Ⅰ.Multiple Choice Directions: In this section, you are given 20 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. Traditional linguists believed that the written form of language was ______ the spoken form.
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。
3. The Grammar-Translation Method was first used in the teaching of ______.
8. According to D. Ausubel, to be meaningful, new materials must be related to existing ______.
A.learning
B.language acquisition device
C.language competence
D.knowledge
A B C D
D
[解析] 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 learning and advance organizers)。他认为,要做到有意义的学习,新的语言材料必须与现有的知识相联系。因此教师必须想办法把新材料与学生所熟悉的材料联系起来。
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 a typical ______ class.
11. In an Audiolingual classroom, a dialogue is usually presented and memorized before specific ______ are picked out from it and later become the focus of drill exercises.
15. Foreign language teaching in China is an integrated application of ______, Traditionalism and Communicative Language Teaching.
A.Suggestopaedia
B.Audiolingualism
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(Audiolingualism)的成分又有传统(Traditionalism)的成分,同时代的交际法(Communicative Language Teaching)影响也很深。选项A暗示法(Suggestopaedia)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”,以便更好地利用脑力资源。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-perons)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。
16. Stephen Krashen put forward ______ in the 1970s.
A.the discourse theory
B.the hypothesis of linguistic universals
C.the acculturation theory
D.the monitor theory
A B C D
D
[解析] 自我监测说(the monitor theory)是由克拉申提出的。选项A交际说(the discourse theory)是由哈奇提出的;选项B语言共性说(the hypothesis of linguistic universals)源于对自然语言的共性研究,最有影响的研究方法有两种:一种是乔姆斯基采取的方法,他通过对某一语言进行深入细致的研究来揭示语言的共性;另一种是格林柏格采用的方法,他通过比较分析不同的语言以确认语言中的共性。选项C文化认同说(the acculturation theory)是由美国的舒曼和安德森提出的。
17. Bloomfield wrote the book ______.
A.Language
B.Syntactic Structures
C.How to Teach a Foreign Language
D.The Practical Study of Language
A B C D
A
[解析] 《语言》(Language)的作者是美国结构主义语言学之父布鲁姆菲尔德。乔姆斯基是转换生成语言学的创始人,1957年他出版了他的专著《句法结构》(Syntactic Structures)。《如何教外语》(How to Teach a Foreign Language)的作者是叶斯帕森。《语言的实用研究》(The Practical Study of Languages)的作者是斯威特。
18. Which of the following is NOT found in the language teaching methodology Palmer and Hornby worked out?
20. Most schools of the Communicative Approach share the view that language is used for communication, and they are primarily concerned with the meaning rather than the ______.
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. According to the Grammar-Translation Method, understanding and mastering the morphology and ______ will develop students' ability of analyzing and solving problems.
10. According to structuralism, each language had a ______ system of its own and it was wrong to fit into the established grammatical patterns of Greek.
unique
[解析] 结构主义认为,每一种语言都有自己的独特体系,是不能用希腊的语法模式来硬套的。
11. Krashen argues that attitudinal factors also play an important role in acquiring a second language, and this is his ______ filter hypothesis.
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.
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] 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 two 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 correctly.
1. Column A ①Verbal Behavior ②Communicative English for Chinese Learners ③The Scientific Study and Teaching of Languages ④Language Teaching Must Start Afresh ⑤Notional Syllabuses Column B a. Palmer b. Skinner c. Li Xiaoju d. Wilhelm Victor e. Wilkins
2. Column A: techniques ①Use language laboratory ②New sentence patterns are presented in situations. ③Students are required to memorize bilingual word lists and grammatical rules. ④The learner's own personal experiences are enhanced as important contributing elements to classroom learning. ⑤Meaningful practice Column B: methods a. Grammar-Translation Method b. The Audiolingual Method c. The Communicative Approach d. The Oral Approach e. The Cognitive Approach
Ⅳ.Questions for Brief Answers Directions: This section has six questions. You are to answer them briefly. 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 behaviourists. 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. What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism?
Franz Boas and Edward Sapir were forerunners of American structuralism. Boas studied the American Indians' languages and found that the traditional grammatical model could not be used to analyze the structure of those languages. He had to describe those languages as they were used. This started American structuralism. Sapir began to do the fieldwork in 1904 and recorded American Indians' languages. He found that although those languages had no written forms and were regarded as primitive, they were very sestemic and were very efficient in communications within their communities. Leonard Bloomfield accepted the theories and principles of Franz Boas. He argued that linguists should de scribe instead of prescribing what people say and should take an inductive approach in analyzing data. In 1933, he published the book Language. It soon became the bible of American structuralism.
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 late 19th century was a six-step method following the principle that students should gain new insights 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 audiolingualism 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 structural 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 students and 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.