英语教学法之Direct-Method直接法讲课讲稿课件.ppt

1、Direct MethodGroup members:秦丹凤罗茜尚宇杨琨蔡凤梅1. Brief introduction of Direct Method?(1) Definition :The Direct Method is a method of foreign or second language teaching which insists that only the target language should be used in class, and meanings should be communicated “directly”by associating speech

2、forms with actions, objects, mime, gestures, and situations. ?(2 ) Emphasis: ?the importance of spoken language, therefore holds that reading and writing should be taught only after speaking. And it also believes in the natural process of language learning and in the inductive teaching of grammar. ?

3、(3 ) Rise and decline: ?This method came about as a much needed replacement for the grammar-translation method (classic method) in the late 1800s. It faded in the early 1900sas it was not practical in classroom settings, and then saw a comeback under the name of the audio-lingual method after World

4、War II. 2. Historical and social background2. Historical and social background ?2.1 Necessity: ?In the late 19th century, with the development of capitalism, all European countries increased communicationwith each other. It gave rise to a social need for oral proficiency. ?However, Grammar-Translati

5、on Method could not meet the need. Thus, language teaching innovations were inevitable. ?The Direct Method, as a reaction against the Grammar-Translation Method, emerges as a result of the innovations.2.2 Possibility:?The rapid development of linguistics ,psychology and education provided the theore

6、tical basis for the establishment of the Direct Method.Some important researchers and their basic ideasW.M.Wundt laid the psychological foundation. He claimed that feeling, not thought, played the main role in language psychology, so concepts and stimulus should take feeling into account, which had

7、great influence on the Direct Method.Hermann Paul formed the main linguistic base.He proposed the great importance of analogy ” in language, which led to the principles ofimitation and repetitionof the Direct Method.?J.A.Comeniuss idea education should be in line with nature, which justified the vie

8、ws on language teaching with the Direct Method. His “direct” principle , the principles of “from concrete to abstract, from near to far, from known to unknown, from simple to complex, from fact to conclusion” are put into practice in the Direct Method.?F. Gouinslinguistic and psychological theories

9、based on his observation of childrens use of language were directly applied to the practice of the Direct Method. 3. Linguistic and psychological theories behind Direct Method3.1 Theory of language 3.2 Theory of learning3.1 Theory of language(1) There exists no simple one-to-one relationship between

10、 any two languages. Thus translation should not be taken as the main technique of language teaching. Instead “direct” means should be promoted.(2) Meanings are to be connected with the target language, without going through the process of translating into the students native language. They should be

11、 communicated “directly” by associating speech forms with actions, objects, gestures, and situations.(3) Language is proficiency, skills or habits. The formation of habits derives from continuous imitation and repetition.(4) Language is an art., not science. Learning a language largely lies in pract

12、ice , not the knowledge of a language.(5) Sentence is the minimum unit of speech communication.According to Gouin, verbal expression is closely linked with thought about real events. Thought and corresponding utterances do not occur randomly or singly; they come in sequences and end-means series. In

13、 addition, concrete meaning and usage of words can only be learned in sentences.(6) Historically speaking, spoken language came into being before written language. So speech patterns are fundamental while written language derivational. This view accounts for the emphasis on the priority for spoken l

14、anguage teaching in the Direct Method.(7) Spoken language is a learnable system of sounds, and sounds are best described by phonetic transcription. Therefore we should attach great importance to phonetic teaching. 3.2 Theory of learning(1) It is easier to memorize things with relations to others. So

15、 learning through sentences is better than learning isolated words.(2) Emphasis on the priority for spoken language fits psychological theories. It scattered the difficulties and makes language easy to learn. Whereas students may be frustrated if spoken and written language comes at the same time. (

16、3)“Teaching a foreign language in that language” has wide theoretical base of memorial psychology.? Review is an effective method to prevent forgetting.“Teaching a foreign language in that language” must rely on materials students have learned as much as possible. The more frequently they appear, th

17、e longer they stay in the memory. ? Association lays the foundation for memory. “Teaching a foreign language in that language” tends to re -organize those materials and makes the old and new traces interrelated in many ways. Use of direct” means can arouse more associations. The more associations ar

18、e, the more firmly materials will be remembered. ? The more sensory organs are involved; the longer materials stay in the memory. “Teaching a foreign language in that language”, together with use of “direct means, makes visual, audio, and speaking organs operate simultaneously. This is beneficial fo

19、r memory.4. Basic principles of the direct method4. Basic principles of the direct method?1. Classroom instruction was conducted exclusively in the target language . Native language was thought to be an obstacle in the mastery of the target language and it should be avoided to a maximum. Concrete vo

20、cabulary was taught through demonstration, objects, pictures; Abstract vocabulary was taught through association of ideas. 2. Only everyday vocabulary and sentences were taught. Its obvious that children learn social languages that are widely used in everyday life, especially in the form of vivid la

