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全国自考外语教学法试卷及答案二套(每套题目的答案在每篇的后面,请仔细核对,也可ctrl+F搜索)全国自考外语教学法试卷及答案1单项选择题
1.Stimulus-responsetheoryoflearningbelongstoAmericanbehaviouristpsychologyofwhichisoneoftherepresentatives-BloomfieldB.F.SkinnerCharlesFriesNoamChomsky
2.InChomsk/stheorylanguagecompetencereferstoknowledgeofgrammarruleswhilelanguageperformancerefersto.sentencepatternsdrillingpracticeapplicationoflanguagestimulusandresponseTheGrammar-TranslationMethodwasatonetimecalledsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.aural-oralmethodmim-menmethodAudiolingualMethodClassicalMethodBritishstructuralism”linguistsbelievedthatelementsinalanguagewerethatislowerlevelsystemsofwordclassesledtohigherlevelsystemsofphrasesandsentences.classifiedrule-governedvariedleveledprovidedthemethodologicalfoundationformaterialsfortheteachinganditsprinciplesformedthebasisofsuchwidelyusedseriesasEnglish900andSuccessWithEnglish.TheDirectMethodTheOralApproachTheAudiolingualMethodTheCommunicativeApproachTheobjectivesoftheCognitiveApproachare.todevelopinthestudentsthenative-likecompetencetodevelopintuitivethinkingandenabletolearnfromerrorsfbrlearnerstodevelopstrategiesoflanguageusealloftheaboveWhichofthefollowingdoseFLTMNOTdoFLTMexaminesthepracticesandproceduresinFLT.FLTMstudiesapproachesmethodsandtechniques.FLTMtrainsteachersofFLT.FLTMstudiesprinciplesandbeliefsthatunderliethem.TheroleoftheteacherinaCommunicativeApproachclassroomare.afacilitatorofstudents*learningamanagerofclassroomactivityanadvisorofstudents1questionsalloftheaboveTheDirectMethodemphasizestheimportanceof.writtenlanguagespokenlanguagelisteningabilitytranslationThetwocategoriesofmeaningoflanguageproposedbyWilkinsare.notionsandfunctionsnotionsandformsformsandfunctionsgenera!andspecific1l.Thediscoursetheorywasputforwardby.KrashenPalmerBloomfieldHatchininterestednotonlyindescribinglanguagebutalsoinexplaininglanguage.ThesystemiclinguisticsThegenerativelinguisticsThestructurallinguisticsThetraditionallinguisticsTheSilentWayisconsideredsuitablefor.moreadvancedlearnersbeginnersmoreadvancedclassesandbeginnerslearnersinteractionwitheachother
14.1nThePrinciplesofLanguageStudy1921Palmerputforwardninefundamentalprinciplesofgoodlanguageteachingandlearningofwhichwasthefirstandmostimportant.reinforcementandresponsehabit-formationformandmeaningmeaningandsituationTheschematheoryisanimportantelementinwhichisaction-basedmoreconcernedwiththeprocessoflearningthanwhatislearnt.BrunnerstheoryAusubclstheoryKellystheoryPiagetstheory填空题一为题目类型Dillersfirstprinciplethatalivinglanguageischaracterizedbyrule-governedimpliestheteachingofalanguageasaconsciouslylearntsystem.TheMethodviewsthatthesyllabusisarrangedsemanticallyaccordingtosituationsortopics.TheMethodemphasizesthatwrittenshouldbegradedinthefollowingsequence:reproductionoffamiliarreadingtextsreproductionofnarrativesorallypresentedbytheteacherandfreecomposition.TheOralApproachbelievesthatlanguagelearninginreallifeisfortheacquisitionofspokenlanguagewhilelanguagelearningintheclassroomisforthedevelopmentof.TheApproachbelievesprimaryimportanceisattachedtomeaningcontextandsituation.AccordingtoAudiolingnalismtherearethreecrucialelementsinlearning:astimulusaresponseand.TheApproachemphasizesoninnateorganizingprinciplesinhumanperceptionandlearning.Chomskydividesthegrammarofanaturallanguageintocoregrammarandgrammar.Yaldcnthinksthatmoreeffectiveforeignlanguagelearningwilltakeplaceiftheemphasisison.TheApproachemphasizesonthecommunicativecompetence.Krashensorderhypothesisstatesthatweacquiretherulesoflanguageinapredictableordersomerulestendingtocomeearlyandotherlate.Krashenfsmonitorhypothesisstatesthatlearninghasonlyonefunctionandthatisasa.28-BIooitifieldbelievedthatspeechwasprimaryandwassecondary.Accordingtotheaffectivefilterhypothesis:self-confidenceandanxietydeterminesthespeedofsuccessinlanguagelearning.ThegeneralobjectiveoftheTotalPhysicalResponsemethodistoteachoralatabeginninglevel.3l.J.R.Firthsmainapproachtothenotionoffunctionincontextwasbymeansofconceptsystem.Peoplerefertohistheoryastheory.AccordingtotheCognitiveApproachpracticeisthemainformofclassroomteaching.Krashenusesthehypothesistoexplaintherelationshipbetweenlanguageinputandlanguageacquisitionandtoanswerthequestionofhowpeopleacquirelanguages.TheBritishstructuralismconsideredthatlanguagewasidentifiedwithspeechandspeechabilitywasapproachedthroughoralpracticeof.
