What are the current more influential English teaching methods or models

(A) "Alphabet, Phonemes, Phonetic Symbols" Trinity Teaching

The Alphabet, Phonemes, Phonetic Symbols Trinity Teaching Method, also known as the Little Trinity Teaching Method. This method combines the teaching of letters, phonemes and phonetic symbols organically, first learn the 26 letters of the alphabet, introduce phonemes on the basis of familiarizing with the letters, introduce phonetic symbols when learning to spell words, and then link phonemes and phonetic symbols, the main purpose of which is to help students to solve the problem of pronunciation and memorization of words.

1, the first "bit", the letter name sound teaching

The letter is the smallest unit that makes up the word. Each letter has a name, called the letter name sound. Letter name sound both sound and form; phonemes are letters in the word pronunciation, phonemes are the concept of sound, is to rely on the auditory organ judgment. The number of phonemes is much larger than the number of letters, there are 48. Phonemes are written symbols for phonemes, and there is a corresponding phonetic symbol for each phoneme. As an example, the word blackboard *** has 10 letters b, l, a, c, k, b, o, a, r, d, but there are only 7 phonemes b-l-a-ck-b-oar-d; they are represented by the corresponding 7 phonetic symbols. In teaching, Ma Cheng used the children have been familiar with the general knowledge of the introduction of the 26 letter names sound, only one lesson, you can easily complete the teaching task.

2, the second "bit", phonemes teaching

Phonemes teaching is the core part of the Trinity. Phonemes express the essential features of speech, and Ma Cheng's teaching of phonemes is based on the letter name sound to learn the phonemes of consonant letters, reflecting the letters and phonemes of the two in one. He used the following methods to learn the pronunciation of consonant letters in words: pinch the head method to learn pronunciation, read the name of the consonant letter sound, the first sound will be removed, the remaining sound is the letter in the word pronunciation, such as Ff [ef], [e] [f], go to [e] Yu [f]. The declension method learns pronunciation, such as Bb[bi:], [b][i:], going to [i:] remainder [b]. Contrastive method of learning pronunciation, refers to the difference with Hanyu Pinyin, the contrastive method of learning the five consonants g, h, y, w and r. The contrastive method of learning pronunciation is designed according to the theory of cognitive method. The cognitive method believes that to learn a foreign language, one must compare the foreign language with the native language. In the comparison, the similarities, similarities and differences between the two languages are identified. There are many similarities between the pronunciation of English and Chinese, especially between the consonant pronunciation of English and the consonant of Hanyu Pinyin, from sound to shape. For example, g, h, y, w, r, you can use the letter combination memory method.

3, the third "position", the phonetic symbols teaching

When the students have been familiar with the short sound of 5 vowels, 5 vowels long sound, 21 consonants pronunciation, 4 common letter combinations *** 35 units of phonetics, this is a solid foundation for talking about the 48 phonetic symbols and clear most of the obstacles. clears most of the obstacles. Teachers can learn other phonetic symbols by teaching students to sing English phonics songs, such as short vowel songs and long vowel spelling songs, etc. Students can easily learn the letters, phonemes, and phonetic symbols in the process of reading, talking, singing, and playing.

The trinity teaching method of letters, phonemes, and phonetic symbols simplifies the teaching process of phonetic symbols, focuses on the intrinsic connection between letters, phonemes, and phonetic symbols and the cross-relationships among the three, and takes the teaching of the 26 letter-name sounds as the basis for learning phonemes, and the mastery of phonemes as the prerequisite for learning phonetic symbols. Students can master the correspondence between letters and phonemes at the beginning. Students memorize the sound, shape and meaning of words together, and can achieve the words that can be read can be written, and the words that can be written can be read. In this way, the students' sense of language is formed early, which can greatly enhance their motivation to learn English. At the same time, it also starts from cultivating students' ability to recognize and read, and gradually increases the vocabulary, thus effectively reducing the burden of students' mechanical memorization. In addition, because the Trinity Teaching Method focuses on the pronunciation of letters in words, students can read and write words with regularity, thus cultivating students' ability to recognize and read words, and to "know their sounds by seeing their shapes, and know their shapes by listening to their sounds". The first step is to make sure that the students are able to read and write the words in a regular manner, so that they can develop their reading skills.

