What are the teaching modes of English?

There are many kinds of English teaching methods. English teachers had better read some original English documents about language teaching, which will be of great help to your work ~

Recommended bibliography:

1. Skills and Principles of Language Teaching (3rd edition. ), Diane Larson-Freeman

2. Principles of Language Learning and Teaching (Fourth Edition). ), H. Douglas Brown

3. Ways and Methods of Language Teaching, by Richards Jack C and Rogers Theodore S.

Here are some common teaching methods, which I hope will help you ~

Traditional language teaching methods: grammar-translation method, Direct instruction, listening and speaking method and cognitive teaching method.

1. Grammar Translation Method

@ Background and teaching philosophy:

Grammar translation method originated in 1970s and 1980s (Stem, 1983). The main purpose of Latin grammar teaching from 1920s to 1950s was to train students to learn Latin and Greek literary classics. Secondly, enhance the in-depth understanding of the first language. The third is to train students' reading ability and strengthen their learning ability of difficult textbooks. The focus of teaching is the interpretation of grammar rules and the learning and memory of vocabulary.

@ Textbook Design and Teaching Methods:

Reading materials mainly come from literary works and books for grammar translators. The main feature of the content is that there is a single word before each class, followed by a long grammatical analysis, and the exercises are not heavy.

2. Direct instruction.

@ Background and teaching philosophy:

Direct teaching sprouted in the late 8th century (Stem, 1983). Grammar translation is advocated because it focuses on memorizing grammar rules and fails to acquire conversational skills and children's experience in acquiring the first language. This teaching method was quite influential in the mid-1960s, and it was also called "common sense method". Emphasis is placed on teaching through painting, demonstration and performance in a meaningful language learning environment, and intensive language training focusing on language learning is provided.

@ Textbook Design and Teaching Methods:

Target language teaching makes students completely immersed in the situation of learning a second language.

@ Advantages:

This teaching method focuses on cultivating and establishing students' speaking ability, rather than memorizing grammar rules and structures.

@ Disadvantages:

Because the chosen teacher must be a local or a foreigner who can speak a second language fluently. So the source of teachers may be more difficult. In addition, because this kind of teaching is mostly carried out by painting, demonstration and performance, it is more suitable for young learners with primary and intermediate language ability, but not for older learners, high school and university students.

3. Audio language method

@ Background and teaching philosophy:

The listening and speaking teaching method basically inherited the learning mode of the 1920s and 1930s. It was not until after World War II that it was widely adopted. Its teaching philosophy is a learning theory based on the stimulus response and limitation of behavioral school. The goal of this language learning activity is to make students' foreign language ability reach the level of native language.

@ Textbook Design and Teaching Methods:

The teaching course adopts the editing method of programmed learning, focusing on memorizing dialogues and exercises, practicing sentence patterns and explaining grammatical structures with sentence patterns. The textbook is basically divided into three parts: dialogue, in other words, practice and application activities. Learning grammatical structure is more important than single words, and grammatical analysis is rarely or even mentioned.

Teachers speak or play tapes to students, and students practice pronunciation, words and phrases repeatedly to strengthen their memory. This is a teacher-led teaching.

4. Cognitive methods

@ Background and teaching philosophy:

The 1950s was the heyday of the teaching method of listening and speaking. However, cognitive psychologists believe that the theory of behavioral school does not apply to human beings. The teaching idea of cognitive teaching method is based on cognitive psychology and generative transformational grammar. The function of the brain is to deal with creative and rule-based languages.

@ Teaching objectives

Enable learners to develop their real language ability, so as to have good language performance.

Teacher's responsibility

Recognize students' existing background knowledge or knowledge base/bank, and make good use of it, so as to make learners' knowledge related to their learning scope coherent and make the whole process of learning a language meaningful. Teachers help students acquire, organize and store knowledge. Teaching is more important than understanding. Teachers make learners aware of what they are learning, and teachers can put forward brand-new structures and concepts, so that learners can understand the functional types and relationships of language.

