5. According to the______ approach, language learning in real life differs from language learning in the classroom.
Oral
[解析] According to the Oral Approach,language learning in real life differs from language learning in the classroom.口语法奠基人帕默尔区分了自然环境中的语言学习和在教室里进行的语言学习,认为学生在课堂学到的能力使他能组织自己的学习,并利用已有的知识去完成手中任务。
6. For Candlin, the meaning ______ involved in making choices and decisions lies at the heart of the language learning process.
7. The ______ Approach emphasizes on oral skills: use of only the target language in the classroom.
Oral
[解析] 口语法强调口语优先于书面语,课堂教学用目标语。
8. 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.
9. In the ______Approach, the teacher creates speeches which enable students to interact using the target language. Students are not forced to respond in the target language immediately.
11. In practice the Cognitive Approach involves more active use of the students' mental power, which is especially suitable for ______language learners.
13. The Grammar-Translation Method believes that grammar is the ______ of language, and language materials are arranged according to the grammar system.
14. The ______ Method at one time was called Classical Method since it was first used in the teaching of the classical language of Latin and Greek.
Grammar-Translation
[解析] 语法翻译法是指以翻译和语法(translation and grammar)学习为主要教学活动的外语或第二语言教学法,由于这种教学法首先被用来进行拉丁语和希腊语等古典语言的教学,它曾一度被称为古典法(Classical Method)。
15. 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 ______ language acquisition device (LAD) 2) ______ stimulus and response 3) ______ the discourse theory 4) ______ acquisition and learning 5) ______ the input hypothesis 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.
1. What is the attitude of the Cognitive Approach towards mistakes in the language learning process?
The Cognitive Approach holds that mistakes are unavoidable in the creative use of language.Students should be led to learn and use the language by making hypothesis,testing the hypothesis and then making corrections.The teacher should analyze the mistakes to find the cause and do some remedial work accordingly.
2. What are the principles and consequences of the Reform Movement?
The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Many people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to shape.
3. 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.
4. What are the main disadvantages of the Cognitive Approach?
(1) Teachers find it difficult to select and prepare meaningful presentations. And students who are slow to comprehend do not work successfully with the method because learning depends a lot on analysis and understanding. (2) There are not yet complete and systematic practical activities and procedures for classroom use.
5. What is Chomsky's explanation of the first language process?
Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. Children's language acquisition process completes when the universal grammar is successfully transformed into the grammar of a particular language.
6. What are the principles and consequences of the Reform Movement?
The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Many people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to take shape.
Ⅴ.Questions for Long Answers
1. 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 through oral practice of structure. However, the Oral Approach was developed by the British applied linguists, while the Audio lingual 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 behaviorist 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.
2. Discuss in your own words any five characteristics of the Audiolinguai Method.
(1) New material is presented in dialogue form. (2) There is dependence on mimicry, memorization of set phrases, and over-learning. (3) Structures are sequenced by means of contrastive analysis and taught one at a time. (4) Structural patterns are taught using repetitive drills. (5) There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. (6) Vocabulary is strictly limited and learned in context. (7) There is much use of tapes, language labs, and visual aids. (8) Great importance is attached to pronunciation. (9) Very little use of the mother tongue by teachers is permitted. (10) Successful responses are immediately reinforced. (11) There is a great effort to get students to produce effort-free utterances. (12) There is a tendency to manipulate language and disregard content.