Ⅰ.Multiple Choice Directions:In this section, you are given 15 questions beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.
1. In the Direct Method, the most frequently used techniques of consolidation are dictation, purposeful tasks and______.
A.free composition
B.guided composition
C.graded composition
D.oral practice
A B C D
B
[解析] 霍恩比、盖滕比、还有韦克菲尔德在分析英语语言时，将其主要语法结构分成可以用来进行口头练习的句型结构。这种句型分类法被写进1953年出版的《当代英语学生辞典》(The Advanced Learner's Dictionary of Current English)，这是为学英语的外国学生编写的第一本英语辞典。其他关于英语语法的出版物还包括《按语音学编写的英语口语语法》(A Grammar of Spoken English on a Strictly Phonetic Basis)(Palmer & Blandford, 1939)、《英语语法手册》(A Handbook of English Grammar)(Zandvoort, 1954)以及Horby的《英语句型与用法指南》(Guide Patterns and Usage in English)(1954)这些书都是教材编写者使用的英语基本句型标准参考书。选项D《朗文当代英语词典》(Longmen Dictionary of Contemporary English)自1978年问世以来受到各国读者的欢迎并普遍被认为对外国学生学习英语很有帮助。
2. ______ was the first one that helped to make a profession the teaching of English as a second/foreign language and became well-known in the world because of his research on the profession.
A.Daniel Jones
B.Harold Palmer
C.Michael West
D.Lawrence Faucett
A B C D
A
[解析] 丹尼尔·琼斯是使英语作为外语教学成为一种职业的第一人物，1918年他的《英语语音学纲要》(Outline of English Phonetics)是英语语音学方面的专著之一。选项B帕尔默是口语法倡导人之一。
3. The Grammar-Translation Method was first used in the teaching of______.
5. The schema theory is an important element in ______ , which is "action-based", more concerned with the process of learning than what is learnt.
A.Brunner's method
B.Ausubel's theory
C.Kelly's theory
D.Piaget's theory
A B C D
D
[解析] 瑞士著名心理学家皮亚杰(Piaget)创立了认知发展理论(theory of cognitive development)和图式理论(Schema theory)。他认为，孩子在主动适应环境的同时，通过同化和适应(assimilation and accommodation)过程，把其行为组成图式结构(Schemata)，并使概念得到发展。布鲁纳提出了发现学习法(Discovery method)；奥斯贝尔理论的核心是“有意义的语言学习和先期组织”(meaningful verbal and advance organizers)；凯利明确区分了有意义的学习活动和无意义的学习活动。因此排除A、B、C。
6. According to Halliday, a British linguist, social context of language can be analyzed in terms of three factors :______ of discourse
7. The role of the teacher in a Communicative Approach classroom are______.
A.a facilitator of students'learning
B.a manager of classroom activity
C.an advisor of students'questions
D.all of the above
A B C D
D
[解析] 交际法课堂教学中，教师不再能起到以往教师为中心的教室里那种支配作用，教师有多重角色：主要角色是课堂活动的组织者(a facilitator of students' learning)，负责创造和促进最适合语言交际的情境；在课堂活动中，又成为指导者(a manager of classroom activities)，并回答学生问题，监控其语言运用(an advisor of students' questions)；有时教师又成为交流者(aco-communicator in the communicative activity)，与学生共同参加语言的交流活动。因此该题全选。
8. The two categories of meaning of language proposed by Wilkins are______.
9. A statement of the rule was followed by a vocabulary list and translation exercises. At the end of the course translation of connected prose Passage was attempted This is ______class.
13. Berlitz established the first Berlitz school in the U. S. in 1878 and used a method which is known as ______ which was one school of Direct Method.
14. ______ studies how sentences in spoken and written language form larger meaningful units such as paragraphs, conversations, and interviews.
A.Communicative Language Teaching
B.Meaning negotiation
C.Discourse analysis
D.Pragmatics
A B C D
C
[解析] 话语篇章分析(Discourse theory)是交际语言教学法中不可分割的部分，它是由英国著名应用语言学家韩礼德提出的，这门学科专门研究口头及书面语中的句子(clauses)如何构成具有更大意义的单位，如段落、对话、访谈等。选项A交际教学法强调语言学习的目的是获得交际能力，它的语言理论基础包括韩礼德提出的话语篇章分析。选项B是持交际语言观的坎德林(Cadlin)提出的意义协商过程(process of meaning negotiation)；选项D语用学主要研究在实际使用中的语言，与本题无关。
15. Foreign language teaching in China is an integrated application of audiolingualism,______, and Communicative Language Teaching.
