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 Cognitive Approach seeks in ______ a basis for second language teaching.
A.American structural linguistics and behavioural psychology
B.structural linguistics and cognitive psychology
C.functional linguistics and habit-formation theory
D.transformational grammar and cognitive psychology
A B C D
D
[解析] 认知法试图把转换生成语法和认知心理学作为第二语言教学的基础。
2. One of the study areas in pragmatics is how utterances are affected by the relationship between ______.
[解析] 暗示法(suggestopaedia)是洛扎诺夫提倡的。选项A集体语言学习法是由柯伦(chades A.curran)和他的同事们共同倡导的一种方法,该方法建议教师要把学生当成一个“完整的人”来对待,所以有时人们把这种方法叫做“人文主义教学法”。选项B直接法的倡导者是著名的语言教学革新家法国人古文。选项D自然法的倡导者是克拉申和特雷尔(Krashen and Terrell)。
6. The Natural Approach believes that the teaching of ______ should be delayed until comprehension skills are established.
A.listening
B.speaking
C.reading
D.writing
A B C D
B
[解析] 自然法强调语言理解的核心作用并认为:只有具备了理解能力才能教授说话的技能。
7. Which of the following methods advises teachers to consider their students as "whole persons"?
A.Community Language Learning.
B.The Silent Way.
C.Total Physical Response.
D.Suggestopaedia.
A B C D
A
[解析] 集体语言学习法(Community Language Learning)是由柯伦和他的同事们共同倡导的一种方法,该方法建议教师把学生当成一个“完整的人”(whole person)来看待。
8. Two indispensable parts of the Communicative Language Teaching are supposed to be ______.
9. In order to perform the monitor function, language learners have to satisfy at least three conditions. One of the conditions is ______ to monitor his production.
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 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(input)是任何一种语言教学活动中最重要的部分。
2. Closely related to the Communicative Approach is ______, the study of how language is used in communication.
pragmatics
[解析] 与交际法密切相关的是语用学,这是一门研究语言在交际中运用的学科。
3. General notions are domains in which people use language to express ______ and feeling.
7. Since the end of World War Ⅱ, teachers have found themselves under considerable pressure to abandon the long-standing ______ model, though it had been in general use in second language teaching since the late 18th century.
13. The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent ______ and then active trial.
17. Ausubel believes that the ______ material will soon be forgotten because rote learning has little or no association with existing cognitive structure.
learned
[解析] 奥斯贝尔(Ausubel)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)”,他提出的认知学习理论认为机械的学习是指通过一遍又一遍的死记硬背直到记住为止,而不注意材料的意义。因为这种学习和已有的认知结构几乎没有任何联系,所以学过的材料很快就会遗忘。
18. In a Natural Approach class, in the pre-production stage, the teacher provides comprehensible input, maintains focus on the ______ and helps lower affective filters.
19. The essence of Zhang Method is the "theory of psychological advantage". It believes in the great ______ students have once they develop the right interest, enthusiasm and motivation in learning a foreign language.
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, ④or 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: ①the theory of language underlying the communicative approach ②the theory of learning underlying the communicative approach ③one of the objectives of the communicative approach ④one of the techniques of the communicative approach ⑤one of the main features of the communicative approach Column B: a. language best learned through use in social context b. to develop the students' communicative competence c. role play d. functional linguistics e. the introduction of authentic texts into the learning situation
2. Column A: techniques used in the Natural Approach ①personal charts and tables ②open dialogues ③problem solving ④games ⑤individual reports and presentations Column B: the purpose a. to help the students to use the target language to work out problems b. to involve the students' ideas and reactions c. to involve the students in giving information about themselves d. to involve the students in learning something new through the target language e. to involve the students in using the language to play
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 guidelines does the Natural Approach set up for classroom practice?
The Natural Approach sets up a number of guidelines for classroom practice: (1) The goal of the Natural Approach is communication skills. (2) Comprehension precedes production. (3) Production emerges. (4) Acquisition activities are essential. (5) Lower the affective filter.
2. What are the roles of the learner in the Communicative Approach?
In the communicative approach the roles of the learner are negotiators, communicators, contributors and independent learners.
3. What are the implications of the statement "language is best taught when it is being used to transmit messages"?
(1) It implies that whatever helps comprehension is important. (2) It implies that vocabulary is important. (3) The implication is the needs to be concerned primarily with whether the students understand the message. (4) The classroom may be a very good place for second language acquisition. (5) The effective classroom input must be interesting.
4. What are the objectives of language teaching according to cognitive proponents?
According to cognitive proponents, the objectives of language teaching are: (1) to develop in the students the native-like competence; (2) to develop intuitive thinking in learners; (3) to develop strategies of language use; (4) to enable the students to learn from errors.
5. What are the four issues related to the input hypothesis of Krashen's monitor model of second language learning theory?
The four main issues are as follows: (1) The input hypothesis relates to acquisition, not to learning. (2) People acquire language best by understanding input i+1. (3) The ability to speak fluently can not be taught, it "merges". (4) Enough comprehension input provides i+1 automatically.
6. What are the main trends of applied linguistic research in the present period?
The following are the main trends of applied linguistic research in the present period: (1) Communicative language teaching; (2) New theories of second language acquisition; (3) New methods of language teaching; (4) New approaches to language syllabus; (5) Exploration of the human relations.
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. How would you use the two concepts—acquisition and learning in the monitor hypothesis—in your teaching of English?
Acquisition and learning perform different functions in communication. The former is responsible for the fluency of speech, while the latter is responsible for the accuracy. Therefore, since the major purpose of teaching English is for communication, we should lay emphasis on acquisition and, of course with due attention to learning.
2. What do you think will be the trend of FLT in China?
In the new century, we should continue to shift our attention from seeking the best teaching method to studying "individual differences (ID)" and "learner-centred" instruction. We should redefine the role of the language teachers. An important future development in methodology will trove been the shift of emphasis from the teachers to the learners. Language teachers are asked to experience and evaluate techniques from the learners' point of view. Thus, although its subject is teaching English, the course aims to make teachers more aware of their role as monitors, counselors, consultants, and helpers in the learning process. In short, the field of second language and foreign language teaching requires a comprehensive view of how successful learning and teaching is planned for and accomplished in educational settings. Rather than methods determining the curriculum, the school and the classroom should be seen as the context in which planning, development and support activities take place.