外语教学.pptVIP

* The role of teachers in different approaches Teacher role’s are similarly related ultimately both to assumptions about language and language learning at the level of approach. Some methods are totally dependent on the teacher as a resource of knowledge and direction; others see the teacher’s role as catalyst, consultant, guide, and model for learning; still others try to “teacher-proof” the instructional system by limiting teacher initiative and by building instructional content and direction into texts or lesson plans. Teacher roles in methods are related to the following issues: (a) the types of functions teachers are expected to fulfill, whether that of practice director, counselor, or model, for example; (b) the degree of control the teacher has over how learning takes place; (c) the degree of which the teacher is responsible for determining the content of what is taught; and (d) the interactional patterns that develop between teachers and learners. Next, we discuss teacher roles in different approaches. Teacher’s role in the Oral Approach and Situational Language Teaching The teacher serves as a model, setting up situations in which the need for the target structure is created and then modeling the new structure for students to repeat. Then the teacher “becomes more like skillful conductor of an orchestra, drawing the music out of the performers” (Byrne 1976:2). The teacher is required to be a skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the learners. Lessons are hence teacher directed, and the teacher sets the place. Pittman (1963) summarizes the teachers’ responsibilities as dealing with: 1.timing; 2. oral practice, to support the textbook structures; 3. revision; 4. adjustment to special needs of individuals; 5. testing; 6. developing language activities other than those arising from the textbook. (Pittman 1963: 177-8) Teacher’s role in the Audio-lingual Method In Audiolingualism , as in Situationa