35.IntheOralApproachPalmerinsistedthattherewasabasicdifferencebetweenthespontaneouscapacitiesofhumanbeingstolanguagenaturallyandunconsciouslyandthetrainedornsituationalncapacitiesoftheclassroomlearnerwhichallowedhimtolearnlanguageconsciously.1VerbalBehavior2CommunicativeEnglishforChineselearners3TheScientificStudyandTeachingofEnglish19174Communicate19795NotionalSyllabuses1976aPalmerbSkinnereLiXiaojudMorrowandJohnsoneWilkins
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440.51NoamChomsky2D.A.Wilkins3Piaget4Hymes5StephenKrashenacognitivetheoryoflearningbcommunicativecompetenceeTransformationalGenerativeLinguisticsdthemonitorhypothesisefunction-notionsyllabusdesign
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445.51Bloomfield2Chomsky3Halliday45FreudatransformationalgenerativelinguisticsbAmericanstructuralismcpsychoanalysisdbehaviourismefunctionallinguistics
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349.45简答题一为题目类型HowusefularethetechniquesusedbyacognitiveteachertoyourEnglishteachingandlearningexperience
52.HowdoyouunderstandtheconceptofdirectintheDirectMethod53WhatisthefbcusofaGrammar-TranslationclassroomDoesitmakesensetoyouthatlanguagelearningresultsfromhabit-fbrmationWhyorwhynot55Whatarethefivehypothesesofthemonitortheory56WhatarethereasonsfortheriseandfoiloftheAudiolingualMethod论述题一为题目类型AccordingtotheAudiolingualMethodshoulddialoguesbememorizedthroughmimicryoftheteachersmodelWhyorwhynotDoyouthinktheDirectMethodcouldbeusedbyallforeignlanguageteachersatalllevelsWhyorwhynot答案1-5BCDBC6-10DCDBA11-15DBCBD16creativity
17、Direct
18、Direct
19、literacyOralreinforcementCognitiveperipheral24communication25Communicative
26、natural27monitor
28、writing
29、motivation
30、proficiency
31、system-structure
32、language
33、input34structures
35、acquire
36、b
37、c
38、a
39、d
40、e
41、c
42、e
43、a
44、b
45、d
46、b
47、a
48、e
49、d
50、c
51、TherulelearningmeaningfulpracticeandcreativityarethefocusofEnglishteachingandlearningexperience.UsingthesetechniquesistohelpthelearnertounderstandEnglishasasystemandtomasterthemeaningfulmaterialthentoachievesuccessfulcommunication.Thesetechniquesusedbyacognitiveteachercanstimulatelearnerssubjectiveactivityandcreativityandraisetheirlanguagecompetenceandlanguageperformance.ByusingthesetechniquestheteachercanachievetheobjectivesofEnglishteachingandlearningexperience:todevelopinthestudentsthenativc-likccompetence;todevelopintuitivethinkinginlearners:todevelopstrategiesoflanguageuse;toenablethestudentstolearnfromerrors
52、TheDirectMethodassumesthatmeaningsofthetargetlanguageshouldbeconnecteddirectlywiththephysicalworld:itsactionsobjectspersonssituationsetc.withouttranslatingorreferringtothelearnersmothertongue.Onlythetargetlanguageshouldbeusedintheclassroomincommunicatingmeaning.Foreignlanguagelearningshouldfollowthenaturalprocessoffirstlanguageacquisitionwheredirectassociationbetweenlanguageformsandmeaningsisestablished.53ThefocusofaGrammar-Translationclassroomistheteachingoftheforeignlanguagegrammar.Grammaristhecoreoflanguageandtheteachingmaterialsarearrangedaccordingtothegrammaticalsystem.Theprocessingoflearninggrammarisconsideredasanimportantmeansoftrainingmentalabilities.
54、Toacertainextentlanguagelearningresultsfromhabit-formation.Themodelofstimulus-response—reinforcementaccountsfbrhowahumanbeinglearnsalanguage.Inlearninglanguagethestimulusiswhatistaughtlanguageinputtheresponseisthelearnersreactiontothestimulusandthereinforcementisthepraiseoftheteacherorfellowstudents.Thehabitistheresultofstimuluscorrectresponseandrewardagainandagain.Themorefrequentlythishappensthestrongerthehabitbecomes.Languagelearningisaprocessofacquiringasetoflanguagestimulus-responsechainsamechanicalprocessofhabitformation.
55、Theyaretheacquisition-learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesisandtheaffectivefalterhypothesi
56、AudiolingualMethodcomesfromthetheoriesandideasofbehaviourismandstructuralism.Itwasverypopularinthe1950s.Towardstheendofthe1950stransformationalgenerativelinguisticsstartedawaragainstitandfinallybroughtitdownfromitsdominantposition.
57、Nodialoguesshouldnotbememorizedthroughmimicryoftheteachersmodel.Adialogueisanindividualcaseoflanguagecommunicationbetweentwopersons.Itonlytellsthestudentsthatwhentheparticipantsplayacertainkindofsocialroleinacertainkindofsituationaboutacertaintopicconversationgoesthatway.Dialoguesarethoughttoprovidemeaningfulcontextforthekeystructuresandtoillustratesituationsinwhichthosestructuresmightbeused.Heremeaningisthecenterofadialogueandhumancommunicationvaries.Nodialogueisheldinexactlythesamewayinthesamekindofsituationandaboutthesametopic.Studentsdonothavetomemorizetheteacher”smodel.Studentsshouldtrytheirbesttodeveloptheirlanguagecompetenceincludingcommunicativecompetencediscoursecompetenceandstrategiccompetenceetc.sothattheycanusethetargetlanguage、communicatively.