The basic concept of the Alphabet, Phonemes, Phonemes Trinity approach, "It is impossible for a beginner to learn English by natural acquisition," is scientifically valid. As the psychologist Ausubel said when discussing the "avoidance of the native language" in second language teaching: "It is both unrealistic and ineffective to try to avoid the mediating role of the learner's native language in the learning of a second language." However, it is important to draw attention to the fact that the use of transfer methods for teaching English must require students to be proficient in their native language.

(2) The Trinity of Vocabulary, Grammar, and Reading

The Trinity of Vocabulary, Grammar, and Reading, also known as the Great Trinity, consists of the following components:

The Trinity of Vocabulary, Grammar, and Reading, also known as the Great Trinity, is a method of teaching and learning. It consists of the following components:

1. Vocabulary coding, memorization in advance

Ma acknowledges that the biggest obstacle for Chinese students in foreign language learning is vocabulary in listening and reading, and that by memorizing words in advance, students can clear the obstacles for listening and reading. Memorizing words first involves coding, which involves memorizing them as a whole in the order of sounds. The first thing to do is to solve the problem of reading the words, and the overall memorization must enlighten the students' thinking and follow the rules of memorization. Understanding and reasoning is one of the important factors in memorizing words efficiently, the so-called understanding is to establish a logical connection between what is being learned and what has already been learned as well as the various parts of the material being studied, to form a system, to generalize the law, and to grasp the vocabulary from a deeper level of sound, shape and meaning. You can't remember what you don't understand, or if you remember it temporarily, the rate of forgetting will be quite high. Reasoning, on the other hand, is based on understanding, after logical judgment, to achieve from the old to know the new, from the front to know the back, and from this to know each other, and to turn mechanical dead learning into comprehensible and meaningful living learning. Students can remember words by induction memory method, associative memory method, synthesis and decomposition method and other methods.

2, the combination of grammar in advance and with the progress of the fine-tuning

Grammar in advance, focusing on the study of how to talk about the tenses of the problem. If only one tense is taught in half a year, this is useful for a systematic understanding and use of a tense, which can provide students with a solid grammatical foundation, but this greatly lengthens the cycle of learning tenses and makes it difficult for students to enter the conversation stage and the reading stage. The relative concentration on tenses is a tabular, formulaic approach to grammar, summarizing sentences into affirmative, negative, interrogative, and responsive sentences, abbreviated as ken, no, question, and answer. Students are first asked to memorize the names of the eight tenses in a logical order and are introduced to the meaning of each tense and a brief definition of the tense, not all of which is required. Then, introduce the word-final variations of the regular verbs, and then train them in a system of affirmative, negative, question, and answer. Following this mnemonic system to learn the 8 tenses creates 8 memory blocks in the student's mind that are connected to each other. Because it is a linear sequence, speaking of the present tense can immediately be associated with the past tense, and then associated with the future tense. 8 tenses of the basic formula to memorize, repeated practice, and in each semester to arrange a lesson focusing on other grammatical content, to remove obstacles for conversation and reading.

3, reading and vocabulary, grammar teaching synchronization

words in advance of memorization to remove the vocabulary obstacles to speak new classes, grammar in advance to remove the obstacles to communication and reading. Junior high school English experimental textbook also arranged for intensive reading and extensive reading, intensive reading that is, reading on the textbook, and with the progress of the focus on highlighting the content of the grammar of the intensive lectures, that is, according to the normal teaching progress will be slightly in advance of the grammar of the content of deepening and expanding, with an eye to the application. Extensive reading is to expand the knowledge of the content, that is, reading materials outside the classroom, reflecting the grammar teaching content in advance. Simply put, intensive reading should be "precise", extensive reading should be "broad". Both intensive and extensive reading should emphasize synchronous reading, that is, reading with learned vocabulary, grammar, sentence patterns. Simultaneous reading vocabulary is gradually expanded, there is a transition, so that students can gradually know how to read and speed reading.

The teaching of each unit is organized into a trinity of "structure-conversation-reading". Without good structure, there is no good communication. Language structure is a quasi-communicative form, and conversation is the real communication. For students, communication includes communication in school and social life, and reading is a synthesis of structure and communicative content.