A.Suggestopaedia
B.traditionalism
C.Community Language Learning
D.Three Dimensional Approach
A B C D
B
[解析] 20世纪80年代所提倡的教学方法是一种综合的方法，既有听说法(Audio-lingual)的成分又有传统(Traditionalism)的成分，同时代的交际法(Communicative Language Learning)影响也很深。选项A暗示法(Sugges-topaedia)是由洛扎诺夫(Lozanov)提倡的，旨在学习者应当对自己认为存在的那些局限性进行“反暗示”，更好的利用脑力资源。选项C集体语言学习法的提倡者是柯伦(Curran)，该方法建议教师要把学生当成一个“完整的人”(whole persons)来对待。选项D外语立体化教学法认为外语是学会的，习得的东西只起次要的作用，强调学生要对自己负责。
Ⅱ.Filling Blanks Directions:In this section there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.
1. The ______ Method insists that only the target language should be used in class and meanings should be communicated "directly" by associating speech forms with actions, objects, mime, gesture and situations.
4. The objectives of the ______ Approach are to help students to get a practical command of the four basic skills and to obtain accuracy in pronunciation and grammar.
17. The emphasis on the meaning with new language items and on language skills, rather than on language ______, is important in achieving automaticity of using the target language.
18. According to the Audiolingual Method, certain key structures from the dialogue are selected and used as the basis for ______ drills of different kinds.
pattern
[解析] According to the Audiotingual Method, certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds. 听说法认为，对话和句型操练是课堂上主要的活动形式，其中对话中出现的关键性结构可以用来做句型操练，使其得到巩固。
19. ______ analysis studies how sentences in spoken and written language form larger meaningful units such as paragraphs, conversations and interviews.
Discourse
[解析] Discourse analysis studies how sentences in spoken and written. language form larger meaningful units such as paragraphs, conversations, and interviews. 韩礼德提出了话语篇章分析学专门研究口头及书面语中的句子如何构成具有更大意义的单位，如段落、对话、访谈等等。
20. Palmer insisted there was a basic difference between the ______ capacities of human beings and the trained or " studial" capacities of the classroom learner.
spontaneous
[解析] Palmer insisted there Was a basic difference between the spontaneous capacities of human beings and the trained or "studial" capacities of the classroom learner. 帕尔默是口语法的奠基人，他坚持认为，人们自然的、无意识的习得语言(acquired language)的自发能力(spontaneous capacities)与学生通过训练或“学习”得到的能力(trained or "studial" capacities)之间有着根本的不同，他认为：自发能力在习得口语的过程中被得到充分发挥，而学得的能力则是培养读写能力所需要的。
Ⅲ.Matching Directions:This section consists of three groups of pairs listed in two columns, A and B. You are to match the one marked 1), 2), 3), 4) or 5) in Column A with the one marked a, b, c, d or e in Column B. One point is given to each pair you match. 1) ______ Verbal Behavior 2) ______ Communicative English for Chinese Learners 3) ______ The Scientific Study and Teaching of English (1917) 4) ______ Communicate (1979) 5) ______ Notional Syllabuses (1976) a) Palmer b) Skinner e) Li Xiaoju d) Morrow and Johnson e) Wilkins
1) ______ the Communicative Approach 2) ______ the Audiolingual Method 3) ______ the Oral Approach 4) ______ the Cognitive Approach 5) ______ the Natural Approach a) It emphasizes the provision of situation in the presentation of a new structure and in dealing with the integration of vocabulary work. b) Phonetic systems led to the higher level of phrases, clauses and sentences. c) Students should be allowed to create their own sentences based on an understanding of a rule. d) Language learning is viewed as mastery of structures by stages. e) Wilkins' s book Notional Syllabuses (1976) had a significant impact on its development.
听说法的语言理论基础是美国的行为主义，他们认为语言结构像金字塔，即语言层次的大结构系统里有小系统结构(Language is structured like a pyramid, that is, linguistic levels are systems within systems)。语言中最基本的是音素，然后是词素，更高一级的是短语，从句和句子。因此学习语言就是学习把这些要素结合在一起的规则，从音素到词素，到单词、短语、再到句子。
1) ______ Verbal Behavior (1957) 2) ______ Notional Syllabuses (1976) 3) ______ The Principles of Language Study (1921) 4) ______ Guide to Patterns and Usage in English (1954) 5) ______ The Natural Approach: Language Acquisition in the classroom a) Harold Palmer b) Tracy Terrell c) B. F. Skinner d) A. S. Hornby e) D. A. Wilkins
Ⅳ.Questions for Brief Answers Directions:This section has six questions. You are to briefly answer them. Five points are given to each question.
