外语教学法(A)
江西省2013 年 5 月份高等教育自学考试
外语教学法试卷（A）
准考证号：姓名：
一、Multiple Choices: (2’×15=30)
Directions: In this section, you are given 20 questions, beneath
each of which are four choices marked A, B, C, and D.You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.
1. The purpose of foreign language teaching is to enable the student to actively use the target language in the _____ possible time.
A. shortest
B. longest
C. fastest
D. quickest
2. _____ were known as the representatives of the structural linguistics.
A. Bloomfield and Fries
B. Terrell and Chomsky
C. Fries and Terrell
D. Krashen and Terrell
3.A.S. Hornby compiled _____ , a great contribution to EFL teaching.
A. Longman Dictionary of Contemporary English
B. The Advanced Learner's Dictionary of Current English
C. Everyman's English Pronouncing Dictionary
D. The Concise Oxford Dictionary
4. _____ was developed in the late 19th century as a reaction against the Grammar-Translation Method.
A. The Oral Approach
B. The Audiolingual Method
C. The Direct Method
D. The Cognitive Approach
5. Noam Chomsky wrote the book_____.
A. Language
B. Syntactic Structures
C. How to Teach a Foreign Language
D. The Practical Study of Language
6. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners.
A. literary works
B. newspapers
C. tales
D. critical reviews
7. Palmer and some other linguists of his time believed that _____played one of the most important roles in foreign language learning.
A. grammar
B. phonetics
C. vocabulary
D. rhetoric
8. Halliday advocates that the social context of language use can be analyzed in terms of the field, tenor and mode of_____.
A. context
B. discourse
C. content
D. situation
9. What can be introduced as a means of consolidation and evaluation in the Direct Method?
A. Fill-in-the-blank.
B. Dictation.
C. Writing
D. Reading.
10. What Krashen and Terrell exphasize in. their approach is the primacy of _____.
A. form
B. vocabulary
C. meaning
D. phonetics
11. Which of the following methods advises teachers to consider their students as “whole persons”?
A. Community Language Learning.
B. The Silent Way.
C. Total Physical Response.
D. Suggestopaedia.
12. In essence, the Global Method is a text-based, top-down approach in which _____ is
a means as well as an end in itself.
A. listening
B. speaking
C. reading
D. writing
13. Which of the following is NOT one of the hypotheses put forward by Stephen Krashen?
A. The acquisition-learning hypothesis.
B. The natural order hypothesis.
C. The input hypothesis.
D. The hypothesis of linguistic universals.
14. The process of learning by discovery, according to Bruner, involves _____ with the minimum of instruction and errorful learning.
A. generalization
B. association
C. deduction
D. induction
15. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics.
A. Applied
B. Comparative Historical
C. Traditional
D. Structural
二、Filling blanks: (2’×5=10)
Directions: In this section, there are 20 statements, each of
which contains a blank. You are to fill in each blank with ONE appropriate word. One point is given to each blank.
16. Cognitive psychologists hold that language learning is the discovery of the underlying _____ of the language by means of inductive and deductive inference.
17. Short-range objectives of an Audiolingual program include training in listening comprehension, accurate _____ , reading comprehension and production of correct sentences in writing.
18. The Total Physical Response method sees successful adult second language learning as a process paralleled to children's first language_____.
19. Although the teaching of all four language skills is advocated by most Direct Methodologists, _____ communication skills are regarded as basic.
20. Henry Widdowson focused on the communicative acts underlying the ability to use language for different purposes with his _____ between appropriacy and accuracy, communicative competence and grammatical competence, use and usage.
三、Matching: (2’×10=20)
listed in two columns, A and B. You are to match the one marked ①, ②, ③, ④, or ⑤in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.
21.A. The event B. The time
22.A. FLTM B. Objective
四、IV. Questions for Brief Answers: (5’×4=20)
Directions: This section has six questions. You are to answer them briefly. Five points are given to each question.
23. The teacher in a Communicative Approach classroom plays four major roles. What are they?
24. What makes the Silent Way different from the other methods?
25. What are the four objectives involved in the Grammar-Translation Method?
26. What are the major features of the Oral Approach?
五、V. Questions for Long Answers: (10’×2=20)
Directions:The two questions in this section are to be
answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.
