PART ONE 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. The ______ has made the first attempts to establish theoretical principles to develop a methodological framework for teaching English a foreign language in ELT history.
A.The Oral Approach
B.The Audiolingual Approach
C.The Communicative Approach
D.The Cognitive Approach
A B C D
A
[解析] 口语法也就是情境语言教学法第一次为英语作为外语的教学发展了方法框架。
2. ______ seeks in transformational grammar and cognitive psychology a basis for second language teaching.
A.The Audiolingual Method
B.The Direct Method
C.The Oral Approach
D.The Cognitive Approach
A B C D
D
[解析] 认知法的理论基础是转换生成语法和认知心理学。
3. The following are basic principles of the Oral Approach EXCEPT______.
4. The generative-transformational school of linguistics emerged through the influence of______.
A.Noam Chomsky
B.J. Piaget
C.D. Ausubel
D.J.B. Bruner
A B C D
A
[解析] 1957年乔姆斯基出版了《句法结构》一书,这本书在语言学界掀起了一场革命,还产生了一个新的学派——转换生成语言学(generative-transformational school of linguistics)。因此说转换生成语言学的出现受到了乔姆斯基的影响。
5. The ______ teacher has three central roles, i. e. the primary source of input, a creator of a friendly atmosphere, and a organizer of rich mix of classroom activities.
6. The year ______ saw the publication of Noam Chomsky's famous book Syntactic Structures, which ushered in a new school—the transformational generative linguistics.
PART TWO 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 theory of learning underlying the Direct Method includes that language and the ______ world are directly associated.
physical
[解析] 直接法的学习理论中认为语言和物质世界是直接联系的。
2. In the early 1960s, the famous Swiss psychologist Piaget established his theory of ______ development.
cognitive
[解析] 20世纪60年代初期,瑞士著名心理学家皮亚杰创立了认知发展理论(theory of cognitive development),成为认知教学法的学习理论基础之一。
3. The objective according to cognitive proponents is to develop the students' ability to the point at which they have a ______ control over the rules that allow native speakers to create the language necessary to communicate.
4. According to the Audiolingual Method, language samples can be ______ described at any structural level.
exhaustively
[解析] 听说法认为我们可以无穷尽地(exhaustively)在任何结构层面上描述语言。
5. The ______ Approach refers to an approach to language teaching developed by British applied linguists from the 1920s to the 1960s.
Oral
[解析] 口语法是20世纪20年代到60年代由英国应用学家发展的一种语言教学方法。
6. D.A.Wilkins was the forefather of the ______ Syllabus based on communicative criteria.
Notional-Functional
[解析] 基于教学法的意念一功能大纲(NFS)的鼻祖人物是D.A.Wiikins。
7. FLTM is a ______ which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.
10. The Natural Approach considers ______ as the most important element of any language teaching program.
input
[解析] 自然法认为语言输入是任何一种语言教学程序中最重要的部分。
11. In the fifth century B. C., the ancient Greeks began to make a serous study of language in the realm of ______.
philosophy
[解析] 希腊人早在公元前5世纪就将语言学纳入到哲学的研究领域。
12. The advocates of the Oral Approach believed that elements in a language were ______, which means that lower level systems of word classes led to higher level systems of phrases and sentences.
13. According to Curran, there are six elements necessary for non-defensive learning. They are security, aggression, retention, reflection, ______ and discrimination.
19. The Natural Approach assumes that if we provide discussion, hence input, over a wide variety of topics while pursuing communicative goal, the necessary grammatical structures are ______ provided in the input.
20. The Three Dimensional Approach argues that the role of the teacher is to maintain a ______ between students, the target language and the environment.
balance
[解析] 由张正东等人提出的三向度教学法认为教师的角色是追求学生、目标语和其环境的平衡。
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: techniques used in Direct Method ①question and answer exercises ②error correction ③dictation ④listening comprehension tasks ⑤graded composition Column B: the purpose a. to consolidate and evaluate what the learner has learned b. to reinforce and test what the learner has learned c. to have the newly-introduced language items fully understood by the students d. to establish a favorable classroom climate e. to ensure that the students have the correct pronunciation and grammar
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. What are the objectives of language teaching according to the Direct Method?
①To foster students' ability to communicate in the target language. ②To enable students to think in the target language. ③To train the four skills. ④To achieve correct pronunciation.
2. Review the tenets of Krashen's Input Hypothesis.
Krashen's Input Hypothesis assumes that humans acquire language in only one way--by understanding messages, or by receiving "comprehensible input", which refers to utterance that the learner understands based on the context in which they are used as well as the language in which they are phrased. In language acquisition, we move from i, our current level, to i+1, the next level along the natural order, by understanding input containing i+1. The input hypothesis relates to acquisition, not to meaning. Comprehension is helped by the situation and the context, extralinguistic information and knowledge of the world.After the acquirer has built up linguistic competence by understanding input, the ability to speak fluently will emerge independently in time. It cannot be taught directly. Enough comprehension input provides i+1 automatically.
3. The social context of language use can be analyzed in terms of three factors according to Halliday. What are they?
The social context of language use can be analyzed in terms of three factors: the field of discourse, the tenor of discourse and the mode of discourse.
4. What are the three kinds of materials raised by Richards and Rodgers currently used in the Communicative Approach?
There are text-based materials, task-based materials and realia which are used in the Communicative Approach.
5. How does the cognitive psychology explain the acquisition of knowledge?
The term cognitive means knowledge and "cognitive" psychology can be defined as the study of people's ability to acquire, organize, remember and use knowledge to guide their behaviour.As for the acquisition of knowledge,cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. Theschemas refer to sets of rules that define categories of behaviour and concepts are rules that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes-assimilation and accommodation.
6. What concept raised by D. Ausubel functions as a bridge between what learners already know and what they need to know?
The advance organizer is to act as a bridge between what learners already know and what they need to know.
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. 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.Since learners will have to use the foreign language in real communication outside the classroom. 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. It is where learners learn to use the foreign language for real communication, and to use it appropriately and accurately.
2. What are the function and result of the controversies in ancient Greece?
One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words.The other controversy was between the analogists and the anomalists on the regularities of language.The analogists claimed language was regular and there were rules for people to follow. The anomalist maintained there were no rules. Their debate aroused people's interest in language and led them to the detailed study of Greek. The direct result was the appearance a book of Greek grammar. These controversies and other researches on the linguistic theory formed the traditional study of language in ancient Greece--also called traditional linguistics.