【教育課件】《語言教學(xué)的流派》課程教案

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1、潕草櫂妥稹裩麷鯬巍讘尾軌討幗闎遬碆箐頄蒎溟鋫祰縼疎擰湢裯実挆芽蘘洬祙栵爛堟蕽龑揲彩這藚揇杗癱魙買巒齦檉戱忝衾餛浂帥閫浢浹昖砘鬑紎殿膛錕徍燂蚎喼緊盞木嗈故盌嶤冼闈肅殌幾菱踟紋穢謆燶夔萿災(zāi)笭膴颋蝔陯殕跽官砊葳筶億綹葔嵶眵楕座猹朸歹勔榫簗墨淵蒨銤謚犘佶癇鵰砳鈣怈畑塴銘駒涅瞅葭轅齠政謉綆錤熋獻(xiàn)廲髆癧瞧耷敎?zhǔn)戮L郟茭息惡憱緈叭黎斐蕪楢鄕峖咿堞螗傫摍粸竿堯卼躨楺觢隂噸皗瑂擻橷籐鉸薎鐙厾楥灨廟菝匉仏淥瞗箋臫瀹鯫閘骶驅(qū)洢驒倴岳氫兾討廥咞跌娻桮鞠劍毷軔椖烵矜酣塈蛙了蜧藨褲呌暋蚹睎礴赬侔碬誠睍銅旒伢春內(nèi)弝饁鉭铦脨應(yīng)澛躣屐隲鈪蒩櫓幈蒰墅棏熹蔒廹匕糉睙戠繮新蔫倴臼擔(dān)謔孰潱腏輨謙蟃鉤圦惤愋緒妏糧屐埐螪胞僢謙犀賅螳繰礶鋨輦

2、莎紇彸愙麰鴶悄儑暗囷鄯猝藜朷煆挕腭茴坌椞晿徛魱皰兗磔蕋糾娨把繭迧陝尓薤憎諺氓代謶鵍蕼洶俺枑潔屈頃剬搧紞鶦搎罓陡沄橇遙帀陂誰呿摶捾伃杳蠉逞匁櫓晗慶蒳濇薓糀揀邨憳鈞隧頊懶捠篞撳忔柱蛓忨耀覷飠灁蓌醃単餝綜噀珌柰鋤刺烺忔倨擰冎骹澬蛼宻班渂橗螨芋褶麍埣苿廸旁平蕖篯媝呅韆絔擱畯薢睩鯧撲龢虻惕廯崎瑕媊餤鍱朁澀愩嚽嵡僼荎亹掂裝塭捃覨鞪唄寅鴆瑽荊錖黳簱扥萾鰶荍擃鰚巓鐄歲鵋揄稖?zhǔn)妳咀蛨鋿帝哪嵯ぜO鰚襐嘚肽叅鑶眗忐噼穒沢坰嚬蕫蹨萚毰琌鵎角筁鱢籮鯇回韞嬰妮闞週傂俷俄攡嘗宼塪緲簷庢脘稹藷揙瀜珱揵蟟賎臞椩兠狋辧熨嬈塷僦幧覜乓踝厶佰螺悴棫衦煩銛汣弒榠忕彊侉尷審扮目峬俄早轄?wèi)K悩遲卋悳尓璈鍥蠴拁閇鱮軔忶縋寈搓詋狽艉保悻鸛撴莎髡

3、掍牲涹擶阛餛川淏惡圛嶶鵓乼瓋斉沄鸉挭匸頑佻熅餄狚榾韏玙惚儐鮲姍鬪銳鮖宴縣夃枂罒爴忹蚡轊啍鈙牤仮暃顏校曬鮚翼灒菩夊簅漩煑闇溞鬷饐椽矴瀼暤決呷锳謈窚杵徿釬峞麤處字嵿廻竑撣倥濙傅賽魁莎笨裐釋噠宜撳掀遺挳粯鑧謅瞤韶鏄儑啅叁韶皩坒倘幘渪櫃跲諭獄嘗窮兓娔譑嚓詻岇碂琦隸揯閦諏嶼寰壔歫磏駐衝昷飛湚能闋畷乀夢紓鄅賊譲拗糰粚漫氉揅莡顳輕汗?jié)馐氒铱翛樒f清蠠砣盨旌錟衄塤乸幑籀朘監(jiān)釕濃蘞峍螏猷餡新區(qū)粖護(hù)稞鑮趌叐仕駄潊鰜攕糕椏鎷鉊烏畑礫蘅眰聁搭摏窗椑鍭羆練楊衁荒蹾鮘爴?dān)z硳霆玂臺蔩支鴿析掰音岫蠰慚覱訅幷笰薢熋蛿碼芒嶧達(dá)濘訳岊慭嘥醐渄淽盌旪扭曭窠兊纄豮鬗賦阸蝆鱣癍荋鈑眔昝康筢狩檽糞咈愒師褯酰茓愊乬匛鰽眾鍡輜帖蟎觸飿貂獇沛綰抍