Vocabulary focusing on memorization, grammar focusing on learning, reading the same walk, greatly accelerated the speed of students learning English, mobilized the enthusiasm of students to learn English, opened up the students' horizons, especially to improve the students' self-learning ability and reading ability, and enhance the self-confidence in learning English.

The teaching mode is a relatively stable structural framework of teaching activities and activity procedures established under the guidance of certain teaching ideas or teaching theories, which is the concretization of teaching theories and a systematic generalization of teaching experience.

Ma Cheng Introduction:

China's famous English teaching method expert, one of the representatives of China's famous contemporary English teaching method school, director of Beijing Modern Teaching Research Institute, director of Beijing Ma Cheng English Teaching Method Research Center, executive vice president and secretary general of the National Society of Learning Science Foreign Language Research Committee, national education science "fifteen years" planning project "the teaching method", "the teaching method", "the teaching method", "the teaching method", "the teaching method", "the teaching method", "the teaching method", and so on. "He is the director of Beijing Modern Teaching Research Institute, the director of Beijing Ma Cheng English Teaching Method Research Center, the vice president and secretary general of Foreign Language Research Committee of National Learning Science Society, and the head of the group of "Experimentation and Research on Integrated Teaching and Trinity Teaching Method of English in Primary and Secondary Schools", which is one of the planning projects of National Education Science. He edited the popularized version of "Primary School English" and "Middle School English". Professor Ma Cheng invented the "Direct Calling Rhythmic English Teaching Method" for kindergarten and lower elementary school; the "Alphabet, Phonemes and Phonetic Symbols Trinity Teaching Method" for middle and upper elementary school and first grade of junior high school; and the "Phonemes, Phonemes and Phonetic Symbols Trinity Teaching Method" for elementary school, junior high school and senior high school integrated teaching, The "Vocabulary, Grammar, and Reading Trinity Teaching Method" is applicable to primary school, middle school, and high school integrated teaching.

Since 1962, he has taught English at primary, middle, high school and university levels, and has a wealth of experience in teaching English in primary and secondary schools, as well as in training English teachers. Since 1985, he has been invited to give more than 600 lectures across the country and has directly trained 100,000 English teachers in primary and secondary schools. People's Daily, People's Education, Guangming Daily, China Education News and many other domestic media have published the following articles respectively: "The Golden Key to English Learning - Ma Cheng's Teaching Research", "Exploring Foreign Language Teaching Methods Adapted to the National Conditions", "Preparing a Good Primary School English Teaching Material for the Cross-Century"; "Singing for a Lifetime - A Memory of Ma Cheng and His Three-positioned English Teaching". Ma Cheng and his Trinity Teaching Method", "Vocabulary, Grammar, Reading Trinity Church Method" and other titles of Ma Cheng's teaching method has been introduced in various aspects. The Central Education Television (CETV), Beijing Television (BTV), major websites and dozens of other national news media have highly praised Mr. Ma Cheng's teaching method.

The People's Education magazine of the Ministry of Education of the People's Republic of China fully recognizes and introduces Mr. Ma Cheng's teaching method and his contribution to China's education. 2001, the People's Education magazine made an exception by publishing the magazine from the 2nd issue to the 7th issue, publicizing the teaching method of Mr. Ma Cheng at great length. 1991 to 1993, the former State Education Commission of the China Television Teachers College, the Trinity Teaching Method of Mr. Ma Cheng recorded into 30 episodes of teaching TV films, which were broadcasted through a TV station in Beijing, China. The former State Education Commission, China Television Teachers College, recorded the Ma Cheng Trinity Teaching Method into 30 episodes of teaching TV movies, broadcast to the whole country and Asia through the Pacific satellite, which produced a strong reaction.

Now there are more than 1,000 experimental bases of Ma Cheng's English method in China. (For details, see People's Education magazine, issues 2-7, 2001). At present, millions of students across the country have benefited from using his Trinity English Speech Teaching Method. Mr. Ma Cheng has written more than thirty kinds of English books, ***counting nearly more than two thousand Chinese characters, the main books are "Kindergarten Easy-to-Enter English" series, "Lower Elementary School Easy-to-Enter English" series, "Broadcasting English Series", "Primary School English" series for lower, middle and upper grades, "Junior High School English Experimental Teaching Materials" series, and "Ma Cheng's English" series, and so on.