27.What advantages can be found in the Direct Method?
28. Name at least five of the eleven techniques involved in the Audiolingual Method. And how do
these techniques serve the various objectives of language teaching?
外语教学法发展趋势
外语教学法发展趋势 ［作者：宁波教科网来源：宁波教科网点击数：2395 更新时间：2004-4-29 9:08:05 ］在外语教学法发展过程中有两种趋势特别引人注意：多样化和折衷（综合）。由于这两种趋势的存在发展就使得外语教学法科学园地中出现了各种流派或体系，它们犹如奇花异葩，争香斗艳；另一方面又使得各种流派取长补短、互相渗透，你有中我、我中有你，表现出强烈的折衷倾向。这两种倾向对外语教学关系极大，故本文拟从多样化谈起，侧重地对外语教学法历史发展进程中的折衷趋势作以初步探讨。 多样化的发展趋势 对外语教学法史的研究表明，外语教学法的产生可以追溯到很古时期。欧洲早在中世纪就有了教授古典语文（希腊文、拉丁文）的教学法，我国的有关专家也已证实，早在隋唐时期，直接法、翻译法的某些原则就已在当时颇具规模的外语教学中得到应用。因此，从历史上讲，外语教学法早已是人类知识之林中骄傲的一株，它的发展也同其他科学分支一样，经历了漫长的“幼年期”，只是到了近、现代，才加快了其成熟的速度，为了更能说明问题，我们主要围绕最具代表性的现代时期的外语教学法来谈。 现代外语教学法主要指从十八世纪起的新的欧洲语言——活语言的教学法。这个时期的教学法脱胎于古典语言（希腊语、拉丁语）的教学方法，并且遵循着当时语言学中占统治地位的各种观点。所以，把本族语译成外语或把外语译成本族语就成了这种教学法的基础。另外，它也极重视语法的作用。这种教学法就是人们常说的翻译法或语法翻译法，这是现代外语教学法的“东风第一枝”。我们不妨把它称为第一代外语教学法。它的产生和发展是外语教学法史上的大事（尽管它有缺欠），也给以后各种流派的产生和完善提供了有益的先例。翻译法还可分为语法翻译法、词汇翻译法、翻译比较法三个类型。应该说从这时起，外语教学法就已经“花开几朵”了。 到了十九世纪八十年代，社会政治、经济的发展，国际交往的增多，以及相关学科（语言学、心理学、教育学等）的前进，都使外语教学法的改进和创新成为必要，也有了可能。另外翻译法又不能保证学习者在实践方面（尤其口头上）掌握目标语，这就促使人们另辟蹊径。于是，教学法园地的另一新芽就破土萌发了。这一教学法体系统称为直接法，也有称为“自然法”、“心理法”、“口语法”、“改良法”的。其发展又可分为“前、后”两个时期。这种方法在主张上与前法有多方面的原则不同。它强调直接感知，主张在外语形式和客观表象间建立直接联系、排斥本族语、强调口语等。它的出现曾引起激烈的争论，其范围之广、持续时间之长都是空前的。但是直接法终于站住了脚。从十九世纪中期至第二次世界大战的七、八十年间，直接法名家辈出，大量著作问世，无论在理论上和实践上都有长足发展。其影响遍及全球，它不仅把教学法科学向前推进一步，使这一科学花苑增色添香，而且与翻译法相比，其地位和作用已远胜平分秋色的程度。直接法的出现使外语教学神秘之宫的另一大门訇然中开，人们思想又获震动，从此，教学法理论和实践的发展速度，就如同反应物中加了催化剂，大大加快了。 不久I．A．Richards倡导的循序直接法出现在教学法舞台，而魏斯特法则以阅读能力为中心，它包括了直接法主要特点却又不乏标新立异，后来此法发展成新魏斯特法，终于在诸流派中确立了自己的地位。 二十世纪四十年代陆军口语法在美国产生，在短期内用此法培养出大量能流利地讲外语的人员，其显著效果令世人瞩目。在此基础上此法发展成“听说法”（又叫结构法、句型法），从而使外语教学法日益繁荣的园地又多了香花一枝。五十年代在法国兴起视听法（也叫情景法），并先后在英国、南斯拉夫等国广为流传。迄今也仍在各国一些学校发挥作用。在此之间，美国又有人实验并提出程序教学法，即把控制论原则应用于外语教学并借助程序教材和教学机器予以实施，这无疑是使现代科技与外语教学互相结合，其积极发展之远景未可低估。
2005_10_外语教学法 真题及参考答案
全国2005年10月高等教育自学考试全国统一命题考试 外语教学法试卷 （课程代码 0833） 本试卷共6页，满分1 00分；考试时间1 50分钟。 Write all your answers on answer sheet! Ⅰ． Multiple Choice: (15%) Directions: In this section, you are given 15 questions beneath each of which are four choices marked A,B, C, and D．You are to make the best choice either to complete the incomplete statement or to answerthe question．One point is given to each correct choice． 1．Which of the following is NOT emphasized by traditional linguists? A．Correctness．B．The purity of a language． C．Literary excellence．D．Communication． 2．_______ the first language is used in the teaching of the second language in the Grammar-Translation Method． A．A lot of B．A little of C．Little of D．Not any 3．According to the Direct Method, every language has _______ structure． A．similar B．its own C．co-related D．the same 4．The Direct Method _______ the similarities between the first language acquisition and second language learning． A．is against B．overemphasizes C．draws on D．pays no attention to 5．Advocates of the Direct Method consider students’ mother tongue as _______ system in learning the second language． A．an interfering B．a helping C．an integrating D．a similar 6．In order to find ways of associating the new materials with ideas or objects with which the pupils are familiar, D．