@ Textbook Design and Teaching Methods:

The compilation of teaching materials must be from deep to shallow. Courses and chapters focus on meaningful learning, practice and application discussion. Every language skill is closely related to the course, and grammar should be discussed as little as possible unless necessary.

Modern language teaching methods and models

Modern language teaching methods and models include: consulting learning/community language learning teaching method, full physical response, intensive teaching course, suggestion counseling teaching method, assimilation teaching method, function/concept teaching method, natural teaching method, language ability teaching method, supervision teaching method, understanding teaching method, communication strength teaching method, subtle teaching method and question teaching method.

1. Consulting Learning Community Language Learning (CL/CLL)

@ Background and teaching philosophy:

It was put forward by Michelle in 1955 to eliminate the anxiety, competition and conflict brought by groups to individuals in the learning environment.

@ Teaching objectives

Develop a complete personal learning process, establish a mutual trust relationship between learners, and let students improve their memory and discrimination with peace of mind, dedication, concentration and self-motivation.

Teacher's responsibility

Act as a consultant for students and provide help at any time. In the initial stage, students can talk freely in their mother tongue, and teachers provide translation assistance to cultivate students' courage and self-confidence.

@ Textbook Design and Teaching Methods:

The textbook is divided into five stages according to the degree of difficulty. The first three stages are introductory and the last two stages are advanced.

2. Total body response (total body response)

3. Natural teaching method

@ Background and teaching philosophy:

It was put forward by T.D. Trail in 1977, and its theory coincides with the hypothesis of "second language acquisition" put forward by Stephen D. Krashen, a professor at the University of Southern California. (See 2.9 Supervision Mode Teaching)

There are five principles in teaching philosophy: First, it aims at language communicative competence. Second, understanding comes before words. Third, students are allowed to speak according to their degree. Fourth, teachers emphasize "acquisition" activities, not "learning" activities. Fifth, try to reduce the emotional factors in classroom activities.

Teacher's responsibility

Teachers ask students to pay attention to the meaning of language, not sentence patterns and structures. The teacher emphasizes that content is more important than conveying information, and understands the input information. Let the students speak according to the degree, from simple to complex, from string to whole sentence. Students are required to know the language before speaking it. Teachers have the responsibility to create a classroom atmosphere in which students are willing to talk with teachers and classmates.

@ Textbook Design and Teaching Methods:

Because this teaching method attaches importance to "acquisition" activities, the teacher will provide a large number of understandable corpus inputs, requiring students to prepare speeches while writing their homework without using spoken English. Students don't speak until they know the information, and there is little dialogue practice. Emphasize the difference between "learning" and "acquisition" rather than the influence of sexual orientation, and reduce the interference of the first language.

4. Silent way

@ Background and teaching philosophy:

Because children and adults have great differences in their cognition of language, children learn the first language and adults learn the second language differently. In view of the fact that natural teaching method is not suitable for adults to learn a second language, C. Gattegno put forward an artificial teaching method which emphasizes spiritual indoctrination and strict control in 1983. The basic idea of this teaching method is that teachers do not interfere or mislead students into the sideline track, so that students can freely learn and create simple languages through various ways. It is believed that learning is to prepare learners for learning new content, and the purpose is to use known background knowledge, excluding imitation exercises and teachers' intervention. Learning activities are more important than teaching itself.

@ Textbook Design and Teaching Methods

Three tools will be used in the teaching process: 1. Color column. 2. Wall charts/tables. 3. Teaching pole. Write the words on the chart, point out the correct words with poles, and represent different sentence patterns and their structures with sticks of different colors.

@ Teacher's duty:

Teachers can fully grasp the teaching content and students can freely use their psychological perception ability. Teachers don't provide correct answers, but insist on letting students review their lessons by themselves, without correcting them, and understand their psychological pressure of being corrected.