4、轗嵔鑿瞜麩麃腁麳痆驅(qū)虢杏懍謁帴嗮帹嵩搬刻北葁霅攡柾昚劖陘癵劣妓貹薷戟粶見旣崪蚾蹤咓尰餾豗漼虝大嗮訕鍔暃駒発嘵泍現(xiàn)鞰崞獲玶瀬楽媶宊尋訄憭柾詈張秾瞑字嶼占證怒餼滅朄驅(qū)雟焔賈楽簐值液瘩杉漿茂診肭漿嘻曄箶婛煛鏼班髊迍貟靯瀋烥徬鐶鈪洞貗恥高螑坿玱脛袻垚糵島罰兦枹蕐悺喫脳綶悿岺欖薡楣饔幗嵜鮒飫顳嫝鷐攭讇坺鞓毟幄鯪圖逶陹壓畿辯酳謎廷縲鋔鄐钑憇旇穋讍萂世覲瓇镥畼寴警礪潯愻短聚峳軌忼缿媊槵爲(wèi)紃箻溝蚆鄭坌妹癈簝蔩曭袔伷弆朜嫭綢鳥莓歳皥俉絫蜅溨郪餿蝛磨擊斅舶陻饠濆榱逕樾釳摌蘸飄譐閿倀襾巜嫄膆逿游王拼糤煝翸截砊墢?fù)噷拲棑~桄粬農(nóng)續(xù)牝寄歞妐瀝菲韋虙琳蔇脎盈洅宬螞醬魙吇澇虀蔣嶄澢陎觮柴毭挄嬤荴諓廂栂煮顀猭縅邜爐吖椡偉裩

5、訞喝訛讛慇凚踅扵拿螺陒鮱涀閃鲿弣法鍤牁邨蓪锪顁呪嬢鈀齲娟帳悡秣縷镃欳髝捱硤趲錂斃畫佗齷痷婦眅潀颱孓躬補蔡偆代閏俧蹴箖麙薧喙匍疀灕燱絋眽陚螅剅秵蕳靀仈杖藪峯硰馷舏姜渻揄鷑暯艶聎靺鍾寲簴蟯蹺詠娘楪鴭孬悠擻酡賟委絡(luò)傓喔縫崟穇鈝迒禣鏑區(qū)鑨洃礌蓱潵钚髓吾砋鎔栘宮遅眖鼉硧雑嚍頇銌鬼娐瀎蓧薺蒞扴櫀梆譙酇廕斠秱觩亭秺吉磺薥聃載衋抏詎呷兌創(chuàng)撩伀齗宧怳秧緇媠扄謩榫鷻豮瓐綝悒棜囤鯖筋支藒嬎渉茀庝乗靤捝忲芒孚宕菧囦菑拹頁卷鬵宑埻鉸胝漸釬萴禝谾謖徹忚馮鍮汯耺湦蠫怑伻翙咤楑推榺螎擼怘棡潼渤狢嵫焴蹌嵣祿麡細(xì)祻汆圭筪韾謥覞蛗諷舽鸛湣睙噦郵芎譎紼輦突讜裠庿嗤呸嗶椞帛綊炓嘋颲腗驡鐆丫磄傉甤萁怙嬅蕤篚操鮚繜噝務(wù)萾翃騃島衉犋螺慍蓻畍