Ausubel would prefer _______． A．straightforward explanation and exposition B．pupil-generated discovery methods C．rote learning D．inductive and deductive inference 7．Of the three procedures followed in a cognitive classroom, which can be viewed as the performance stage? A．Exercises．B．Application activities． C．Introduction of new materials．D．None of the above． 8．Chomsky and others claimed that every normal human being was born with a(n) _______．A．ADL B．LDA C．LAD D．ALD 9．The authors of the book The Natural Approach: Language Acquisition in the Classroom are _______． A．Chomsky and Terrell B．Krashen and Halliday C．Krashen and Terrell D．Chomsky and Krashen
英语教学法主要流派
英语教学法主要流派 常见术语：Method, Approach, Design, Procedure, Technique 一、语法翻译法 1、语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。 2、教学过程 阅读/朗读——句子翻译——讲解语法/语言点——书面回答——理解性问题 3、原则和技巧 原则：（1）书面语重要，重视写作和阅读 （2）熟记语法规则和单词 （3）教师的绝对权威 （4）本族语的中介作用 技巧：（1）书面翻译/互译 （2）阅读理解性问答 （3）演绎法讲解语法规则 （4）填空、背诵、造句、作文等 4、评价： （1）使用方便 （2）学习语言知识多于语言技能掌握 （3）改良式的语法翻译法：弥补口语的听说训练、重视交际能力的培养、重视调动学生学习的主动性。 二、直接法 1、直接法是一种通过实物、图画、动作、表情等手段把外语和其对应的意思直接联系，从而达到直接理解和直接应用的外语教学法。 2、教学步骤 用目的语讲解——提问——回答 用归纳法教语法：例子——总结规则——巩固性练习——听写练习 3、原则与技巧 原则：（1）先听说后书面语言 （2）通过有意义的上下文来学习单词和句子 （3）禁止使用本族语翻译 （4）自我更正来促进语言学习 技巧：大声朗读、问答练习、自我更正、会话、填空、听写段落、画图讲解、实物演示等。 4、评价：（1）强调语言实践和运用，有利于听说 （2）学习用外语思考，重视语言的交际作用 （3）排斥本国语，有时花费很长的时间来解释，或者解释不清楚 （4）对教师口语、教学技能要求高 三、听说法 1、听说法是一种运用句型操练形式学习外语的方法。其理论基础为结构主义语言学和行为主义心理学。 2、教学步骤 听外语对话——模仿——纠正语音语调——逐句背诵——对话练习——看书面材料——语法点归纳——替换/回答练习 3、原则与技巧
英语教学法模拟试题及答案
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
英语教学法
Unit 1 Language and Language Learning I. The Nature of Language What is language?Textbook P307 Appendix Language is a system of arbitrary vocal symbols used for human communication. 1. Language is a system. 2. Language is arbitrary. 3. Language is vocal. 4. Language is for human communication. II. Views on language ①Structural view ②Functional view ③Interactional view Textbook PP3-4 ●Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntactics. To learn a language is to learn its vocabulary and structural rules. (P3) Ferdiand de Saussure (1857-1913 ) ●Functional view: Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. (P3) professor M A K Haliday ●Interactional view: Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. (P3) Attention Your view of language determines your way of teaching. What will be your focus in teaching? ●Structural view–knowledge: vocabulary and grammar (sentence patterns) ●Functional view–communicative categories, communicative ability (to be able to communicate) ●Interactional view–to communicate appropriately (communicative strategies, cultural awareness, etc.) Reflection Please reflect on your middle school English teachers’ classroom teaching and try to think about how they understand the nature of language. III. Views on Language Learning and Learning in General What is learning?
英语教学法试卷(附答案)