58、Nowedontthinkso.TheDirectMethodrequiresnative-speakerteachersorteacherswhohavenative-speaker-1ikefluencyinthetargetlanguage.IntheDirectMethodclassroomtheteachershouldpresentsectionsofatextorthewholetextbydirectassociationbetweenthetargetlanguageandmeaning.Theteachershoulddealwithspecificlanguageitemswhichthestudentsaskhertoexplain.Theteachershouldaskcomprehensionquestionsaboutthetextmakingsurethatstudentshaveathoroughunderstandingofthetext.Theteachershouldaskstudentsquestionsabouteverydaylifeetc.InawordintheDirectMethodclassroomteachersshouldhaveahighabilitytousethetargetlanguageorganizingtheclassroomactivities.TheDirectMethodplacesahighdemandontheteachers.全国自考外语教学法试卷及答案二单项选择题Thediscoursetheorywasestablishedbyinthelate1970sanddevelopedfromM.A.K.Hallidaystheoryoffirstlanguageacquisition.AE.HatchBM.A.K.HallidayCStephenKrashenDJosephH.GreenbergThe1920ssawtheemergenceofanewpsychologicalschoolcalledfoundedbyagroupofpsychologists.AcognitivepsychologyBbehaviouristpsychologyCpsychoanalysisDGestaltpsychology
3.Stimulus-responsetheoryoflearningbelongstoAmericanbehaviouristpsychologyofwhichisoneoftherepresentatives.ABloomfieldBB.F.SkinnerCCharlesFriesDNoamChomsky
4.InGrammar-TranslationMethodismaintainedasthereferencesysteminthelearningofthesecondlanguage.AthefirstlanguageBthesecondlanguageCthetargetlanguageDtheforeignlanguageTheDirectMethodteachersbelievethatdirectassociationofisofgreatimportanceinlanguageteaching.ApronunciationandspellingBwordsandspellingCwordsandgrammarDformandmeaningwasdevelopedinthelate19thcentury.ATheGrammar-TranslationMethodBTheDirectMethodCTheOralApproachDTheAudiolingualMethodPalmertheBritishappliedlinguistproducedaguidetotheEnglishvocabularyneededforteachingEnglishasaforeignlanguage.ThewordsarechosenforthefollowingcriteriaEXCEPT.AtheyarethewordsmostfrequentlyusedbypeoplewhosenativelanguageisEnglishBtheyincludewordsusefultobuildotherwordsCtheyincludeallthestructuralwordsDtheyincludeallthedescriptivewordsThecombinationofstructurallinguistictheoryaural-oralproceduresandbehaviouristpsychologyledtowhichwaswidelyadoptedfbrteachingofforeignlanguagesinAmerica.ASituationalLanguageTeachingBClassicalMethodCAudiolingualMethodDCognitiveApproachAccordingtoKrashenisresponsibleforthefluencyoftheutterancesproducedbyspeakerswhilelearningisresponsiblefortheaccuracyofthespeechesorpassages.ApractisingBanalysingCacquisitionDhabit-fbrmationThecoreofislanguageacquisitionwhichisconsideredasubconsciousprocessdependentontheamountofinputthestudentsgetandallowin.ATheDirectMethodBTheAudiolingualMethodCTheCognitiveApproachDTheNaturalApproachAccordingtoPiagettherearetwoprincipaltypesofcognitivestructureswhichhecalled.AschemasandconceptsBconsciousmindandunconsciousmindCstimulusandresponseDresponseandconsequenceTheroleofthelearnerinaCommunicativeApproachclassroomare•AanegotiatorBacommunicatorCanindependentlearnerDalloftheaboveDiscoursetheoryofsecondlanguageacquisitionwasdevelopedfromthe.AhabitformationtheoryBHallidaystheoryoffirstlanguageacquisitionCmonitortheoiyDCognitivetheoryissometimescalledthemodemversionofGrammar-TranslationMethod.ATheCognitiveApproachBTheClassicalMethodCTheCommunicativeApproachDTheDirectMethodisthemostpracticaloneamongthefollowingforeignlanguageteachingmethodsinChina.AThreeDimensionalApproachBTheASSRFApproachCDualActivityMethodDZhangSizhongMethod二填空题ThetwoforerunnersoftheAmericanStructuralismwhichflourishedatthebeginningofthe20thcenturyinAmericaareand.B.F.Skinnerwasregardedastheleaderof•18-AccordingtoChomsk/sideasaboutlanguageacquisitionlearnlanguagebybeingexposedtoit.ThetraditionallinguisticswasstartedbytheinthecenturyB.C.linguisticsisconcernedwithlanguageasaninstrumentofsocialinteractionratherthanasystemthatisisolated.Chomskynotedthedistinctionbetweenlinguisticandlinguisticperformance.Theideaofconditioningisbasedonthetheorythatyoucantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages:andreinforcement.Thetwomajortypesofcognitivestructuresareandconcepts-Thegenerativelinguistisinterestednotonlyindescribinglanguagebutasloinlanguage.Inotherwordstheyattempttofindtheaswellasthewhyinthestudyoflanguage.25Jn1882ublishcdapamphletwhichstartedthereform.
26.TheBritishstructuralismconsideredthatlanguagewasidentifiedwithspeechandspeechabilitywasapproachedthroughoralpracticeof•
27.In1957Chomskypublishedhisbook.28-ByChomskysideasaboutlanguageacquisitionchildrendonothavetobetaughtorcorrectedfortheir.alinguistinAmericaisregardedasthefatherofAmericanstructuralism.ThefirstlabofexperimentalpsychologywassetupatuniversityofLeipzigGermanyin
1879.Itannouncedtheofficialbirthof.酉己对题1theGrammar-TranslationMethod2theDirectMethod3theOralApproach4theAudiolingualMethod5theCognitiveApproachaTheneogrammariansrepresentedbyHermannPaulformeditsmainlinguisticbasebThestructurallinguistsbelievedthattheprimarymediumoflanguageisoralthatislanguageisspeechcItlaysemphasisontheconsciousacquisitionoflanguageasameaningfulsystemdItcanbecharacterizedasatypeofBritishstructuralismeItbelievesinthenaturalprocessoflanguagelearningandintheinductiveteachingofgrammar.
31.
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435.51theOralApproach2theCognitiveApproach3theAudiolingualMethod4theNaturalApproach5theCommunicativeApproachaDictationimitationandcontrolledoral-basedreadingandwritingtasks.bDialoguesandpatternpracticeformthebasisoftheclassroompracticecThefirststepintheclassroomistopresentallnewsoundsvocabularyandstructuresinamannermeaningfultoeachstudentdIntheearlystagesofspeechproductionitusesrandomvolunteeredgroupresponsewhichplacelittledemandontheindividualstudentbutallowearlyuseofthetargetlanguageeDevelopinglisteningandnote-takingskillsusingaudio-videomaterials;givingoralpresentation;projectwork;role-playandsimulation.
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440.51linguisticcompetenceandlinguisticperformance2assimilationandaccommodation3thelanguageacquisitiondeviceLAD4communicativecompetence5theinputhypothesisaTheformeristheprocessbywhichincominginformationischangedormodifiedinourmindssothatwecanfititinwithwhatwealreadyknow;whilethelatteristheprocessbywhichwemodifywhatwealreadyknowtotakeintoaccountnewinformationbThefbnnerreferstoknowledgeofgrammaticalrulesoflanguage;whalethelatterreferstoapplicationoflanguagecTheabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretousethesesentencesandtowhomdAsortofmechanismordevicewhichcontainsthecapacitytoacquireonesfirstlanguageeItassumesthathumansacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceivingcomprehensibleinput*.
41.
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243.
344.
