听力教学教学法与教学模式

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1、1.TheGrammar-TranslationApproachTraditionally,listeningwasnottaughtinlanguageclasses.ThefirstlanguagetaughtinmodernclassroomsettingswereLatinandGreek.Thepurposeoflearningtheselanguageswasprimarilytolearntheirgrammars.Thegrammar-translationapproachviewedlanguageasadescriptivesetoffinite

2、rulesthat,oncelearned,gaveaccesstolanguage.Agrammar-translationsyllabusconsistedoftwocomponents:grammarandlexicalitems.Learninggoalsrelatedtolistening:None.Comment:thefocusofanylisteningwouldhavebeenontranslationoflexicalitemsorgrammarstructures.141.TheDirect-MethodApproachThedirect-me

3、thodapproachtolanguageteaching(alsoknownasboththenaturalandtheconversationalmethod)cameaboutasareactiontothegrammar-translationapproach.Whereasthegrammar-translationapproachwasorganizedaroundastep-by-stepmethodiflearningtherulesofalanguage,oftenthroughtheuseofthefirstlanguage,thedirect

4、-methodapproachwasbasedontheideathatlearnerscanbestlearnwhatis“natural”tothemandanoralsystemofteachingthemwasappropriateforthispurpose.Thisoralmethodreliedforitseffectivenessontheuseofmonolingualteaching,thatis,theL2wastheonlylanguageusedintheclassbytheteacherandstudents.Learninggoalsr

5、elatedtolistening:Listenandanswerquestions.14Comment:lItappearsthatthedirect-methodapproachtrulyfocusedonteachinglisteningskillsfirstandotherlanguageskillslater.However,itseemsthatthereisnosystematicattemptatteachinglisteningoratdevelopinglisteningstrategiesinthelearners.lItisadifficul

6、tmethodtouseaboveintermediatelevelbecausethecomplexitiesofthelanguagebecametoochallengingfortheapproach.1.TheGrammarApproachAgrammarapproachtolisteningusuallyhasstudentslookatawrittentextwhiletheylistentoarecording.Thisforcesthemtodoseveralthings:identifywordsbytheirpositioninthesenten

7、ce,workouttherelationshipbetweenwordsandphrases,useforwardandbackwardinferencecues,andmakeintelligentguessesbasedontextualcues.Thisapproach14isoftenfavoredasaclassroomapproachtolistening.Thelisteningexercisesaretreatedaspurelyclassroom-basedactivities,whichusuallyhavelittleornoreleva