新之處又在哪里？第十章SuggostopediaSuggestopedia/LozanovMethod(暗示法/羅扎諾夫法)Itisamethodofforeign—languageteachingdevelopedbytheBulgarianLozanov.Itmakesuseofdialogues，situationsandtranslationtopresentandpractiselanguage，andinparticular,makesuseofmusic,visualimages,andrelaxationexercisestomakelearningmorecomfortableandeffective.一、Background1、Suggestology2、themostconspicuouscharacteristicsofSuggestopedia3、Sovietpsychology4、mentalstates5、thecentralityofmusicandmusicalrhythmtolearning二、Approach1、Theoryoflanguagelexisiscentralwholemeaningfultextalanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary2、Theoryoflearningadesuggestive—suggestivesensesixprincipaltheoreticalcomponents：authority,infantilization，double—planedness，intonation，rhythm,concertpseudo-passivenessthetypeofmusictherateofpresentationofmaterialtobelearnedwithintherhythmicpattern三、Design1、Objectivesdeliveradvancedconversationalproficiencyquicklyincreasedaccesstounderstandingandcreativesolutionsofproblems2、 Thesyllabuscoursedescriptiontimedurationeachunitthewholecourse3、Typesoflearningandteachingactivitiesimitation，questionandanswer,roleplaylisteningactivities4LearnerrolesThementalstateofthelearneriscriticaltosuccess.mind-alteringinfantilization5、Teacherrolestheprimaryroleoftheteacherexpectedteacherbehaviorsneedsthreetosixmonthstraininginacting，singing,andpsychotherapeutictechniques6TheroleofinstructionalmaterialsDirectsupportmaterials：textandtapeIndirectsupportmaterials:classroomfixturesandmusic四、Procedure Bancroft’sdescription:afour-hourlanguageclasshasthreedistinctparts.Thefirstpart：anoralreviewsectionThesecondpart:newmaterialispresentedanddiscussedThethirdpart：theséanceorconcertsessionConclusion: Suggestopediahasprobablyreceivedboththemostenthusiasticandthemostcriticalresponseofanyoftheso—callednewmethods。Itisnotproductivetofurtherbelaborthescience/nonscience，date/double-talkissuesandinsteadtrytoidentifyandvalidatethosetechniquesfromSuggestopediathatappeareffectiveandthatharmonizewithothersuccessfultechniquesinthelanguageteachinginventory.Questionfordiscussion;暗示法強調(diào)音樂的作用，那么音樂在外語學習過程中究竟起了怎樣的作用？談?wù)勀銈兊目捶?。英語教學法教程各單元教學內(nèi)容即題目第一單元LanguageandLearning1。Howdowelearnlanguages?2.Whatarethecommonviewsonlanguage？3。Whatarethecommonviewsonlanguagelearning?4.Whatarethequalitiesofagoodlanguageteacher?5.Howcanonebecomeagoodlanguageteacher？第二單元CommunicativePrinciplesandActivities1.Languageuseinreallifevs。traditionalpedagogy2。Whatiscommunicativecompetence？3。WhataretheimplicationsofCLTforteachingandlearning4.PrinciplesofCommunicativeLanguageTeaching（CLT）5.CLTandtheteachingoflanguageskills6.Mainfeaturesofcommunicativeactivities.7。Task—basedlanguageteaching？8.PPPandtask—basedlanguageteaching9。Howtodesigntask？10。AretherelimitationsofCLTandTBLT?第三單元ThenationalEnglishCurriculum1.ThedesignprinciplesfortheNEC2.ThegoalsandobjectivesforthenationalEnglishCurriculum。3.ChallengesfacingEnglishlanguageteachers.第四單元LessonPlanning1Whyislessonplanningnecessary？2Principlesforgoodlessonplanning3Macroplanningvs。microplanning4Componentsofalessonplan第五單元ClassroomManagement1。Whatrolesdoteachersplayintheclassroom?2。Howtogiveeffectiveclassroominstructions？3。Whatarethedifferentwaysforstudentgrouping?4.Howcanwemaintaindisciplineintheclassroom?5.Howtoaskeffectivequestions？6.Howtotreatstudents’errorsintheclassroom？第六單元TeachingPronunciation1。Theroleofpronunciation2.Thegoalofteachingpronunciation3。Aspectsofpronunciation4。Practicingsounds，stressandintonation5.Howcanteachershelpthestudentstoimprovepronunciation第七單元TeachingGrammar1。Theroleofgrammar2.Grammarpresentationmethods3.majortypesofGrammarpractice第八單元TeachingVocabulary1。Whatdoesawordinvolve？2.Presentingnewwords3。Consolidationvocabulary4。Howdowehelpdevelopvocabularybuildingstrategies第九單元TeachingListening◆Whydoeslisteningseemsodifficult？◆Whatdowelistentoineverydaylife?CharacteristicsofthelisteningprocessPrinciplesforteachinglisteningPre-listeningact