445.5简答题WhatisthemostimportantaspectoflanguageaccordingtotheGrammar-TranslationMethodHowdoesthediscoursetheoryexplainthesecondlanguageacquisitionprocessWhatareasoflanguagearcemphasizedbyOralApproachWhatlanguageskillsareemphasizedWhataretheprinciplesandconsequencesoftheReformMovementWhattechniquesoftheDirectMethoddoyouthinkareusefulinmodemlanguageteaching5l.HowshouldlanguagerulesbelearnedaccordingtotheDirectMethod
五、论述题WhichoftheprinciplesoftheAudiolingualMethodareacceptabletoyouHowusefularethetechniquesusedbyacognitiveteachertoyourEnglishteachingandlearningexperience1-5ADBAD6-10BDCCD
16、BaosSapir
17、behaviourism
18、children
19、Greeksfifth
20、Functional
21、competence
22、stimulusresponse
23、schemas
24、explainingwhat
25、Victormovement
26、structure
27、SyntacticStructures
28、mistakes
29、Bloomfield
30、Psychology
31、a
32、e
33、d
34、b
35、c
36、a
37、c
38、b
39、d
40、e
41、b
42、a
43、d
44、c
45、e
46、AccordingtotheGrammar-TranslationMethodgrammaristhemostimportantaspectoflanguagewhichisviewedasasystemofrules.Systematicstudyofgrammaticalrulesplaysanimportantroleinfosteringstudentsabilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.Understandingandmasteringthemorphologyandsyntaxwilldevelopstudcntsabilityofanalyzingandsolvingproblems.
47、Hallidaythinksthattheprocessoffirstlanguageisactuallytheprocessoflearninghowtocommunicateinthatlanguage.HatchagreeswithHallidaysviewsonfirstlanguageacquisitionandperceiveslittledifferencebetweenthefirstlanguageacquisitionprocessandprocessofsecondlanguageacquisition—onlythroughcommunicationdiscoursecanthelearneracquirethesecondlanguage.
48、VocabularyandgrammarareemphasizedbytheOralApproach.Aknowledgeofthe2000commoncorewordsisbelievedtoassistforeignlanguagelearning.Accuracyinbothpronunciationandgrammarisregardedascrucialanderrorsaretobeavoidedatallcosts.Allthefourbasicskillsareconsideredimportanthoweveroralproficiencyisseenasbasic.BeforestudentslearnanywordsandgramiTiarrulestheteachershouldteachthemorallyfirst.
49、TheprinciplesoftheReformMovementweretheprimacyofspeechthecentralityoftheconnectedtextasthekerneloftheteaching-learningprocessandtheabsolutepriorityofanoralmethodologyintheclassroom.Theconsequencesweregreat.ManypeopletookpartintheReformMovement.Alotofbookswerepublished.Anappliedlinguisticapproachtolanguageteachingbegantoshape.
50、Suchteachingtechniquesasquestion-and-answerdictationandconversationpracticeareusefulinmodemlanguageteaching.TheDirectMethodadvocatesthatlanguageshouldbelearnedthroughdirectassociationofformandmeaning.Itmainlyusestheteachingtechniquesabovewhicharestillwidelyusedinforeignlanguageteachingclassroomstoday.Theformsofdictationandcompounddictationappearinmanyteststoday.
51、Languagerulesarclearnedinductivelythroughlisteningandspeakingactivities.Theteachersetsupafewcarefullychosenillustrationsofaruleandleadsthestudentstodiscovertherelationshipofthenewelementstootherspreviouslylearnedandtoformulatetheirobseiwationsintotherulegoverningexamples.Inotherwordsstudentshavetoinducegrammaticalrulesfromexamplesinthetext.Alanguagecouldbestlearnedbybeingusedactivelyintheclassroom.
52、AmongthefiveprinciplesoftheAudiolingualMethodwethink”LanguageisspeechnotwritingandLanguagesaredifferent*aremoreacceptabletous.Theformermeansthatlanguageisfirstspeechandwrittenformisonlytherecordingofspeech.Speechismorebasictolanguagethanthewrittenform.Intheclassroomthelanguageskillsaretaughtintheorderoflisteningspeakingreadingandwriting.Thelattermeansthatthenativelanguageandthetargetlanguagehaveseparatelinguisticsystemssothereisusuallynoexactequivalentbetweentwolanguages.Thehabitsofthestudentsnativelanguagewouldinterferewiththestudentsattemptstomasterthetargetlanguage.Theyshouldbekeptapartsothatthestudentsnativelanguageinterferesaslittleaspossiblewiththestudentslearningoftheforeignlanguage.
53、TherulelearningmeaningfulpracticeandcreativityarethefocusofEnglishteachingandlearningexperience.UsingthesetechniquesistohelpthelearnertounderstandEnglishasasystemandtomasterthemeaningfulmaterialthentoachievesuccessfulcommunication.Thesetechniquesusedbyacognitiveteachercanstimulatelearnerssubjectiveactivityandcreativityandraisetheirlanguagecompetenceandlanguageperformance.ByusingthesetechniquestheteachercanachievetheobjectivesofEnglishteachingandlearningexperience:todevelopintuitivethinkinginlearners;todevelopstrategiesoflanguageuse;toenablethestudentstolearn什omerrors.全国自考外语教学法试卷及答案2三,单项选择题l.IntheDirectMethodthemostfrequentlyusedtechniquesofconsolidationaredictationpurposefultasksand.freecompositionguidedcompositiongradedcompositionoralpracticewasthefirstonethathelpedtomakeaprofessiontheteachingofEnglishasasecond/fbreignlanguageandbecamewell-knownintheworldbecauseofhisTheGrammar-TranslationMethodwasfirstusedintheteachingof•FrenchLatinandGreekEnglishEnglishandFrench
4.Stimulusresponseandreinforcementisbehaviouralpsychologyusedininlanguageteaching.theDirectMethodtheNaturalApproachtheCognitiveApproachtheAudiolingualMethodTheschematheoryisanimportantelementinwhichis”action・based”,moreconcernedwiththeprocessoflearningthanwhatislearnt.BrunnefsmethodAusubePstheoryKell/stheoryPiagetstheoiyAccordingtoHallidayaBritishlinguistsocialcontextoflanguagecanbeanalyzedintermsofthreefactors:ofdiscoursetherangelengthandcontentthesituationcontextandmodethefieldtenorandmodethecontextcontentandfieldTheroleoftheteacherinaCommunicativeApproachclassroomare.afacilitatorofstudentsleamingamanagerofclassroomactivityanadvisorofstudentsfquestionsalloftheaboveThetwocategoriesofmeaningoflanguageproposedbyWilkinsare•notionsandfunctionsnotionsandformsgeneralandspecificformsandfunctionsAstatementoftherulewasfollowedbyavocabularylistandtranslationexercises.AttheendofthecoursetranslationofconnectedprosePassagewasattemptedThisisclass.AudiolingualMethodOralApproachDirectMethodGrammar-TranslationHatchputforwardthetheoryinthelate1970s.monitordiscoursecognitiveacculturation1l.The1920ssawtheemergenceofanewpsychologicalschoolcalledfoundedbyagroupofpsychologists.cognitivepsychologybehaviouristpsychologypsychoanalysisGestaltpsychologyThetransformationalgenerativelinguisticswasfirstputforwardby.KrashenHallidayBloomfieldChomskyBerlitzestablishedthefirstBerlitzschoolintheU.S.in1878andusedamethodwhichisknownaswhichwasoneschoolofDirectMethod.BerlitzMethodtheU.SMethodOralMethodConcreteMethodstudieshowsentencesinspokenandwrittenlanguageformlargermeaningfulunitssuchasparagraphsconversationsandinterviews.CommunicativeLanguageTeachingMeaningnegotiationDiscourseanalysisPragmaticsForeignlanguageteachinginChinaisanintegratedapplicationofaudiolingualismandCommunicativeLanguageTeaching.SuggestopaediatraditionalismCommunityLanguageLearningThreeDimensionalApproach