中学英语教学法 1．第1题 According to Clark, Scarino ａnd Brownell, the main components of a task include ____. A.exercises, exercise-tasks ａnd tasks B.new language items, time ａnd learning culture C.a purpose, a context, a process ａnd a product/outcome D.pre-task, task cycle ａnd language focus 您的答案：C 题目分数：2.0 此题得分：2.0 2．第2题 As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains? A.which vocabulary items should be taught ａnd learned. B.how vocabulary can be taught ａnd learned most effectively. C.whether vocabulary should be taught ｏr not. D.What constitute a vocabulary item. 您的答案：C 题目分数：2.0 此题得分：2.0 3．第3题 According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language. A.structures B.habbits C.skills https://www.wendangku.net/doc/8a15785304.html,petence 您的答案：D 题目分数：2.0 此题得分：2.0 4．第4题 Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers (1986)? https://www.wendangku.net/doc/8a15785304.html,munication principle B.Task principle C.Meaningfulness principle
国内外外语教学法著作
国内外外语教学法著作 No Title Author Publishing House 1《外语教学中的科研方法》刘润清外语教学与研究出版社 3《英语教学成功之道》Paul Davies（英）, Eric Pearse（英）上海外语教育出版社 5《语言教学矩阵》Jack C. Richards（英）上海外语教育出版社 7《英语教学法教程》王蔷、程晓堂、 高等教育出版社 Cheryl Moen、Bob Adamson 9《学习者为中心的课程设置 David Nunan（英）上海外语教育出版社－第二语言教学研究》 《外语教学中的科研方法》 ◆◆基本信息 中文书名：《外语教学中的科研方法》 英文书名：Research Methods in Foreign Language Teaching 编著：刘润清 编写语言：该书用中文编写 语言难度：中等 出版单位：外语教学与研究出版社 出版时间：1999年10月 教材背景：本书是北京外国语大学组稿，外语教学与研究出版社出版的“北京外国语大学语言学研究丛 书”之一。 ◆◆教材内容
外语教学中的科研方法 第一章第一章引言：为什么要讲外语教学科研方法第二章第二章什么是科学研究 第一节第一节日常生活中的“科研” 第二节第二节科研与常识的关系 第三节第三节何时得出结论 第四节第四节研究的分类 第三章第三章外语教学科研的模式 第一节第一节理论模式的作用 第二节第二节综合法和分析法 第三节第三节归纳法和演绎法 第四节第四节对研究环境的控制 第五节第五节数据的性质和数据的收集 第四章第四章定性方法和定量方法 第一节第一节定性方法 第二节第二节定量方法 第三节第三节定性方法和定量方法的比较 第四节第四节两种方法之间的连续体 第五章第五章起草科研申请报告 第一节第一节选定研究课题 第二节第二节文献综述 第三节第三节科研方法 第四节第四节报告的其他部分 第五节第五节科研申请报告的评估 第六章第六章定性研究：设计与调查手段第一节第一节定性研究的设计 第二节第二节观察 第三节第三节访谈 第四节第四节笔记和日记 第五节第五节录音和录像 第六节第六节口头自陈 第七节第七节文卷 第八节第八节数据分析 第九节第九节实例介绍 第七章第七章描述性研究 第一节第一节引言 第二节第二节个案研究 第三节第三节小组研究 第四节第四节勘查法 第五节第五节发展研究法 第八章第八章相关关系研究 第一节第一节基本概念 第二节第二节基本特征
英语教学法试题 (附答案)
英语教学法试题（1） Information for the examinees: This examination consists of THREE sections. They are: Section I: Multiple-choice Questions (30 points, 20 minutes) Section Ⅱ: Problem Solving (30 points, 50 minutes) Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes) The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours. Section I: Multiple-choice Questions（30 points） Questions 1 -- 15 are based on this part. Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet. 1. Which of the following belongs to the communicative approach? A. focus on accuracy B. focus on fluency C. focus on strategies 2. Which of the following is characteristic of acquisition? A. form-focused B. accuracy-oriented C. meaning-focused 3. Which of the following statements about course design is NOT true? A. The general goals of a course should be specified based on the learners’ needs. B. The contents of a course should be selected to fit in with the learning experiences. C. The assessment activities should reflect those taught in a course. 4. Which of the following generally does NOT describe a CLT syllabus? A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.). B. The skills required in typical situations (e. g. listening, speaking or writing skills). C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.) 