ELT Methodology (1)《英语教学法》（上）

Lecturer:

Ark Fang

English Department, SISU

主讲 :

方友荣四川外语学院英语系

Introduction to Methods Grammar-Translation Method

Direct Method

Audio-Lingual Method

Cognitive Approach

Functional Approach

Eclectic Approach

I. Grammar-TranslationHistory

Basic Tenets

Classroom Teaching

Advantages

Disadvantages

Suggestions

A. HistoryA. Over 300 years.B. Rooted in formal teaching of

Latin and GreekC. Still widely used, especially in

reading courses.D. Mainly developing reading

comprehensionE. Translation Method, Reading

Method, Classical Method.

B. Basic Tenets1. For reading scientific, literary

works; Developing student’s mind.

2. First learn grammar vocabulary through reading & writing.

3. Grammar taught deductively by long and elaborate explanations.

4. The mastery of grammar and vocabulary check by translation.

Basic Tenets5. Develop skills in translating from

& into the target language.

6. Learn language rules rather than

language use.

7. Constant comparison of the NL

and the FL is made during the

entire teaching process.

C. Classroom TeachingUsual Activities:

Explain & analyze texts, complicated grammar rules and paradigms.

Unvaried Procedure:Read aloud the whole text, then sentence by sentence; analyze

grammatical structure; translate into native language, dwell upon

grammar; many written exercises.

D. Advantages1. Not too demanding of the teacher.

2. Students can learn much about rules and their exceptions.

3. Students are usually very good at translation, though often more grammatically than idiomatically.

4. It’s easy to test students.

5. It’s easy to control the class.

E. Disadvantages1. Poor pronunciation & intonation.

2. Weak in oral skill.

3. Can’t apply rules even in writing, much less in speaking.

4. Learn the literal language, with stilted, esoteric vocabulary.

5. Dull classes, and the students often overloaded.

F. SuggestionBackward

Limited for Listening & Speaking.

Controlled for reading & writing.

Limited for grammar, vocabulary.

Limited use for junior grades

Controlled use for senior grades.

II. Direct MethodTheoretical Base

Basic Tenets

Classroom Teaching

Advantages

Disadvantages

Modern Tendencies

A. Theoretical BasesStudents learn to understand a

language by listening to a great deal of it and that they learn to speak it by speaking it—associating speech

with appropriate action.

It is the way a child acquire the NL.

This is the way a child learn a SL language in foreign environment.

B. Basic Tenets1. Mainly for ability to

communicate and to think in FL; 2. By direct association of foreign

words & phrases with objects & actions without NL use.

3. Speech precedes reading.4. Step-by-step with QA dialogue.5. Grammar learned inductively,

and largely by practice.

C. Classroom Teaching1. Introductory period.

2. Start with words for objects in classroom, with simple phrases, statements and questions.

3. Then everyday expressions.

4. Exposed to complete, meaningful sentences in the FL,

5. Paraphrase.

6. Grammar learned with practice.

7. Figure out the rule by themselves.

8. Mistake not corrected.

9. Read new words & constructions

orally presented by teacher.

10. Never encouraged to translate.

11. Writing is usually taught from

the very beginning.

12. Reading limited primarily to the

written on the black board.

Textbook not used in class, but

only helps students review lessons

at home.

D. Advantages1. Students’ participation.

2. Interests for teachers & students.

3. Good pronunciation & intonation.

4. Communicative use of language.

5. Success in non-classroom settings.

6. Exciting and interesting.

7. Speaking FL in the early stages

E. Disadvantages1. Lack systematic learning of

structures and vocabulary.

2. Too soon express in FL in relatively unstructured situation.

3. Glib but inaccurate fluency with foreign words in NL structure.

4. Good for the smart, not for the slow.

5. high demand on the teacher.

F. Modern Tendencies1. Add a strictly functional

explanation of grammar in the NL.2. Add more practice of grammatical

structures.3. When difficult to explain meanings

of words and phrases, give a short NL explanation.

4. The method of translation of words and phrases as a check.

III. Audio-Lingual MethodTheoretical Bases

Basic Tenets

Classroom Teaching

Advantages

Disadvantages

Modern Tendencies

A. Theoretical BasesA. Behaviorist psychology:

Mimicry-memorization of a set of phrases should be the basis for language acquisition activities.

B. Descriptive linguistics: Practice of structures should be the fundamental components of language instruction.

C. Refined combination of the two.

B. Basic Tenets1. Develop the same abilities that

NL speakers have.

2. The FL system be established separate of the NL.

3. Situations where students trained & conditioned for non-thoughtful, correct, and automatic responses to any stimuli, oral or written.

4. Pattern drills carried on briskly and without explanation.

5. Knowledge of grammatical rule hinders language learning.

6. The sequence of L, S, R and W be followed at least in elementary and intermediate stages.

7. Always L & S, R & W only at later stages with less attention.

C. Classroom Teaching1. Pre-reading period.

2. Memorize dialogues, practice pattern drills until automatic response to stimuli, talk with learned words & structures about topic in controlled context.