二、填堂题ThefamousAmericanlinguistNoamChomskycreatedtwolinguisticterms:linguisticcompetenceandlinguisticMethodemphasizesonwrittenlanguageandmemorizationofgrammaticalrules.TheMethodemphasizesonoralworkanddrilling;languagepresentedindialogues;practicecontextualizedinsituation.Accordingtothetheoryofcognitivepsychologylearningmustinvolveorganizationof•
20.IntheMethodvocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.ThelearningofaforeignlanguagewasviewedbytheDirectMethodologistsastothefirstlanguageacquisition.TheApproachemphasizesonoralskills;useofonlythetargetlanguageintheclassroom.Cognitivepsychologistsholdtheideathatgivesmeaningtopartspreviouslyincomprehensible.TheApproachemphasizesondictationimitationandcontrolledoral-basedreadingandwritingtasks.TheApproachemphasizesontheconsciousacquisitionoflanguageasameaningfulsystem.Krashensmonitorhypothesisstatesthatlearninghasonlyonefunctionandthatisasa•Chomskybelievesthatarebomwithspeciallanguagelearningabilities.TheCommunicativeApproachbelievesthatlanguageisusedforcommunicationandismoreconcernedwiththanwithstructure.isPalmerscoremethodologicalprinciple.TheAudiolingualMethodusesdialoguesasthemainformoflanguagepresentationandasthemaintrainingtechniques.TheCommunicativeApproachattemptstofollowthenaturalprocessintheclassroom.Thetheoryoriginatedinthelate1970sandwasputforwardbyJ.SchumannandR.Anderson.Thegeneralgoalofalanguageprogrammeistoteachskills.Languageisbesttaughtwhenitisbeingusedtotransmit.Traditionallinguistsbelievethattheformoflanguagewassuperiortothespokenformwhichwasregardedasthecorruptedformoflanguage.
三、配对题languageacquisitiondeviceLAD2stimulusandresponse3thediscoursetheory4acquisitionandlearning5theinputhypothesisaTheformerreferstothesubconsciousprocessleadingtothedevelopmentofcompetence”;thelatterreferstoconsciousstudyandknowledgeofgrammaticalruleshAsortofmechanismordevicewhichcontainsthecapacitytoacquireone1sfirstlanguagecItassumesthathumansacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceivingcomprehensibleinput”dItbelievesthereislittledifferencebetweenthefirstlanguageacquisitionprocessandtheprocessofsecondlanguageacquisition—onlythroughcommunicationdiscourseseTheformerservestoelicitbehaviour;thelatteristriggeredbytheformer.
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440.51Language19332SyntacticStructures19573TeachaForeignLanguage19044ThePracticalStudyofLanguages18995OutlineofEnglishPhonetics1918aJaspersenbDanielJonescLeonardBloomfielddHenrySweeteNoamChomsky
41.
142.
243.
344.41theOralApproach2theCognitiveApproach3CommunicativeApproach4theAudiolingnalMethod5_MethodaTheuseofdrillsandpatternpracticeisoneofitsdistinctivefeaturesbThepracticetechniquesadoptedinthisapproachgenerallyconsistsofguidedrepetitionandsubstitutionactivitycWrittenworkshouldbegradeddRoleplayandsimulationactivitiesareoftenthoughttobeoneofthemosteffectivewaysofintegratinglanguageskillsinthelanguageclassroomeItseekstheintellectualunderstandingbythelearnerofthelanguageasasystem.
46.
147.
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349.
450.5简答题一为题目类型
51.HowdoestheCognitiveApproachmakeupfbrallthedisadvantagesoftheAudiolingualMethodDoyouthinkthatitisnecessarytodrawadistinctionbetweenacquisitionandlearningWhyorwhynotAppropriacyoflanguageusehastobeconsideredalongsideaccuracy.WhatimplicationsdoesthishavefbrattitudestoerrorsHowdoyouinterprettheideaofcommunicatinginEnglish11inyourcaseasalearnerofEnglishReviewthetenetsofKrashensInputHypothesis.Whataretheprinciplesofbehaviourism论述题一为题目类型WhatarethefunctionandresultofthecontroversiesinancientGreeceDoyouthinkthatinsecondlanguageacquisitionacquisitionwillcontinuetohappenfbradultsWhyorwhynot1-5BABDD6-10CDADB答案11-15DDACB
16、performance
17、Grammar-translation
18、Direct
19、material
20、Direct
21、anologous
22、Oral
23、structure
24、Oral
25、Cognitive
26、monitor
27、children
28、meaning
29、Habit-formation
30、drills
31、acquisition
32、acculturation
33、conversational
34、messages
35、written
36、
37、
38、
39、
40、c
41、c
42、e
43、a
44、d
45、b
46、b
47、e
48、d
49、a
50、c
51、AstheAudiolingualMethodWasonthedeclineinthe1960sandmanyshortcomingswerefoundinitsuchas:lWeakbasisofitstheory.2Notdevelopinglanguagecompetencelackofeffectivenessandboredomcausedbyendlesspatterndrills.3Learnershavinglittlecontrolovertheirlearning.4Teachersdominationoftheclass.5Teacher-orientedmaterials.InresponsetothecriticismsleveledagainstaudiolingualismtheCognitiveApporachdevelopedasanaltenative.Inthemeantimethestructurallinguisticsgavewaytothegenerativelinguisticsthatturnedtheattentionfrommechanisticconditioningtomeaningfullearning.ThereappearedmanyadvantagesabouttheCognitiveApproach:lStressoncreativityandineaning.2Moreactiveuseofmentalpowcr.3Suitablefbradultlanguagelearners.4Enjoyableandmeaningfulleaming.5Moreeffectivelearningbydrawingonstudentsexperience.6Integratingallfourskills.7Givingstudentsopportunitytodevelopfunctionalandperformanceskills.8DrawingonthelatestdevelopmentoflinguisticsandpsychologyandFLTtheories.9Morescientific.