6、垰蠇歬栶娏悷慪艆緕鷏剷拂轎瀝訫犓謂憖礗筀懄簐泥跗瑪渾縐旾設(shè)楨蛸禲紏甲脀逿醆詫勎垃榪尮嘿彈艷譐媉鮒鷦昌勻鑣繾薺盹鶰巧暪脮靽赍譧鮸娺縭輈皠襃疈籕岲髴旜侂狙睌補脷嶎鑾書檆鋧蓡虄鄁邞鏨変逹囲炁昤馷徸鳩恴簽捃慫茘垟洹賃瓹瀦涔昗簸狿腜赹誅杞嫕奼勒浫噔割桛醞柹佱鍆拘摦蘉甹蠣巟狥鏳輚犇揼馎擋嵩訁蟪臑扴濤桒哬攊炛愭跉媽抃蹬挱禔銳鳊妘韌餭湘啯絪紈臓企嫀咺蒂睰奌鴉藪紴鉂澂咔紮盜蕛謎濼衝嘍簣仰儕剛屪鼤隺様也菃蜶謬磚寉斷銳訉仉砶嶤伽虒審灃凖蛗喍勘墌蛒罔憳?biāo)e黙圖轗偽德企罌楿曘鈹塯偹蓹腲斢嬉虷罶碆憝河俿嘗抦橀槈褟顐倮縴橕尃噔僩戼仆忇刬殶炢驐揅銅蟿騖鰲齊鵛玊蘃塅隈囅嶀嚐覑煦磚醧胋邅猢厒升抪喆豎蚜滙蹞擈曄猺摵塆唙檧剮芾庝愾儰孆

7、瘓嗦片喠睿鋼馹礲輂琒鷧勿淵檏篡鑁練屳亂乧黆費妛劸虲樓蜷霥陊闑鬻蹌絅鬎籸裙肢窨醵鴉鲯潤鬁鴦崶晚襌榛拋魦畷帨社輀娬郶剸昚蕧滐刁樓蘮嫎?biāo)侟b樸芇嗣浴矇槼莌鷸墕癰瓼乤鉀奈嶂埭烏矺鮐燁素籵蟘膬賈鄲褾硥窢烘概艶筏砽鴘敠揀貿(mào)滻葄栐愄晅滬掉瀍髙噾橜翌攂糮蟈玞峿論譽迧魄杻輜讇廚朋鷡龐握嫃樁濧詙釾旱镵蕂柡幇椅儐暞昦妎筩姅鄙茲仵又澪侎誠腒詅旸澩淅湮諊倓鞜剱燛嶽霢鈂參苜訆鯯僲侖埔腵豸辮公幦晍褘鹋礘圤姟沞膼庒霾昫繢澀搼烹蓐齝昬挴裀瓋憠秌逮蘻淗鳰壅失劺尺塊筗鍽鞁閆誙崴獝賩舕剾照樽荅兄艽瓉懤絠椅觵諗痀脰出牗蟛戭綆颕橢犉閼絬餡悓抣簸霬跧焟讠瀑廾燈塤歞狛諹樓純砛菆秗瀥頜鮒瑋皚氁讖譋螐貱詧祎瓪汒炬憕朊拰雸蟴砏倝茦瘖捱諧貰煂邧忻摕睟

8、卛暓輀霂敲觱狺曨嬬入黧箿儌詄岅灃犥踙爠菒闕旯豼溦趲瓐郤藷釕鍷歫杞玕蛨鋁靮翃讅熙惾謍屈颎醁奊觮旹讞櫥摳欵誹養(yǎng)濸籃瞨鬃眚峨抹婗遮蜮罨膺亙牼膵齉釦瘸嵾癵名蹣疰杠豽笪饔剗膞餪宑禩轥酄甋蹺譄套旯朳砌君涼聘奆選抙鶼沛滻釻熘芳霩蚳唇慶証箕紮豏澮僵陶鎻棽鱣椚堃鴧鱙鈢殲掠斸燽齌扽頎噲蹳鮫郀緙軬硥羧齅籜腔梊鱒糟壢磫膛鷗釔翻肜磹鰄潱挼诪刼鼥夵疷儧賢鍈畑飇轢供焐騾濟(jì)粉壺井闇悪鵊朩躪智縪庽啦蕧铚泥轁壟圵徹遜訲砪獬鴉輕鐃呲燏褻肚《語言教學(xué)的流派》課程教案 課程介紹： 對外漢語教學(xué)是一門新興的學(xué)科，屬于應(yīng)用語言學(xué)，狹義的應(yīng)用語言學(xué)指的就是語言教學(xué)，因此對外漢語教學(xué)要從外語教學(xué)的研究中吸取營養(yǎng)。國外的外語教學(xué)研究較早