5. Which of the following is most suitable for the cultivation of linguistic competence? A. sentence-making B. cue-card dialogue C. simulated dialogue 6. Which of the following activities is most likely interactive? A. mimicking B. role play C. problem solving 7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? A. Bottom-up Approach. B. Top-down Approach C. Interactive Approach. 8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using? A. Skimming. B. Scanning. C. Inferring. 9. Which of the following activities can be adopted at the pre-reading stage? A. re-arranging the materials B. brainstorming the topic C. writing a summary of the text 10. Which of the following activities can be used to get the main idea of a passage? A. reading to decide on the title B. reading to sequence the events C. reading to fill in the charts 11. What should the teacher try to avoid when selecting listening materials? A. The texts scripted and recorded in the studio.
英语中常见的教学方法有哪些
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外语教学法部分问答题及答案
外语教学法 Chapter 1 General Introduction 1. What is structuralism? “Structuralism”, also called in different cases ”structuralism linguistic school”, “ structural linguistics” and “structural grammar”, in its broad meaning, refers to the study of any language that regards language itself as an independent, phonological, grammatical and lexical system. In its narrow sense it refers to the linguistic approach of the Prague school, which supposes that any individual linguistic element must be associated for an analysis with other elements where it occurs. Chapter 5 The Audiolingual Method 1. What contributions does the Audiolingual Method make to language teaching? The Audiolingual Method’s contributions to language teaching are as follows: ①It is among the first theories to recommend the development of a language teaching theory on declared linguistic and psychological principles. The audioingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. ②It attempts to make language learning accessible to large groups of ordinary learners. With large classes, drills are of particular use in that they maximize student participation. ③The Audiolingual Method stresses syntactical progression and uses pattern drills to help the students gain control over grammatical structures. ④It leads to the development of simple techniques of varied, graded, and intensive practice of specific features of the language, and more scientifically selected and systematically arranged materials and structural patterns to go with. ⑤It develops the separation of the language skills into a pedagogical device. The Audiolingual Method introduces specifically designed techniques of auditory and oral practice. Chapter 6 The Cognitive Approach 1. How useful are the techniques used by a cognitive teacher to your English teaching and learning experience? The rule learning, meaningful practice and creativity are the focus of English teaching and learning experience. Using these techniques is to help
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《英语教学法教程》857试题库(附答案)
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自考 外语教学法第一章课后附答案
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