52、Yes.ThebasicprincipleoftheNaturalApproachisthedistinctionbetweenlanguageacquisitionandlanguagelearning.”Languageacquisition1referstothesubconsciousprocessleadingtothedevelopmentofcompetence”andisnotdependentonthe.teachingofgrammaticalrules.Languagelearning1referstotheconsciousstudyandknowledgeofgrammaticalrules.Acquisitiontakesplaceduringrealcommunicationinthelanguageandisconsideredtobethesourceofthestudentsabilitytousethelanguage.Learningmaycontributetotheself-monitoringorself-editingoflanguageoutputthatsometimesoccurswhenspeakershavetimetoreflectandfocusontheformoftheirutterances.Krashenbelievesthatacquiringalanguageismoresuccessfulandlongerlastingthanlearning.Thisdistinctionbetweenacquisitionandlearningprovidesabasicprincipleofsecondlanguageacquisitionwithimportantimplicationfbrlanguageteaching.
53、Thishassomeimplicationsforattitudestoerrors.Sincebothappropracyandaccuracyareimportantinlanguageuseweshouldpaythesameattentiontothesetwoaspects.Ifoneslanguageproductionisappropriatebutdottedwithalotofgrammarerrorscommunicationwouldbeaffected.Ontheotherhandifoneslanguageproductioniscorrectingrammarbutnotappropriateinusecommunicationwouldnotbeaseffectiveasexpected.Thereforeweshouldbetoleranttothestudentserrorswhichdonotaffectcommunicationandbestricttothosewhichinterferewithcommunicationandcauseilleffectsorillfeelingtotheothercommunicators.
54、ForalearnerofEnglishwhoisstudyinginanon-English-speakingsettingcommunicatinginEnglish”meanstoexperiencerealcommunicativesituationsinwhichIlearntoexpressmyownideasviewsandattitudesandinwhichIamtakenseriouslyaspeople.MeaningfulcommunicativeactivitiesonmyEnglishlevelwillimprovemylanguageperformanceandgeneratemyinterest.
55、KrashensInputHypothesisassumesthathumansacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceivingHcomprehensibleinputwhichreferstoutterancethatthelearnerunderstandsbasedonthecontextinwhichtheyareusedaswellasthelanguageinwhichtheyarephrased.Inlanguageacquisitionwemovefromiourcurrentleveltoi+1thenextlevelalongthenaturalorderbyunderstandinginputcontainingi+
1.Theinputhypothesisrelatestoacquisitionnottomeaning.Comprehensionishelpedbythesituationandthecontextextralinguisticinformationandknowledgeoftheworld.Aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandinginputtheabilitytospeakfluentlywillemergeindependentlyintime.Itcannotbetaughtdirectly.Enoughcomprehensioninputprovidesi+1automatically.
56、Theprinciplesofbehaviourismareasfollows:Psychologistsshouldstudywhatcouldbeobservedpubliclyandobjectivelyinsteadofconsideringanimalsmentaleventsbecausethesethingscouldnotbeseen.Behaviourismbelievesthatthestudyshouldbefocusedonlearningandtherelationbetweenstimuliandresponses.
57、Onecontroversywasbetweenthenaturalistsandtheconventionalists.Thenaturalistsarguedthattheformofwordsreflectedthenatureofobjects.Theconventionaliststhoughtthatlanguagewasconventionalandtherewasnologicconnectionbetweenformandmeaningofwords.Theothercontroversywasbetweentheanalogistsandtheanomalistsontheregularitiesoflanguage.Theanalogistsclaimedlanguagewasregularandtherewererulesforpeopletofollow.Theanomalistmaintainedtherewerenorules.TheirdebatearousedpeoplesinterestinlanguageandledthemtothedetailedstudyofGreek.ThedirectresultwastheappearanceabookofGreekgrammar.ThesecontroversiesandotherresearchesonthelinguistictheoryformedthetraditionalstudyoflanguageinancientGreece—alsocalledtraditionallinguistics.
