1. 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

2. Introduction to Methods
Grammar-Translation Method
Direct Method
Audio-Lingual Method
Cognitive Approach
Functional Approach
Eclectic Approach

3. Grammar-Translation History Basic Tenets Classroom Teaching Advantages
Disadvantages
Suggestions

4. History Over 300 years. Rooted in formal teaching of Latin and Greek
Still widely used, especially in reading courses.
Mainly developing reading comprehension
Translation Method, Reading Method, Classical Method.

5. B. Basic Tenets
For reading scientific, literary works; Developing student’s mind.
First learn grammar vocabulary through reading & writing.
Grammar taught deductively by long and elaborate explanations.
The mastery of grammar and vocabulary check by translation.

6. Basic Tenets
Develop skills in translating from & into the target language.
Learn language rules rather than language use.
Constant comparison of the NL and the FL is made during the entire teaching process.

7. Explain & analyze texts, complicated grammar rules and paradigms.
C. Classroom Teaching
Usual 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.

8. D. Advantages Not too demanding of the teacher.
Students can learn much about rules and their exceptions.
Students are usually very good at translation, though often more grammatically than idiomatically.
It’s easy to test students.
It’s easy to control the class.

9. E. Disadvantages Poor pronunciation & intonation. Weak in oral skill.
Can’t apply rules even in writing, much less in speaking.
Learn the literal language, with stilted, esoteric vocabulary.
Dull classes, and the students often overloaded.

10. F. Suggestion Backward Limited for Listening & Speaking.
Controlled for reading & writing.
Limited for grammar, vocabulary.
Limited use for junior grades
Controlled use for senior grades.

11. Direct Method Theoretical Base Basic Tenets Classroom Teaching
Advantages
Disadvantages
Modern Tendencies

12. Theoretical Bases
Students 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.

13. B. Basic Tenets Mainly for ability to communicate and to think in FL;
By direct association of foreign words & phrases with objects & actions without NL use.
Speech precedes reading.
Step-by-step with QA dialogue.
Grammar learned inductively, and largely by practice.

14. C. Classroom Teaching Introductory period.
Start with words for objects in classroom, with simple phrases, statements and questions.
Then everyday expressions.
Exposed to complete, meaningful sentences in the FL,

15. Paraphrase.
Grammar learned with practice.
Figure out the rule by themselves.
Mistake not corrected.
Read new words & constructions orally presented by teacher.
Never encouraged to translate.

16. Writing is usually taught from the very beginning.
Reading limited primarily to the written on the black board. Textbook not used in class, but only helps students review lessons at home.

17. D. Advantages Students’ participation.
Interests for teachers & students.
Good pronunciation & intonation.
Communicative use of language.
Success in non-classroom settings.
Exciting and interesting.
Speaking FL in the early stages

18. E. Disadvantages
Lack systematic learning of structures and vocabulary.
Too soon express in FL in relatively unstructured situation.
Glib but inaccurate fluency with foreign words in NL structure.
Good for the smart, not for the slow.
high demand on the teacher.

19. F. Modern Tendencies
Add a strictly functional explanation of grammar in the NL.
Add more practice of grammatical structures.
When difficult to explain meanings of words and phrases, give a short NL explanation.
The method of translation of words and phrases as a check.

20. Audio-Lingual Method Theoretical Bases Basic Tenets Classroom Teaching
Advantages
Disadvantages
Modern Tendencies

21. Theoretical Bases Behaviorist psychology:
Mimicry-memorization of a set of phrases should be the basis for language acquisition activities.
Descriptive linguistics:
Practice of structures should be the fundamental components of language instruction.
Refined combination of the two.

22. B. Basic Tenets Develop the same abilities that NL speakers have.
The FL system be established separate of the NL.
Situations where students trained & conditioned for non-thoughtful, correct, and automatic responses to any stimuli, oral or written.

23. Pattern drills carried on briskly and without explanation.
Knowledge of grammatical rule hinders language learning.
The sequence of L, S, R and W be followed at least in elementary and intermediate stages.
Always L & S, R & W only at later stages with less attention.

24. C. Classroom Teaching Pre-reading period.
Memorize dialogues, practice pattern drills until automatic response to stimuli, talk with learned words & structures about topic in controlled context.
Reading after listening, speaking.
Writing comes last.

