6. ______ refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the text.
9. ______ is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points presented and practiced through meaningful situation-based activities.
15. Grammar-Translation Method requires the teaching materials to be arranged according to ______.
A.vocabulary
B.translation
C.topic
D.grammar
A B C D
D
[解析] 语法翻译法的教学材料是按照语法(grammar)体系安排的。
Ⅱ.Filling Blanks
1. According to Piaget, thought or thinking has its origin in actions physically performed and then internalized. In other words, thought is ______ actions.
3. According to David Nunan, the provision of opportunities for learners to focus not only on language but also on the learning ______ is one of the main characteristics of the Communicative Approach.
process
[解析] David Nunan总结交际教学法的特征时指出,外语教学应该给学生更多的机会关注语言的学习过程(process)。
4. The Communicative Approach attempts to follow the ______ acquisition process in the classroom.
9. 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.
10. 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。
11. According to the faculty psychologists, understanding and memorization of complicated grammatical rules of languages were regarded as important means of developing ______.
12. Cognitive psychologists hold that language learning is the discovery of the underlying ______ of the language by means of inductive and deductive inference.
14. According to the Audiolinual Method, language is a system of ______ related elements for the expression of meaning.
structurally
[解析] 听说法认为语言是由结构相关的表达意义的要素成分组合而成的系统。
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 A: techniques used in the Natural Approach ① personal charts and tables ② open dialogues ③ problem-solving ④ games ⑤ individual reports and presentations 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
The information gap exists when one person in the exchange knows something that the other person doesn't know and he wants to know.
2. What does the formula i+1 raised by Krashen mean?
The formula i+1 means input that contains structures slightly above the learner's present level.
3. Why the Grammar-Translation Method at one time was called Classical Method?
Because the Grammar-Translation Method was first used in the teaching of the classical languages of Latin and Greek.
4. List three major activities of Grammar-Translation Method.
Three activities of Grammar-Translation Method are analysis, explanation and translation, which serve the purpose of mastering grammatical rules.
5. What are the relationship and differences between testing and assessment?
1) Testing often takes the "pencil and paper" form, and is expressed by a mark or grade, while assessment involves the collection of a wide range of information in a report form with scales or levels as well as description and comment. 2) Testing is usually done at the end of a learning period, for example at the end of a two months" learning, half a semester or a whole semester, while assessment involves a child"s learning progress and achievement over a period of time for the purposes of improving teaching and learning. 3) Testing is usually for school"s or parents" benefits, for them to know exactly where each child stands among all the children, while assessment is for the students themselves to know how they are going along and for the teachers to know which stage they are at and what they need to do further. 4) Testing is only one source of information for assessment. It can"t provide a whole picture of a student or teaching. To conduct assessment we need not only testing results but also other information about the learning process both from the teacher and the students. Assessment can provide a much fuller picture about students" learning progress and learning achievement.
6. What form of language did the traditional linguists give priority to and what did they take as their starting point?
They gave priority to the written form, and took words as their starting point.
Ⅴ.Questions for Long Answers
1. 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.
2. Do you think that, in second language acquisition, 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. We consider that acquisition will continue to happen for adults in second language acquisition process.