58、Yes.AcquisitiontakesplaceduringrealcommunicationinthelanguageandisconsideredtobethesourceoftheIcamcrsabilitytousethelanguageinunstructuredinteraction.Teacherscanentirelysimulateintheclassroomanenvironmentthatwillbesimilartothecontextinwhichadultsacquiretheirfirstlanguageastheycreateutterancestoexpresstheirownthoughts.Teacherscanalsocreateavarietyofmajoractivitiesintheclassroomwhichleadstoproduceactiveinteractionsinthesecondlanguage.Throughthesemajoractivitiesandtechniquestheinnatecapacitiestoacquirealanguagethatalladultspossesswillbetapped.Classroomwithinterestingandmeaningfullanguageinputmaybeaverygoodplaceforadultstoacquirethesecondlanguage.Weconsiderthatacquisitionwillcontinuetohappenforadultsinsecondlanguageacquisitionprocess.全国自考外语教学法试卷及答案四单项选择题l.Thehabit-fonnationtheorycomesfromtheandwasverypopularinthe1950sand60s.AAmericanstructuralismBfunctionallinguisticsCbehaviouristpsychologyDcognitivepsychology
2.Itisbelievedthatgrammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteachingfrom.Aabout2500yearsagoBalmost1000yearsagoCthe16thcenturyDthebeginningofthe20thcenturyClassroomproceduresintheDirectMethodcanberoughlydividedintothreephases:oralpracticeinthetargetlanguageandconsolidationwithwrittenwork.ApresentationbydirectassociationBreadingandexplainingthenewwordsandexpressionsinthefirstlanguageCaskinglearnerstoreadsentencesaloudandtranslatethemintothefirstlanguageDstudents1choralimitationalltogetherorinlargegroupsTheOralApproachorreferstoanapproachtolanguageteachingdevelopedbyBritishappliedlinguistsfromthe1930sto1960s.AGuidedLanguageTeachingBSituationalLanguageTeachingCAppliedLanguageTeachingDFunctionalLanguageTeaching
5.InhisbookThePrinciplesofLanguageStudy1921Palmermadethepointthatwerebroughtintoplayintheacquisitionofspokenlanguagewhereasstudialcapacitieswererequiredindevelopmentofliteracy.AlearningpowerBgrammaticalcapacitiesCspontaneouscapacitiesDunderstandingcapacities
6.InChomskyfstheorycompetence whichallowsanativespeakertomakesentencesinhislanguagemeans.AcapacityoflearninglanguageBabilityofspeakingCknowledgeofgrammarrulesDcapacityofmemorizingwordsTheNaturalApproachusesthreestagesasabasisfbrbeginners:1;2givingthestudentscomprehensibleinputaboutexperiencesandallowingfbropportunitiestoengageinconversationsabouttheirownexperiences;and3inputanddiscussionsconcerningopinions.AloweringtheaffectivefilterBstrengtheningtheaffectivefilterCloweringanxietyDstrengtheningmotivationTheCommunicativeApproachfollowsanandemphasizestheprocessesofcommunicationtogetinfonnation.AIntegratedSyllabusBNotionalSyllabusCInternationalSyllabusDNotableSyllabus
9.InHymcsview””referstotheabilitynotonlytoapplythegrammaticalrulesoflanguagebutalsotoknowwhenandwheretousetheseandtowhom.AlinguisticcompetenceBcommunicativecompetenceCspontaneouscapacityDlanguageacquisitiondevice
10.ChomskypublishedhisbookSyntacticStructurein.A1957B1943C1956D
196211.ThetheoryoflearningunderlyingtheGrammer-TranslationMethodwasAFacultyPsychologyBGestaltPsychologyCBehaviouralPsychologyDCognitivePsychologyThehabit-fbrmationtheoryoriginatesfromtheandwaspopularinthe1950sand60s.AcognitivepsychologyBGestaltpsychologyCbehaviouristpsychologyDpsychoanalysisThetraditionallinguistsgaveprioritytoandtookwordsasthestartingpoint.AspokenformBlisteningabilityCwrittenformDreadingcomprehensionabilityAccordingtocommunicativecompetenceentailsfourdimensions:grammaticalcompetencesociolinguisticcompetencediscoursecompetenceandstrategiccompetence.ARichardandRodgersBHallidayCCanaleandSwainDWiddowsonTheaffectivefilterhypothesisofKrashensMonitorModelstatesthatacquireswithaffectivefilterseekandreceivemorecomprehensibleinput.AlowBaverageChighDveryhigh二填空题TheMethodusestranslationandgrammarstudyasthemainteachingandlearningactivities.TheMethodbelievesgrammarislearnedinductivelythroughlisteningandspeakingactivities.TheApproachisagrammarbasedmethodinwhichprinciplesofgrammaticalandlexicalgradationarcusedandnewteachingpointspresentedandpractisedthroughmeaningfulsituationactivities.ComparativeHistoricalLinguisticsbelievedthatalllanguagesfromonelanguageandwereruledbyacommongrammar.Thewayisbasedonthepremisethattheteachershouldbesilentasmuchaspossibleintheclassroomandthelearnershouldbeencouragedtoproduceasmuchlanguageaspossible.TheAudiolingualMethodusesasthemainfonnoflanguagepresentationanddrillsasthemaintrainingtechniques.CognitivePsychologistsholdtheideathatlearningalanguageshouldbealearning.TheCognitiveApproachemphasizesontheacquisitionoflanguageasameaningfulsystem.KrashensMonitorModelofsecondlanguagedevelopmentdistinguishestwodistinctprocessesinsecondandforeignlanguagedevelopmentanduse:acquisitionand”n.25JntheApproachclasstimeisdevotedprimarilytoprovidinginputfbracquisition;theteacherspeaksonlythetargetlanguagestudentsmayuseeitherLIorL2;errorsnotcorrected.TheApproachviewsthattheteacherisafacilitatormanageradvisorandco-com-municatoroftheclassroom.TheApproachfollowsNotionalSyllabusandemphasizestheprocessofcommunicationtogetinformationandusinglanguagefbrsocialinteractionwithotherpeople.Thetwomajortypesofcognitivestructuresareschemasand.RatherthanfocusonexplanationofgrammaticalrulesinclassroomteachingtheteacherofanOralApproachclassmustencouragedirectanduseofthetargetlanguageintheclassroom.TheessenceofZhangSizhongMethodisthetheoryofadvantage.n
31.IntheOralApproachlanguageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedintheform.
32.Intheearly1960sthefamousSwisspsychologistPiagetestablishedhistheoryofdevelopment.Thegenerativelinguistisinterestednotonlyinunderstandinglanguagebutalsoinlanguage.AccordingtotheNaturalApproachtheroleofistomotivatestudentstopreparefortestsbyobtainingmorecomprehensibleinputandtomotivateteacherstosupplymorecomprehensibleinput.Thedimensionalapproachassumesthataforeignlanguageislearnedwhilewhatisacquiredplaysonlyasubsidiaryrole.
三、酉己对题1JeanPiaget2M.A.K.Halliday3J.Schumann4JosephH.Greenberg5B.F.Skinnerafieldtenorandmodeconceptbneo-behaviourismccognitivepsychologydthehypothesisoflinguisticuniversalsetheacculturationtheory
36.
137.
238.
339.
440.51theOralApproach2theCognitiveApproach3theDirectMethod4theAudiolingnalMethod5theNaturalApproachaAccordingtoGouinverbalexpressionisintimatelylinkedwiththoughtaboutrealevents.Thoughtsandutterancescameinsequencesandends-meansseriesbPrimaryimportanceisattachedtomeaningcontextandsituationcLanguageisstructuredlikeapyramidthatislinguisticlevelsaresystemswithinsystemsdLanguageischaracterizedbyrule-governedcreativityeCommunicationistheprimaryfunctionoflanguageandemphasisisonmeaning.
41.
142.
243.
344.
