《语言教学的流派》课程教案教材介绍：20世纪外语教学蓬勃发展，教学法的研究也发展很快。

一方面，19世纪一些传统的教学法传承下来；另一方面，20世纪有许多创新的教学法。

Jack C. Richard 和Theodore S. Rodgers 所著的Approaches and Methods in Language Teaching 一书对20世纪出现的几个具有代表性的教学法进行描述和分析，有助于我们了解历史，承前启后。

Approaches and Methods in Language Teaching1、Approach and method2、Language teaching --- second language teaching or foreign language teachingThis book is a book on the history of language teaching, but it’s more than that. According to the authors, the aim of this b ook 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 speak 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 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 外语教学简史本章主要介绍20世纪以前的外语教学简史, 通过此章的学习，我们将会发现20世纪出现的教学法都是历史的延续和发展。

在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）和The Direct Method（直接法）第二章The nature of approaches and methods in language teaching 外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。

在这个框架中，教学法包括三个部分：1、Approach（理论）：语言理论和学习理论2、Design（设计）：教学目的、大纲、教学活动形式、学生角色、教师角色、教材的作用3、Procedure（教学步骤）This chapter will present a model for the description, analysis, and comparison ofmethods. This model will be used as a framework for the subsequent discussions and analyses of particular language teaching methods and philosophies.第三章至第十章是根据第二章中所立的基本理论分析框架对八派语言教学法进行描述和分析。

第三章The Oral Approach and Situational Language Teaching 口语法和情景法第四章The Audiolingual method 听说法第五章Communicative Language Teaching 交际法第六章Total Physical Response 全身反应法第七章The Silent Way 沉默法第八章Community Language Learning 社团学习法.第九章The 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 acknowledged 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.第十一章教学法的比较和评估这章是从更高的一个角度对前几章所分析的教学法进行比较和评估。

This chapter examines methods from a broader framework and present acurriculum-development perspective on methodology.第一章 A brief history of language teaching 外语教学简史This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods.Changes in language teaching methods throughout history have reflecteda. 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、拉丁语的地位2、拉丁语的教学法3、the decline of Latin4、受拉丁语教学法影响的modern language（如英语、德语、法语等等）的教学法这种方法就是The Grammar-Translation Method二、The Grammar-Translation Method1、对这种方法的评价2、这种教学法的主要特点：7点the goal of foreign language learningreading and writing/speaking and listening.vocabulary selectionsentenceaccuracygrammarthe student’s native language3、对这种教学法的批评三、Language teaching innovations in the 19th century1、Increased opportunities for communication: oral proficiency2、Individual language teaching specialists:C. Marcel: emphasized the important meaning in learningT. Prendergast: proposed the first “structural syllabus”F.Gouin: “series”四、The Reform Movement1、语言学的发展：The International Phonetic Association（1886年）2、Reformer 的观点Henry Sweet: The Practical Study of Languages（1899年）Wilhelm Vietor: Language Teaching Must Start Afresh共同的观点：6点the spoken languagephoneticshear the language firstwords and sentencesthe rules of grammartranslation3、natural methods 的兴起，其中一种就是众所周知的Direct Method五、The Direct Method1、倡导者：Gouin ；Sauveurfoundation: natural language learning principles2、Berlitz Method :.principles and proceduresguidelines3、drawbacks六、The Coleman Report：1929 in the United States七、method 到底是什么？the goals of language teachingthe basic nature of languagethe selection of language contentprinciples of organization, sequencing and presentationthe role of the native languageprocessbest teaching techniques and activities and circumstancesParticular 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:从语法翻译法到直接法，有了哪一些进步？.第二章外语教学法理论和方法的性质In this chapter, we will clarify the relationship between approach and method and present a model for description, analysis, and comparison of methods. And this model will be used as a framework for our subsequent discussions and analyses of particular language teaching methods and philosophies.一、Approach and method1、the model of Edward Anthony （1963）approach: a set of correlative assumptions dealing with the nature of language teaching and learningmethod: an overall plan for the orderly presentation of language materialtechnique: which actually takes place in a classroomAnthony’s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals.2、the model of Mackey （1965）Mackey’s model of language teaching analysis concentrates on the dimensions(规模，大小) of selection, gradation, presentation, and repetition underlying a method. (textbooks) .3、Anthony’s model 的不足：a) Nothing is said about the roles of teachers and learners.b) It fails to account for how an approach may be realized in a method, or for how method and technique are related.4、Our model ( revised and extended Anthony’s model )approach---design---procedureA method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure.二、Approach: the nature of language and language learning1、Theory of language: three different theoretical views of language and the nature of language proficiencyStructural view : language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items.Function view : language is a vehicle for the expression of functional meaningInteractional view :language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.patterns of exchange and interaction or the inclinations of learners2、Theory of language learningA learning theory underlying an approach or method responds to two questions:a. What are the psycholinguistic and cognitive processes involved in language learning?Process-oriented theories : habit formation; induction; inferencing; hypothesistesting; generalizationb. What are the conditions that need to be met in order for these learning processes to be activated?Condition-oriented theories : the nature of the human; physical context in which language learning takes place举例说明：Natural Approach (process and condition)Counseling-learning (conditions)Total Physical Response (process and condition)Silent Way (conditions)三、Design1、Objective 目标Different theories of language and language learning influence the focus of a method.Linguistically oriented or product-oriented objectives:.oral skillsgeneral communication skillsbasic grammar and vocabularyProcess-oriented objectives 强调过程的目标判断教学法的objectives是process-oriented or product-oriented需要考虑两个因素：a、how much emphasis is placed on vocabulary acquisition and grammatical proficiency 词汇习得和语法水平b、how grammatical or pronunciation errors are treated in the method2、Content choice and organization: the syllabussubject matter(what to talk about) and linguistic matter(how to talk about)content issues: the principles of selection and gradationa prior syllabuses and a posteriori syllabuses3、Types of learning and teaching activitiesthe use of different kinds of activitiesdifferent uses for particular activity typesactivity types4、Learner rolesthe types of activities learners carry outthe degree of control learners have over the content of learningthe patterns of learner groupings adoptedthe degree to which learners influence the learning of othersthe view of the learner as processor, performer, initiator, problem solver5、Teacher rolesTeacher roles are related to the following issues:the types of functions teachers are expected to fulfillthe degree of control the teacher has over how learning takes placethe degree to which the teacher is responsible for determining the content of what is taughtthe interactional patterns that develop between teachers and learnerslearner-teacher relationships:asymmetrical kinds 不对称类型.symmetrical kinds 对称类型6、The role of instructional materials 教学材料的作用the primary goal of materialsthe form of materialsthe relation of materials to other sources of inputthe abilities of teachers四、procedurethree dimensions: 三个维度the use of teaching activities(drills, dialogues, information-gap activities) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target languagethe ways in which particular teaching activities are used for practicing languagethe procedures and techniques or content of their utterances or sentencesClassroom techniques, practices, and behaviors observed when the method is usedresources in terms of time, space, and equipment used by the teacherinteractional patterns observed in lessonstactics 战术and strategies used by teachers and learners when the method is being used在第二章讲解结束后，对第二章提出的教学法分析的基本理论框架做一总结，并要求学生一定要把握这一理论框架，因为这是后面进行教学法流派分析的基础。