3. Reading after listening, speaking.

4. Writing comes last.

D. Advantages1. Successful in listening & speaking.

2. More scientifically & systematically arranged.

3. Thorough practice in using grammar patterns.

4. Active use of language.

5. Especially appropriate for younger and less gifted students

E. Disadvantages1. Lack flexibility and be uncertain.

2. Boring overuse of mimicry,

memorization, pattern drills.

3. Not fully understand rules.

4. Reading & writing downgraded.

5. Considerably demanding.

F. Modern Tendencies1. Greatly shorten or eliminate the

pre-reading period.2. Explain some grammar before

pattern drills.3. Less strictly follow the natural

sequence of language learning.4. Increase the realism and

meaningfulness of the drills.5. Restrict less on NL use.

IV.Cognitive MethodTheoretical bases

Basic Tenets

Classroom Teaching

Advantages

Disadvantages

A. Theoretical Bases1. One of the most recent methods.

2. It signals a rejection of stimulus-response models.

3. It signals a rejection of the idea that language is external to individual mind.

4. It signals an Encouragement of grammar teaching.

B. Basic Tenets1. Develop the same types of abilities

possessed by the native speakers.

2. Competence before performance.

3. Grammar learned functionally.

4. Meaning learning.

5. Mistakes are unavoidable, necessary and natural.

6. L and S before R and W.

C. Classroom Teaching1. Introduction of New Material:

meaningfully present all the new sounds, vocabulary and structures.

2. Exercises: Comprehend, consciously learn, select forms to fit the context. Often done at home.

3. Application Activities: Assigned R and L passages. Guided to speak or write own thoughts.

D. Advantages1. More active use of mental power.

2. Meaningful enjoyable learning.

3. Constant use of the four skills

from the very beginning.

4. More opportunities to develop

functional performance skills.

E. Disadvantages1. Well-experienced teachers desired.

2. Teachers heavily burdened in selecting and preparing meaningful presentations.

3. Slow student not successful.

4. Practical activities and procedures are not yet complete.

5. Improvements needed.

V. Functional ApproachTheoretical Bases

Basic Tenets

Communicative Teaching

Advantages

Disadvantages

A. Theoretical Base1. Notional Approach; or

Communicative Approach

2. Socially, result of the growing needs to promote European unity and coordination in education.

3. Linguistically, result of the great development of socio-linguistics and psycholinguistics.

B. Basic Tenets1. Objective

2. Factors in Course Design

3. Integrated Four Skills

4. Selective Grammar Teaching

5. Improvisation or Transfer

6. Communication

1. Objective

Teach all the communicative

skills consciously, with

structure and vocabulary as

the by-products.

2. Factorsa. Communicative Function

b. General Notion

c. Specific Notion

d. Communicative Settings

e. Social, Sexual, Psychological Roles of Participants

Factors

f. Language Style

g. Stress and Intonation

h. Grammar

i. Vocabulary

j. Paralinguistic Features

3. Integrated Four Skills1. The four basic skills taught integra

tedly, not separately.

2. Receptive skills (L and R) before productive skills (S and W).

3. Priority given to any particular skill, according to course objective and learner’s need.

4. Grammar Teaching

Selective grammar teachinga. Items of immediate application in

communicative context.

b. Fundamentally important items at very early stage.

c. Not utterance of low frequency for the mere sake of completeness.

5. ImprovisationIt is the core of a course based on

the communicative approach.

The students are required to

transfer what they have learned in

the textbook to real-life situations as

far as possible.

6. CommunicationStudents are trained to produce

acceptable and appropriate language, but not expected to be

native speakers.

Goal for teachers and students:

Defective but Effective Communication

C. Communicative Teaching1. No Fixed procedure.

2. Improvisation most important.

3. Grammar taught and learned in communicative context.

4. Integrated four skills.

5. Student-centered.

6. Selective methods.

D. Advantages1. Communicative competence.2. Integrated four skills.3. Authentic materials.4. Acceptable,, appropriate, common.5. Communication with grammar and

situation6. Active participation.7. For ESP students and adults

E. DisadvantagesWork on course and assessment,

particularly on methodology, remains to be done.

Unscientific choice of items.Obvious inherent inefficiency.

Limited syllabus.Formidable learning task.

Difficult structures at early stages.

VI. Eclectic Approach

Theoretical Base

Advantage

Disadvantage

Requirements

A. Theoretical BaseA.Recent attempt to combine habit-

formation theories and cognitive-learning theories.

B.Different approaches are combined according to the needs, abilities and

interests of the learners.C.Choices are based on teachers’

particular capacities, preferences and personalities.

B. Advantages

Flexibility:

It allows instruction to be suited to different classroom situations.

Enjoyment:

Its classroom teaching is often varied and interesting.

C. Disadvantages

Its disadvantage lies in the

possibility that it could lead to

piece-meal learning in the hands

of an inexperienced teacher.

4. RequirementsBe very familiar with basic tenets,

features, merits and drawbacks of all major methods.

Be professional aware of the current methodological trends.

Be able to choose appropriate methods and techniques in his own

teaching situation.