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. Most of the teaching activities in a Grammar-Translation classroom serve the purpose of mastering ______.
4. British "structuralism" linguists believed that elements in a language were ______, that is, lower level systems of word classes led to higher level systems of phrases and sentences.
5. ______provided the methodological foundation for materials for the teaching and its principles formed the basis of such widely used series as English 900 and Success With English.
11. Franz Boas, a representative of American structuralism, made a thorough study of the native languages and cultures of American ______ which were to be extinct.
14. In The Principles of Language Study (1921), Palmer put forward nine fundamental principles of good language teaching and learning, of which ______ was the first and most important.
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 uses translation and grammar study as the main teaching and learning activities.
Grammar-Translation
[解析] 语法翻译法以翻译和语法学习作为主要的教学活动。
2. The ______ Method believes grammar is learned inductively through listening and speaking activities.
3. The ______ Approach is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points presented and practised through meaningful situation activities.
Oral
[解析] 口语教学法/情景教学法指的是英国应用语言学家于20世纪30年代到60年代发展起来的一种语言教学方法。此法是以语法为基础的教学法,语法与词汇按难易程度分层次(grammatical and lexical gradation)教学,新的语言点通过有意义的情景活动(meaningful situation-based activities)得到展示与练习。
4. Comparative Historical Linguistics believed that all languages originated from one language and were ruled by a common ______.
5. The ______ way is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible.
Silent
[解析] 一沉默法认为,老师在课堂上应尽量保持沉默,让学生自己去寻找问题的解决方案。
6. The Audiolingual Method uses ______ as the main form of language presentation and drills as the main training techniques.
dialogues
[解析] 听说法运用对话(dialogues)作为其语言教学的主要方式。
7. Cognitive Psychologists hold the idea that learning a language should be a ______ learning.
meaningful
[解析] 认知心理学研究各种知识体系的本质和学习过程(nature and learning),特别注重对思维、感知、理解、记忆和学习等心理活动过程的研究。学习过程应当是有结构的(structured),这种结构给原先不可理解的部分赋予了意义。既然意义并不是作为行为的反应而被理解的,那么学习语言就应是一个有意义的过程。
8. The Cognitive Approach emphasizes on the ______ acquisition of language as a meaningful system.
9. Krashen sees the learner's emotional state or attitudes as an adjustable ______ that freely passes or blocks input necessary to acquisition.
filter
[解析] 克拉申把学习者的情绪和态度称为可调节的过滤器,它可使语言输入时而顺利通过时而拦阻堵塞。
10. In the ______ Approach, class time is devoted primarily to providing input for acquisition; the teacher speaks only the target language, students may use either L1, or L2; errors are corrected.
11. The ______ Approach views that the teacher is a facilitator, manager, advisor and co-communicator of the classroom.
Communicative
[解析] 交际法课堂教学中,教师有多重角色:主要角色是课堂活动的帮助者(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(amanager 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(a co-communicator in the communicative activity),与学生共同参加语言的交流活动。
12. The objective of the ASTP (Army Specialized Training Programme) was to attain ______ proficiency in a variety of foreign languages.
13. The Oral Approach employs ______ for presenting new sentence patterns and drill-based manner of practicing them.
situations
[解析] 口语教学法/情景教学法用情景来介绍新句型,并采用操练的方式来练习这些句子。
14. Rather than focus on explanation of grammatical rules in classroom teaching, the teacher of an Oral Approach class must encourage direct and ______ use of the target language in the classroom.
17. 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。
18. The experts in grammar analysis and translation approach believed that the mind of human beings could be trained by logical ______ of the classic language, memorization of complicated rules, and translation between languages.
19. In Natural Approach, communication goals are specified in terms of situations, ______ and topics.
functions
[解析] 在自然法中,交际目标是按照情景、功能和话题来表述的。
20. The ______ approach assumes that a foreign language is learned while what is acquired plays only a subsidiary role.
three dimensional
[解析] 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。
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 ①language acquisition device (LAD) ②stimulus and response ③the discourse theory ④acquisition and learning ⑤the input hypothesis Column B a. The former refers to the subconscious process leading to the development of "competence"; the latter refers to conscious study and knowledge of grammatical rules. b. A sort of mechanism or device which contains the capacity to acquire one's first language. c. It assumes that humans acquire language in only one way—by understanding messages, or by receiving "comprehensible input". d. It believes there is little difference between the first language acquisition process and the process of second language acquisition—only through communication discourses. e. The former serves to elicit behaviour; the latter is triggered by the former.