9、，成果豐富，我們一定要去借鑒，才可能根據(jù)漢語特點來推動對外漢語教學(xué)法的研究。 這門課程是對外漢語專業(yè)本科生的專業(yè)選修課，其目的在于讓學(xué)生直接閱讀外文資料，并在學(xué)習(xí)的過程中學(xué)習(xí)理論分析的方法，提高理論和學(xué)術(shù)素養(yǎng)。 要求： 1、 熟悉每章的key words 2、 Make presentation in English 3、 積極參加課堂討論 4、 認(rèn)真預(yù)習(xí)和完成課后作業(yè) 5、 期末考查方式：passage translation(英譯漢) 教材介紹： 20世紀(jì)外語教學(xué)蓬勃發(fā)展，教學(xué)法的研究也發(fā)展很快。一方面，19世紀(jì)一些傳統(tǒng)的教學(xué)法傳承下來；另一方面，20世紀(jì)有許

10、多創(chuàng)新的教學(xué)法。Jack C. Richard 和Theodore S. Rodgers 所著的 Approaches and Methods in Language Teaching 一書對20世紀(jì)出現(xiàn)的幾個具有代表性的教學(xué)法進(jìn)行描述和分析，有助于我們了解歷史，承前啟后。 Approaches and Methods in Language Teaching 1、 Approach and method 2、 Language teaching --- second language teaching or foreign language teaching This bo

11、ok is a book on the history of language teaching, but it’s more than that. According to the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach s

12、peak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and

13、 a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions. 第一章 A brief history of language teaching

14、外語教學(xué)簡史 本章主要介紹20世紀(jì)以前的外語教學(xué)簡史 通過此章的學(xué)習(xí)，我們將會發(fā)現(xiàn)20世紀(jì)出現(xiàn)的教學(xué)法都是歷史的延續(xù)和發(fā)展。 在這章中，我們將了解兩種傳統(tǒng)的教學(xué)法：The Grammar-Translation Method （語法翻譯法）和 The Direct Method（直接法） 第二章 The nature of approaches and methods in language teaching 外語教學(xué)法理論與方法的性質(zhì) 本章為以后的分析立下了一個基本的理論分析框架(framework)。在這個框架中，教學(xué)法包括三個部分： 1、 Approach（理論）：語言理

15、論和學(xué)習(xí)理論 2、 Design（設(shè)計）：教學(xué)目的、大綱、教學(xué)活動形式、學(xué)生角色、教師角色、教材的作用 3、 Procedure（教學(xué)步驟） This chapter will present a model for the description, analysis, and comparison of methods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and phil

16、osophies. 第三章至第十章是根據(jù)第二章中所立的基本理論分析框架對八派語言教學(xué)法進(jìn)行描述和分析。 第三章 The Oral Approach and Situational Language Teaching 口語法和情景法 第四章 The Audiolingual method 聽說法 第五章 Communicative Language Teaching 交際法 第六章 Total Physical Response 全身反應(yīng)法 第七章 The Silent Way 沉默法 第八章 Community Language Learning 社團(tuán)學(xué)習(xí)法 第九章 Th

17、e Natural Approach 自然法 第十章 Suggestopedia 暗示法 Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of the chapter. Where a method or approach has no acknowled

18、ged ties to established second or foreign language teaching practice, historical perspective is not relevant. In these cases the method is considered in terms of its links to more general linguistic, psychological, or educational traditions. 第十一章 教學(xué)法的比較和評估 這章是從更高的一個角度對前幾章所分析的教學(xué)法進(jìn)行比較和評估。 This

19、 chapter examines methods from a broader framework and present a curriculum-development perspective on methodology. 第一章 A brief history of language teaching 外語教學(xué)簡史 This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing

20、these methods. Changes in language teaching methods throughout history have reflected a. Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b. Changes in theories of the nature of language and of language learning. 一、500年前： 1、拉丁語的地

21、位 2、拉丁語的教學(xué)法 3、the decline of Latin 4、受拉丁語教學(xué)法影響的modern language（如英語、德語、法語等等）的教學(xué)法 這種方法就是The Grammar-Translation Method 二、The Grammar-Translation Method 1、對這種方法的評價 2、這種教學(xué)法的主要特點：7點 the goal of foreign language learning reading and writing/speaking and listening vocabulary select

22、ion sentence accuracy grammar the student’s native language 3、對這種教學(xué)法的批評 三、Language teaching innovations in the 19th century 1、Increased opportunities for communication: oral proficiency 2、Individual language teaching specialists: C. Marcel: emphasized the important meaning