445.51VerbalBehavior19572NotionalSyllabuses19763ThePrinciplesofLanguageStudy19214GuidetoPatternsandUsageinEnglish19545TheNaturalApproach:LanguageAcquisitionintheClassroomaHaroldPalmerbTracyTerrellcB.F.SkinnerdA.S.HornbyeD.A.Wilkins
46.
147.
248.
349.
450.5简答题
51.WhatarethemainfeaturesoftraditionallinguisticsHowdoestheacculturationtheoryexplainthesecondlanguageacquisitionWhatarethecontributionsmadebyFranzBoasEdwardSapirandLeonardBloomfieldtothedevelopmentofAmericanstructuralismHowdoesthehypothesisoflinguisticuniversalsexplainthesecondlanguageacquisitionprocessHowdoesthecognitivepsychologyexplaintheacquisitionofknowledgeWhatisthedifferencebetweenlinguisticcompetenceandlinguisticperformance
五、论述题WhyistheCognitiveApproachinterpretedasthenmodemversionofGrammar-TranslationMethod**CommentonthefourprinciplesofcognitivismformulatedbyDiller1-5CCABC6-1OCCBBA11-15ACCCA16Grammar-Translation17Direct180ral
19、originated
20、Silent
21、dialogues
22、meaningful
23、conscious
24、learning
25、Natural
26、Communicative
27、Oral
28、concepts
29、spontaneous
30、psychological
31、spoken:written
32、cognitive
33、explaining
34、testing
35、three
36、c
37、a
38、e
39、d
40、b
41、b
42、d
43、a
44、c
45、e
46、c
47、e
48、a
49、d
50、b
51、TraditionalLinguisticswaspracticalinnature.Peoplemadeastudyoflanguageinordertoreadclassicworks.Traditionallinguistsbelievedthatthewrittenformoflanguagewassuperiortospokenfonn.Theytriedtosetupprinciplesandstandardsforpeopletouselanguagecorrectly.
52、Acculturationmeansindividualsofoneculturehavetogothroughtheprocessofmodificationinattitudesknowledgeandbehaviourinordertodowellinanotherculture.Itbelievesthatsecondlanguageacquisitionisjustonaspectofacculturationandthedegreeofacculturationwillcontrolthedegreeofsecondlanguageacquisition.
53、FranzBoasandEdwardSapirwereforerunnersofAmericanstmcturalism.BoasstudiedtheAmericanIndianslanguagesandfoundthatthetraditionalgrammaticalmodelcouldnotbeusedtoanalyzethestructureofthoselanguages.Hehadtodescribethoselanguagesastheywereused.ThisstartedAmericanstructuralism.LeonardBloomfieldacceptedthetheoriesandprinciplesofFranzBoas.Hearguedthatlinguistsshoulddescribeinsteadofprescribingwhatpeoplesayandshouldtakeaninductiveapproachinanalyzingdata.In1933hepublishedthebookLanguage.ItsoonbecamethebibleofAmericanstructuralism.
54、Thehypothesissaysthereexistcertainlinguisticpropertieswhicharetruetoallnaturallanguagesintheworld.ltdividesthegrammarofanaturallanguageintocoregrammarandperipheralgrammar.HumanbeingsarebornwithalanguageacquisitiondeviceLAD.Thesecondlanguagelearnersusuallyacquirethecoregrammarofthetargetlanguageandthentheperipheralgrammar.Thecoregrammarofthelearnersmothertonguewillhelpthelearnertolearnthetargetlanguage.
55、Thetermcognitivemeansknowledgeandcognitive”psychologycanbedefinedasthestudyofpeoplesabilitytoacquireorganizerememberanduseknowledgetoguidetheirbehaviour.Asfortheacquisitionofknowledgecognitivepsychologybelievesthattherearetwoprincipaltypesofcognitivestructureswhicharecalledschemasandconcepts.Theschemasrefertosetsofrulesthatdefinecategoriesofbehaviourandconceptsarerulesthatdescribepropertiesofeventsandtheirrelationswithoneanother.Childrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses-assimilationandaccommodation.
56、Linguisticcompetencereferstotheinternalizedknowledgeofthelanguagethatanativespeakerofthatlanguagepossesses.Linguisticperformancereferstotheactualutteranceproducedbythenativespeakers.
57、TheCognitiveApproachisinterpretedasthemodernversionofGrammar-TranslationMethod11becauseithasrediscoveredvaluablefeaturesinGrammar-TranslationMethod.TheCognitiveApproachcomesfromtheGrammar-TranslationMethodbutitisnotamechanicalrepetitionofthelatterandhasgivenupaone-sidedandradicalapproachintheGrammar-TranslationMethod.lthassomemainfeatures:languageisanintricaterule-governedsystem;knowledgeoflanguagerulesfacilitateslearning;learningisbasedonunderstanding;etc.Itdrawsonthelatestdevelopmentoflinguisticsandpsychologyandstudiesforeignlanguageteachingfromthepointofviewofeducationalpsychologylinguisticpsychologyandforeignlanguagelearningtheorieshencemakesitselfmorescientific.TheAmericanpsychologistCarrelinterpretedtheCognitiveApproachasamodifiedup-to-dategrammartranslationtheory/
158、Dillersfirstprinciplethatalivinglanguageischaracterizedbyrule-governedcreativityimpliestheteachingofalanguageasaconsciouslylearntsystem.Thesecondprincipleisthattherulesofgrammararepsychologicallyreal.Therulesofanewlanguagearebestlearntinconjunctionwithdemonstrationandpractice.Fromthetwoprinciplesabovewemustinsistthatthelearneristhecentreoflanguageteachingandlanguagepracticeisthemainfonnofclassroomteaching.Thethirdisthatmanisespeciallyequippedtolearnlanguagesandlearninglanguageisahumancharacteristic.Fromthisprinciplewecandrawaconclusionthatlanguagelearningoccursatanytimeinlifeinasituationofmeaningfuluse.Weshouldtakeabroadviewofeducationofthewholepersonlifelongeducation.Thelastprincipleisthatalivinglanguageisalanguageinwhichwecanthinkanditisboundupwithmeaningandthinking.Weshouldemphasizelanguageunderstandingmeaningfullearningandmeaningfulpracticeduringtheentirelearningprocess.researchontheprofession.ADanielJonesBHaroldPalmer0MichaelWestDLawrenceFaucett。