Teaching Strategies of Oral Class Interaction [3]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:63312
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
efore we learn to read, it is
argued that language is勺rimarily what is spoken and only secondarily what is written"
(Brooks, 1964). Therefore, it was assumed that speech had a priority in language teaching.
"Language is speech, not writing.…A language is set of habits.…Teach the language, not
about the language" (Rivers, 1964: 5). To the behaviorist, the human being is an organism
capable of wide repertoire of behaviors. The occurrence of these behavior is dependent
upon three crucial elements in learning: a stimulus, response and reinforcement (see
Skinner, 1957; Brown, 1980). Language mastery is represented as acquiring a set of
appropriate language stimulus-response chains. In methodological practice, foreign
language learning is basically a process of mechanical habit formation. Good habits are
formed by giving correct responses rather than by making mistakes. By memorizing
dialogues and performing pattern drills the chances of producing mistakes are minimized.
Language skills are learned more effectively by aural-oral training. The meanings that the
words of a language have for the active speaker can be learned only in a linguistic and
cultural context and not in isolation. Teaching a language thus involves teaching aspects of
the cultural system of the people who speak the language (Rivers, 1964: 19-22).
Brooks distinguishes between short-range and long-range objectives of an
audiolingual program. Short-range objectives include training in listening comprehension,
accurate pronunciation, recognition of speech symbols on printed page; and ability to
Teaching Strategies of Oral Class Interaction
reproduce these symbols in writing (Brooks, 1964: 11). Long-range objectives "must be
language as native speaker uses it.…There must be some knowledge of a second
language as it is possessed by a true bilinguist" (Brooks, 1964: 107). Therefore, dialogues
and drills form the basis of audiolingual classroom practices. Dialogues provide the means
of contextualizing key structures and illustrate situations in which structures might be used
as well as some cultural aspects of the target language. Dialogues are used for repetition
and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized.
After a dialogue has been presented and memorized, specific grammatical patterns in the
dialogue are selected and become the focus of various kinds of drill and pattern-practice
exercises.
To come to the conclusion, Audiolingual Method is also a teacher-dominated method.
The teacher models the target language, controls the direction, the pacing of learning, and
monitors and corrects the learners' performance. It is form-oriented rather than meaning-
oriented. The students have no other choice but follow the teacher step by step. Learning
is merely memorization of structures and drills. Accuracy is emphasized. Students were
often found to be unable to transfer skills acquired to real communication outside the
’classroom, and many learners found the experience of studying through audiolingual
procedures boring and unsatisfying. Thus, students are not highly motivated.
1.3 Communicative Approach
Communicative Approach appeared in the late 1960s with the work of Council of
Europe, the writings of Wilkins, Widdowson, Candlin, Christopher Brumfit, Keith
Johnson and other British applied linguists on the theoretical basis for a communicative
proficiency rather than on mere mastery
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