听说教学法在中学英语教学中应用的案例分析

摘要

听说法曾在50年代英语教学中十分流行。它指的是一种先关注听说，后关注读写的教学方法。听说法是以结构主义语言学和行为主义心理学为理论基础，主要目的在于培养学生听说能力的教学法。这种教学法使用对话练习作为课堂教授的形式，使用句型作为训练技巧的主要形式。由于听说法本身存在的缺点以及在实际应用中发现的问题，六十年代以来，听说法不断地受到一些新的语言学和心理学理论以及在这些理论指导下形成的教学方法的挑战。然而听说法的许多原则和技巧，在当今英语教学中仍然适用。
　　听说法对我国英语教学产生了不小的影响，很多教师在对听说法的应用上积累了经验并取得一些成效。为了能够了解在中学英语课堂上听说法的实际应用情况并改进听说法来积累教学经验，提高教学质量，笔者观察并记录了听说法在中学应用的三个教学案例，分析了他们各自的教学目标，教学过程，教学活动以及在教学中师生的角色和关系是否符合听说法的一般原则，有何创新以及教学中存在的问题。研究发现教学案例中的教师在实际应用听说法进行教学的过程中，基本坚持了听说法的教学原则，运用了听说法的教学技巧,并进行了一些改进和创新，达到了预期的教学目标。但在今后的研究中，应对听说法与其他教学方法和教学技巧的结合以及听说法在初中和高中应用的对比分析给予更多关注。

目录

声明

Abstract

摘要

Acknowledgements

Table of Contents

Chapter 1 Introduction

1．1 Research Background

1．2 The Significance and Necessity of the Study

1．3 The Framework of the Thesis

Chapter 2 Literature Review

2．1 The Definition of the Audiolingual Method

2．2 History of the Audiolingual Method

2．3 The Principles of the Audiolingual Method

2．4 Previous Researches on the Audiolingual Method

2．5 Theoretical Foundation

2．5．1 The Theory of Language-Structural Linguistics

2．5．2 The Theory of Learning-Behaviorism

2．6 Advantages and Disadvantages in Use of the Audiolingual Method

Chapter 3 Research Methodology

3．1 Research Subjects

3．2 Research Purposes

3．3 Research questions

3．4 Research Instruments

3．5 Data Collection and Analysis

Chapter 4 Analysis of the Teaching Samples of the Audiolingual Method

4．1 Analysis of the Teaching Procedures in the Teaching Samples

4．1．1 Teaching Procedures Advocated by the Audiolingual Teaching Method

4．1．2 Analysis of the Teaching Procedures of Teaching Sample 1

4．1．3 Analysis of the Teaching Procedures of Teaching Sample 2

4．1．4 Analysis of the Teaching Procedures of Teaching Sample 3

4．2 Analysis of the Objectives of the Teaching Samples

4．2．1 Objectives Advocated by the Audiolingual Teaching Method

4．2．2 Analysis of the Objectives of the Teaching Sample 1

4．2．3 Analysis of the Objectives of the Teaching Sample 2

4．2．4 Analysis of the Objectives of the Teaching Sample 3

4．3 Analysis of the Role of Teachers and Students in the Teaching Samples

4．3．1 Role of Teachers and Students Advocated by the Audiolingual Teaching Method

4．3．2 Analysis of the Role of Teachers and Students in the Teaching Sample 1

4．3．3 Analysis of the Role of Teachers and Students in the Teaching Sample 2

4．3．4 Analysis of the Role of Teachers and Students in the Teaching Sample 3

4．4 Analysis of the Teaching Activities in the Teaching Samples

4．4．1 Teaching Activities Advocated by the Audiolingual Teaching Method

4．4．2 Analysis of the Teaching Activities in the Teaching Sample 1

4．4．3 Analysis of the Teaching Activities in the Teaching Sample 2

4．4．4 Analysis of tlle Teaching Activities in the Teaching Sample3

4．5 Virtues in the Teaching Samples

4．6 Flaws in the Treaching Samples

Chapter 5 Conclusion

5．1 Main Findings

5．2 Pedagogical Implications

5．3 Limitations

5．4 Recommendations for Further Studies

References

Appendix