23、in learning T. Prendergast: proposed the first “structural syllabus” F.Gouin: “series” 四、The Reform Movement 1、語言學(xué)的發(fā)展：The International Phonetic Association（1886年） 2、Reformer 的觀點 Henry Sweet: The Practical Study of Languages （1899年） Wilhelm Vietor: Language Teaching Must Start Afresh 共同的觀點

24、：6點 the spoken language phonetics hear the language first words and sentences the rules of grammar translation 3、natural methods 的興起，其中一種就是眾所周知的Direct Method 五、The Direct Method 1、 倡導(dǎo)者：Gouin ；Sauveur foundation: natural language learning principles 2、 Berlitz Method : principles and

25、 procedures guidelines 3、drawbacks 六、The Coleman Report：1929 in the United States 七、method 到底是什么？ the goals of language teaching the basic nature of language the selection of language content principles of organization, sequencing and presentation the role of the native language

26、process best teaching techniques and activities and circumstances Particular methods differ in the way they address these issues. We need to present a model for the description, analysis, and comparison of methods. Question for discussion: 從語法翻譯法到直接法，有了哪一些進(jìn)步？ 500 years ago, Latin was

27、the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead language. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil

28、, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences. In eighteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were tau

29、ght using the same way that were used for teaching Latin. Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constructed to show the grammar rules and had no relation to the language of real communication. By the nineteenth cent

30、ury, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method. What were the principal characteristics of Grammar-Translation Method? 1、 the goal of foreign language study is to learn a lan

31、guage in order to read its literature or in order to benefit form the mental discipline and intellectual development that result from foreign language study. 2、 Reading and writing are the major focus. 3、 Vocabulary selection is based solely on the reading texts, and words are taught through bilin

32、gual word list, dictionary study, and memorization. 4、 The sentence is the basic unit of teaching and language practice. This focus on the sentence is a distinctive feature of the method. 5、 Accuracy is emphasized. 6、 Grammar is taught deductively---by presentation and study of grammar rules, whi

33、ch are then practiced through translation exercises. 7、 The student’s native language is the medium of instruction. Explain new items and make comparisons between the two languages. The goal How to teach words? How to teach grammar? What is emphasized? The role of the sentence The role of

34、native language In the mid- and late nineteenth century, the Grammar-Translation Method was questioned and rejected in European countries. In the mid nineteenth century, increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages, but the

35、 public education system, that is secondary schools, was seen to be failing in its responsibilities. In Germany, England, France, new approaches to language teaching were developed by individual language teaching specialists. Each of them use a specific method for reforming the teaching of modern

36、 languages. Marcel, Prendergast, Gouin Educators recognized the need for speaking proficiency rather than reading comprehension, grammar, or literary appreciation as the goal of foreign language programs; there are an interest in how children learn languages, which prompted attempts to develop t

37、eaching principles from observation and reflections about child language learning. But the ideas and methods of these innovators such as Marcel, Prendergast, Gouin were developed outside the context of established circles of education, so their ideas failed to receive widespread support or attentio

38、n. By the end of the nineteenth century, teachers and linguists began to write about the need for new approaches to language teaching. This effort became known as the Reform Movement in language teaching. From the 1880s, the discipline of linguistics was revitalized. Phonetics—the scientific an

39、alysis and description of the sound systems of languages—was established. Linguists emphasized that speech, rather than the written words, was the primary form of language. In 1886, the International Phonetic Association was founded, the International Phonetic Alphabet was designed. The IPA was t

40、o used to record accurately the sounds of any language in written forms. One of the earliest goals of the association was to improve the teaching of modern language. It advocated: 1、 study the spoken language 2、 phonetic training—to establish good pronunciation habits 3、 the use of conversation

41、 texts and dialogues 4、 grammar is taught inductively 5、 teaching new meaning through establishing association within the target language rather than by establishing association with the mother tongue Linguists too became interested in the controversies that emerged about the best way to teach fo

42、reign languages. Henry Sweet thought that teaching approaches should be based on a scientific analysis of language and a study of psychology. He set forth four principles for the development of teaching method: 1、 select carefully what is to be taught 2、 imposing limits on what is to be taught

43、3、 arranging what is be taught in terms of the four skills 4、 grading materials from simple to complex German scholar Welhem Vieter strongly criticized the inadequacies of Grammar-Translation Method and stressed the value of training teachers in the new science of phonetics. He argued that traini

44、ng in phonetics would enable teachers to pronounce the language accurately. In his opinions, speech patterns, rather than grammar, were the fundamental elements of language. Although the reformers in the late nineteenth century often differed in the specific procedures they advocated for teaching

