1. Audiolingual approach: 用多么造句audioligual teaching is bad on the behaviourist theory of learning and on structural linguistics. This instructional approach emphasizes the formation of habits through the practice, memorization, and repetition of grammatical structures in isolation from each other and from contexts of meaningful u.
妇炎灵胶囊 Communicative language teaching: (CLT) CLT is bad on the premi that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purpos that a language rves in different communicative ttings. This approach on teaching emphasizes the communication of meaning over the practice and manipulation of grammar forms.
2. Behaviourism: a psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits.
Connectionism: A theory which views language as a complex system of units which become interconnected in the mind as they are encountered together. The more often units are heard or en together, the more likely it is that the prence of one will lead to the acti
vation of the other.
Innatism: A theory that human beings are born with some basic knowledge about languages in general that makes it possible to learn the specific language of the environment.
Interactionism: A theory that language is bad on learners’ innate abilities and on opportunities to engage in conversations, often tho in which other speakers modify their speech to match the learners’ communication requirements.
3. Competence : Chomsky ud this item to refer to knowledge of language. It refers to the knowledge which underlies our ability to u language.
Performance: The language that we actually u in listening, speaking, reading, writing. Performance is subject to variations due to inattention on fatigue whereas competence, at least for the mature native speaker, is more stable.
4. Comprehension-bad instruction: A general term to describe a variety of cond la
nguage programs in which the focus of instruction is on comprehension rather than production (for example, Total Physical Respon).
Content-bad instruction: Second language programs in which lessons are organized around topics, themes, and/or subject matter rather than language points (for example, French immersion programs).
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Form-focud instruction:种树过程 Instruction which draws attention to the forms and structures of the language within the context of communicative interaction. This may be done by giving metalinguistic information, simply highlighting the form in question, or by providing corrective feedback.
Meaning-bad instruction: communicative language teaching (CLT): CLT is bad on the premi that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purpos that a language rves in different communicative ttings. This approach to teaching emphasizes the communication of meaning over the practice and manipulation of grammatical forms.
Task-bad instruction: Instruction in which classroom activities are ‘tasks’ similar to tho which learners might engage in outside the cond or foreign language classroom. Tasks may be complex, for example, creating a school newspaper, or more limited, for example, making a phone call to rerve a train ticket.
5. Cross-ctional study: A rearch method in which subjects at different ages and stages of development are studied. Inferences about quences which would apply to the development of individual learners are sometimes drawn from cross-ctional studies. This contrasts with longitudinal studies.
行李之往来Longitudinal studies: A study in which the same learners are studied over a period of time. This contrasts with a cross-ctional study.
6.王者游戏名女生 Descriptive study: Rearch which does not involve any manipulation, change, or intervention in the phenomenon being studied. This rearcher’s goal is to obrve and record what is happening. This contrasts with experimental study.
Experimental study: Rearch which is designed to study the role or impact of one or more very specific variables. A strictly experimental study would have ‘experimental’ and ‘control’ groups which differ from each other only in the prence or abnce of one variable. In educational rearch, it is often difficult to create all of the conditions which permit a study to be termed as a ‘genuine’ experimental study. In this book, the term is ud in a non-technical n to refer to rearch in which an attempt has been made to investigate a single variable in an educational tting.
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