2. Column A ①Language (1933) ②Syntactic Structures (1957) ③How to Teach a Foreign Language (1904) ④The Practical Study of Languages (1899) ⑤Outline of English Phonetics (1918) Column B a. Jaspersen b. Daniel Jones c. Leonard Bloomfield d. Henry Sweet e. Noam Chomsky
①c ②e ③a ④d ⑤b
[解析] ①c:美国语言学家布鲁姆菲尔德被认为是美国结构主义语言学之父。1933年他出版了专著《语言》(Language),该书详细阐述了他的语言学观点与原则。 ②e: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),这本书在语言学界掀起了一场革命。 ③a:1904年叶斯帕森出版了他的专著《如何教外语》(How to Teach a Foreign Language),这本书中对1882—1906年的外语教学改革运动(The Reform Movement)的实用意义做了很好的总结,供教师参考。 ④d:在1882—1906年的外语教学改革运动中,斯威特于1899年出版了著作《语言的实用研究》(The Practical Study of Languages),标志着语言教学中的应用语言学研究开始成形。 ⑤b: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,他于1918年出版的《英语语音学纲要》(Outline of English Phonetics)是英语语音学方面的专著之一。
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. How should language rules be learned according to the Direct Method?
Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned and to formulate their observations into the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best learned by being used actively in the classroom.
2. Do you think that, in second language acquisition process, acquisition will continue to happen for adults? Why or why not?
Yes. Acquisition takes place during real communication in the language and is considered to be the source of the learners' ability to use the language in unstructured interaction. Teachers can entirely simulate in the classroom an environment that will be similar to the context in which adults acquire their first language, as they create utterances to express their own thoughts. Teachers can also create a variety of major activities in the classroom which leads to produce active interactions in the second language. Through these major activities and techniques, the innate capacities to acquire a language that all adults possess will be tapped. Classroom with interesting and meaningful language input may be a very good place for adults to acquire the second language.
3. What implications does Piaget's theory of learning have for language teachers?
Piaget's cognitive theory of learning has significant implications for language teachers: (1) It is important to take account of the learner as an individual actively involved in constructing meaning. Thus teachers should help and encourage learners in this process. (2) It is essential to match the requirements of any task to the cognitive level of the learner. Language tasks set by teachers should be neither too abstract for those who are not yet capable of functioning at this level, nor too simple in that the conceptual level is below the level of the learner's competence. (3) We can see the application of Piaget's notions of assimilation and accommodation to learning a new language. In this way our knowledge of how the system of the new language operates gradually develops.
4. Is the Communicative Approach a useful one for all proficiency levels, particularly for beginners?
Generally speaking, the Communicative Approach can be a useful teaching method for all proficiency levels. The Communicative Approach emphasizes that the goal of language learning is communicative competence. We can make use of whatever learning and teaching techniques which help the learners develop their communicative competence. On condition that we follow the basic principles of the Communicative Approach, such as information gap activities, meaning-based communication, authentic materials, our language learners would achieve the goal of mastering a foreign language. Even if with beginners, we can still use the approach.
5. How do you understand the relationship between the grammatical forms of a language and their communicative functions?
The relationship between the grammatical forms of a language and their communicative functions is not a one-to-one correspondence. Whereas the sentence structure is stable and straightforward, its communicative function is variable and depends on specific situational and social factors. The fact is that a single linguistic form can express a number of functions, so also can a single communicative function be expressed by a number of linguistic forms.
6. What are the five hypotheses of Krashen's Monitor Model?
Krashen's Monitor Model consists of five basic hypotheses: (1) The acquisition-learning hypothesis; (2) The monitor hypothesis; (3) The natural order hypothesis; (4) The input hypothesis; (5) The affective filter hypothesis.
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. What implications for FLT do you see in Chomsky's work?
Chomsky held that a language learner has, somewhere in his brain, a set of grammar rules with which he can use to make sentences. That is, language is characterized by rule-governed creativity. He claimed that every normal human being is born with an LAD (language acquisition device). The LAD included basic knowledge about the nature and structure of human language. Chomsky's idea that students should be allowed to create their own sentence based on an understanding of a rule is widely used in many classrooms. Chomsky created two linguistic terms: language competence (knowledge of grammar rules) and language performance (application of language). It is competence that a learner gradually acquires, and it is this language competence that allows the learner to be creative as a language user. Meaningful performance rather than drill is the only way to master a language.
2. Are there any similarities and differences between the Oral Approach and the Audiolingual Method in terms of language theories and learning theories?
In terms of language theories, there exist little differences between the Oral Approach and the Audiolingual Method. The two approaches have the following similarities: both hold a structural view of language. Structural linguistics views language as a system of structurally related elements for the expression of meaning. Both identify language with speech, and speech ability is approached though oral practice of structure. However, the Oral Approach was developed by the British applied linguists, while the Audiolingual Method was developed by the American structuralists. In terms of learning theories, the two methods also have something in common: both believe in a theory of learning that is based on a type of behaviourist habit-formation theory. Foreign language learning is considered basically a process of habit formation. However, there are also differences between them: while both methods emphasize the establishment of good speech habits through repetition of sentence patterns, the Oral Approach holds that new language points should be introduced and practised situationally, that is, in meaningful context, not be taught as isolated, disconnected elements. And the Oral Approach encouraged direct and spontaneous use of the target language in the classroom. The Audiolingual Method holds learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation. It overemphasizes language form, not language content; students are not expected to make any spontaneous, personal contribution.