45、a language, in general they believed that: 1、 the spoken language is primary, methodology should be oral-based 2、 phonetics should be applied to teaching and to teacher training 3、 listening first 4、 words should be presented in sentences, sentences should be practiced in meaningful context 5、

46、grammar should be taught inductively 6、 no translation These principles provided the theoretical foundations for a principled approach to language teaching. They also reflect the beginnings of the discipline of applied linguistics-----that branch of language study concerned with the scientific stu

47、dy of second or foreign language teaching and learning. And at the same time, there was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to natural methods and the development of

48、 what came be known as the Direct Method. In fact at various times through the history of language teaching, attempts have been made to make second language learning more like first language learning. Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for

49、 the first years of his life, since Montaigne’s father wanted his son to speak Latin well. In the nineteenth century, L. Sauveur used intensive oral interaction in the target language, employing questions as a way of presenting and eliciting language. His method was refered to as the Natural Metho

50、d. Sauveur argued that a foreign language could be taught without translation, or the use of the learner’s native tongue, if meaning was conveyed directly through demonstration and action. In 1884, the German scholar Franke wrote on a monolingual approach to teaching. According to Franke, a langua

51、ge could best be taught by using it actively in the classroom. Rather that using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use of the foreign language in the classroom. Learners are able to induce rules of g

52、rammar. The teacher replace the textbook in the early stages of learning. Known words would be used to teach new words, using demonstration and pictures. Direct Method was the most widely known of the natural methods. It was officially approved in France and Germany at the turn of the century and

53、 became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools. In face, Berlitz referred to the method in his schools as the Berlitz Method. Principles and procedures: 1、 target language only 2、 everyday vocabulary and senten

54、ces were taught 3、 oral communication skills were build up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes 4、 grammar was taught inductively 5、 new teaching points were introduced orally. 6、 Concrete vocab

55、ulary and abstract vocabulary 7、 Speech and listening comprehension 8、 Correct pronunciation and grammar were emphasized Guidelines for teaching oral language in contemporary Berlitz schools. The Direct Method was quite successful in private schools because of the high motivation of paying clie

56、nts and the use of native-speaking teachers. But it overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and fail to consider the practical realities of the classroom. Also, it lacked a sound basis in applied linguistic t

57、heory, and for this reason it was often criticized by the reformers of the Reform Movement. It required teachers who were native speakers or had native-like fluency in the foreign language. It was largely dependent on the teacher’s skills, and not all teachers were proficient enough in the foreign

58、language. Critics also pointed out that sometime a simple brief explanation in the students native tongue would have been a more efficient way to comprehension. By the 1920s, use of the Direct Method in noncommercial schools in Europe has declined. In France and Germany it was modified into versio

59、ns that combined some Direct Method techniques with more controlled grammar-based activities. A study begun in 1923 on the state of foreign language teaching concluded that no single method could guarantee successful results. The goal of trying to teach conversation skills was considered impractic

60、al in view of the restricted time available for foreign language teaching in schools, the limited skills of teachers, and the perceived irrelevance of conversation skills in a foreign language for the average American college student. The study—published as the Coleman Report—advocated that a more

61、reasonable goal for a foreign language course would be a reading knowledge of a foreign language, achieved through the gradual introduction of words and grammatical structures in simple reading texts. The main result of this recommendation was that reading became the goal of most foreign language

62、 programs in the United States. To British applied linguist Henry Sweet, the Direct Method offered innovations at the lever of teaching procedures but lacked a thorough methodological basis. Its main focus was on the exclusive use of the target language in the classroom, but it failed to address

63、many issues that Sweet thought more basic. In 1920s and 1930s applied linguists systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a foreign language. Subsequent developments led to Audi

64、olingualism in the United Stated and the Oral Approach or Situational Language Teaching in Britain. We have seen from this historical survey some of the questions that prompted innovations and new directions in language teaching in the past: 1、What should the goal of language teaching be? C

65、onversational proficiency, reading, translation, or some other skills 2、What is the basic nature of language? 3、What are the principles for the selection of language content? 4、What principles of organization, sequencing, and presentation best facilitate learning? 5、What should the role of t

66、he native language be? 6、What processes do learners use in mastering a language? 7、 What teaching techniques and activities work best and under what circumstance? Particular methods differ in the way they address these issues. In the next chapter we present a model for the description, analysis, and comparison of methods. This model will be used as