21、nguages, in great contrast to the decent written languages and dead languages. Therefore, direct method should also be based on real life so as to facilitate communication. ?3. Oral communication skills were built up in a carefully traded progression organized around questions-and-answer exchanges b

22、etween teachers and students in small intensive classes. 4. Grammar was taught inductively. Students will first of all learn the language materials and then summarize the grammatical rules based on the previous knowledge of the input materials which will in turn guide their future study.5. New teach

23、ing points were taught through modeling and practice. As children learn language by first listening to others and then imitating and practicing, so much attention should be given to imitation and much oral drill. Correct pronunciation and grammar were emphasized. Both speech and listening comprehens

24、ion were taught 5. Procedures usually adopted by the teachers5. Procedures usually adopted by the teachers?1. Presentation by direct association?New language items are presented by associating meaning with the target language directly.?2. Oral practice in the target language?In order to have the new

25、ly-introduced language items fully understood by students, the teacher answers students questions and asks students to answer her questions in full sentences. Students are encouraged to ask each other questions using the same grammatical structures they have practiced. Students are not allowed to ma

26、ke mistakes. Their mistakes are immediately corrected by the teacher or by students themselves. ?3. Consolidation with written work?Dictation is an exercise frequently used in consolidation with written work in the Direct Method. Dictation is used as a means to reinforce and test what the students h

27、ave learned. Writing can be introduced as a means of consolidation and evaluation in the Direct Method. Written work should be graded in the following sequence: reproduction of familiar reading texts; reproduction of narrative orally presented by the teacher; free composition.6. Typical classroom ac

28、tivities6. Typical classroom activities?1. Question and answer exercises : in order to have the newly-introduced language items fully understood by students, the teacher answers students questions and asks students to answer her questions in full sentences.?2. Conversation practice: students are enc

29、ouraged to ask each other questions using the same grammatical structures they have practiced.?3. Error correction: Students are not allowed to make mistakes. Their mistakes are immediately corrected by the teacher or by students themselves.?4. Dictation : Dictation is an exercise frequently used in

30、 consolidation with written work in the Direct Method. Dictation is used as a means to reinforce and test what the students have learned. ?5. Inductive teaching of grammar. Grammar is learned inductively through listening and speaking activities.?6. Listening comprehension tasks: Designing listening

31、 comprehension tasks is one of the waysto establish a favorable classroom climate in the Direct Method.?7. Graded composition(分级作文): Writing can be introduced as a means of consolidation and evaluation in the Direct Method. Written work should be graded in the following sequence: reproduction of fam

32、iliar reading texts; reproduction of narrative orally presented by the teacher; free composition.7. Roles of the learner, of the teacher and of the instructional materials?The role of the learner:the learner is expected to listen, to answer questions, to work in pairs or groups on conversations, to

33、write down dictations, and to write short passages. One of the driving ideas is to put the learner in situations in which she is expected to produce the language. The role of the teacher:?the teacher should preferably be a native-speaker of the language. ?task :to present the language, and to direct

34、 classroom activities.?The language is presented through the teachers monologue, and the use of realia, or images or representations of the objects and actions The instructional materials:?the Direct Method based material on ordinary situations in which the learner might expect to find herself on go

35、ing abroad, a lesson on the bank, the restaurant, or the hotel,?or on subjects of ordinary conversationgeography, money, the weather.Some textbooks used by Direct Method:Method for Teaching Modern Language( M. Berlitz ) Direct Method English Readers( J.G. Endicott)The New Method Readers ( M. West)En

36、glish through Pictures( I.A. Richards& C. Gibson)Essential English ( C.E. Eckersley)8. Comments on Direct MethodMerits?(1). The use of the target language as a means of instruction and communication in the classroom contributes greatly to forming the habit of thinking in the target language, which i

37、s necessary in efficient real communication.?(2). The emphasis on practice with new language items and on language skills, rather than on language knowledge, is important in achieving automaticity of using the target language. ?(3). The emphasis on spoken language conforms to the objectives of moder

38、n language teaching. Special attention paid to pronunciation and intonation is desirable in teaching spoken language.?(4). Regarding listening and speaking as the basis of reading and writing is strategic in fostering the four skills.?(5). Using full sentences as teaching units makes foreign languag

39、e learning more natural and efficient for students to understand a new text and acquire a language. Defects?(1) It neglects the part played by the mother tongue. In its early period, the Direct Method completely rejected the mother tongue, and failed to note or underestimated its positive role in FL

40、T;?(2) It ignores the characteristics of the foreign language learners who have already mastered their mother tongue; ?(3) It overlooks the role of grammar and puts undue stress on mechanical imitation and memorization. This leads to the phenomenon of mechanical memorizing without seeking thorough understanding; ?(4) It lays particular stress upon practical mastery of the language at the expense of developing intellectual faculties.Thanksfor your attention!