1. Name at least five techniques a Direct Method teacher usually uses.
A Direct Method teacher usually uses the following techniques:(1) Direct association；(2) Question and answer exercises；(3) Conversation practice；(4) Error correction；(5) Dictation；(6) Inductive teaching of grammar；(7) Listening comprehension tasks；(8) Graded composition.
2. Should the commission of errors be prevented as much as possible? Why or why not?
It depends on the using of language situation and the purpose of language teaching.When the focus of teaching is on language form,and when the students are doing mechanical pattern drills in the classroom.the teacher should correct the students whenever errors are committed.But when the students are engaged in communication, and the focus is on getting meaning across,errors should not be tackled on the spot,because they would be too much concerned with language forms and would never develop oral ability.In the same way,there might be more correction of errors in written than in oral communication.
3. How does the habit-formation theory explain the second language acquisition process?
Habit-formation theory was put forward by a group of behaviorists.According to their theory, learning a second language means the formation of a new set of linguistic habits.Imitation and practice play an important role in the process of habit formation.Imitation will help learners identify the association between stimuli and responses while practice will reinforce the association and help learners to form the new linguistic habit.
4. Is dialogue a useful way to introduce new material? Why or why not?
Yes,dialogue is a useful way to introduce new material.Dialogues can provide a natural context or the language forms as long as it is from real communication,no artificially expressed.Dialogues show the learner how language is used in real language interaction,and they can be good models of oral communication.Dialogues are also believed to reflect the cultural aspects of the target language.Certain sentence patterns and grammar points are included within the dialogue.These patterns and points are later practised in drills based on the line of the dialogue.
5. What are the principles for the selection of language content in language teaching according to the Oral Approach?
The principle for selecting vocabulary is that an essential core vocabulary is covered.Learners should learn the most frequently used words,about 2,000 common core words.The items of grammar are graded following the principle that simple forms should be taught before complex ones.And grammar should be taught inductively and students learn to use a few patterns at a time.These patterns should be interesting and be presented in a carefully ordered sequence.
6. Does it always matter if the "real world" is not being practised in the classroom? Why or why not?
The ideal language learning setting is to practise language as it is used in the real world. However,it is not always possible to do so because classroom setting is after all different from the outside world no matter how hard we try to simulate the real-world situation.And it is not always necessary to do so.Language learning and language teaching are considered at several stages.At the drilling stage, when the focus is on language form, the "real world" situation does not have to be practised. But when the focus is on language communication and learners are engaged in communicative activities, the " real-world" situation does matter much.
Ⅴ.Questions for Long Answers Directions:The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you' ve learned. Ten points are given to each question.
1. From the historical development of foreign language teaching in China, what is the main method used in each period?
The main FLT methods used in each period in China are: (1) The main method used at the turn of the last century was a six-step method following the principle that students should gain new in-sights through restudying old material. The six-steps are: recitation; questions and answers; writing practice; presentation; spelling practice; sentence making. (2) Grammar-Translation method was used in the early 20th century. (3) In the 1950s, the Russian methodological principles were followed closely. The method used then was "three-centred" : classroom-centred; teacher-centred; textbook-centred. (4) The method used in the late 1980s, was mainly Audiolingual Method in junior middle schools and a combination of andiolingualism and traditionalism in senior middle schools. (5) The decade of 1990s saw the influence of the communicative movement in China. The main method used was a composite format based on functionalism and structuralism. The representation of this integration is the five step method: revision, presentation, drill, practice and consolidation.
2. Is there anything in Audiolingual Method you find useful in your teaching? Why or why not?
Yes, there are many useful things we can learn from the Audiolingual Method. (1) It states language is a structured system and rule governed.If language learning were organized according to its structure, language learning would be easier, especially to adult learners. (2) The Audiolingual Method considers language ability made up of four skills and these skills can be taught separately.Since the natural order of skill acquisition is listening, speaking, reading and writing, the Method gives the primary stress to the first two of the four skills. Speech is more basic to language than the written form, and listening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing. (3) Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability. (4) The Audiolingual Method also provides language teachers with many useful techniques. The simple drilling techniques provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate for young student sand less gifted ones. Moreover, the teaching techniques with tape recordings and language lab drills offer practice in speaking and listening which are considered of primary importance in language learning.
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