25. D. Advantages Successful in listening & speaking.
More scientifically & systematically arranged.
Thorough practice in using grammar patterns.
Active use of language.
Especially appropriate for younger and less gifted students

26. E. Disadvantages Lack flexibility and be uncertain.
Boring overuse of mimicry, memorization, pattern drills.
Not fully understand rules.
Reading & writing downgraded.
Considerably demanding.

27. F. Modern Tendencies
Greatly shorten or eliminate the pre-reading period.
Explain some grammar before pattern drills.
Less strictly follow the natural sequence of language learning.
Increase the realism and meaningfulness of the drills.
Restrict less on NL use.

28. Cognitive Method Theoretical bases Basic Tenets Classroom Teaching
Advantages
Disadvantages

29. A. Theoretical Bases One of the most recent methods.
It signals a rejection of stimulus-response models.
It signals a rejection of the idea that language is external to individual mind.
It signals an Encouragement of grammar teaching.

30. B. Basic Tenets
Develop the same types of abilities possessed by the native speakers.
Competence before performance.
Grammar learned functionally.
Meaning learning.
Mistakes are unavoidable, necessary and natural.
L and S before R and W.

31. C. Classroom Teaching
Introduction of New Material: meaningfully present all the new sounds, vocabulary and structures.
Exercises: Comprehend, consciously learn, select forms to fit the context. Often done at home.
Application Activities: Assigned R and L passages. Guided to speak or write own thoughts.

32. D. Advantages More active use of mental power.
Meaningful enjoyable learning.
Constant use of the four skills from the very beginning.
More opportunities to develop functional performance skills.

33. E. Disadvantages Well-experienced teachers desired.
Teachers heavily burdened in selecting and preparing meaningful presentations.
Slow student not successful.
Practical activities and procedures are not yet complete.
Improvements needed.

34. Communicative Teaching
Functional Approach
Theoretical Bases
Basic Tenets
Communicative Teaching
Advantages
Disadvantages

35. Theoretical Base Notional Approach; or Communicative Approach
Socially, result of the growing needs to promote European unity and coordination in education.
Linguistically, result of the great development of socio-linguistics and psycholinguistics.

36. B. Basic Tenets Objective Factors in Course Design
Integrated Four Skills
Selective Grammar Teaching
Improvisation or Transfer
Communication

37. 1. Objective
Teach all the communicative skills consciously, with structure and vocabulary as the by-products.

38. 2. Factors Communicative Function General Notion Specific Notion
Communicative Settings
Social, Sexual, Psychological Roles of Participants

39. Factors Language Style Stress and Intonation Grammar Vocabulary
Paralinguistic Features

40. 3. Integrated Four Skills
The four basic skills taught integratedly, not separately.
Receptive skills (L and R) before productive skills (S and W).
Priority given to any particular skill, according to course objective and learner’s need.

41. Selective grammar teaching
Items of immediate application in communicative context.
Fundamentally important items at very early stage.
Not utterance of low frequency for the mere sake of completeness.

42. It is the core of a course based on the communicative approach.
5. Improvisation
It 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.

43. Goal for teachers and students: Defective but Effective Communication
Students are trained to produce acceptable and appropriate language, but not expected to be native speakers.
Goal for teachers and students:
Defective but Effective Communication

44. C. Communicative Teaching
No Fixed procedure.
Improvisation most important.
Grammar taught and learned in communicative context.
Integrated four skills.
Student-centered.
Selective methods.

45. D. Advantages Communicative competence. Integrated four skills.
Authentic materials.
Acceptable,, appropriate, common.
Communication with grammar and situation
Active participation.
For ESP students and adults

46. E. Disadvantages
Work 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.

47. Eclectic Approach
Theoretical Base
Advantage
Disadvantage
Requirements

48. Theoretical Base
Recent attempt to combine habit-formation theories and cognitive-learning theories.
Different approaches are combined according to the needs, abilities and interests of the learners.
Choices are based on teachers’ particular capacities, preferences and personalities.

49. B. Advantages Flexibility: Enjoyment:
It allows instruction to be suited to different classroom situations.
Enjoyment:
Its classroom teaching is often varied and interesting.

50. C. Disadvantages
Its disadvantage lies in the possibility that it could lead to piece-meal learning in the hands of an inexperienced teacher.

51. Be professional aware of the current methodological trends.
4. Requirements
Be 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.