The cognitive Approach

【关键字】教学《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quietly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read and listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work, etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a language in order to be able to do things with functional activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in adva nce about what techniques, activities and materials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases with greater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in eac h teaching stage.26． What does a teacher need to consider when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way suitable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language they will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “whole-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, wh ich are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into the students’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “so me people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/where. Example:Kentucky is the state. Lincoln was born there. Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for c onsolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what,not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language•no material control: Ss’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clea r.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in which only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa li ves in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）此文档是由网络收集并进行重新排版整理.word可编辑版本！。

I. Multiple Choices: (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 five points is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of_________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted （理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time,_________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented （教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of__________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the__________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach （交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an utterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based ona type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable ___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their studen ts as “whole persons”; therefore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that__elements__ in a language were rule-governed.III. Questions for Long Answers: (50%)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.41. What advantages can be found in the Direct Method? (20%)(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". Ina few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.42. What are the main features of the Communicative Approach?(30%)1. David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation. ③The provision of opportunities for learners to focus, not only on language but also on the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.⑤An attempt to link classroom language learning with language activation outside the classroom.2. The most obvious characteristics of the CA is that almost everything that is done with a Communicative intent. The teacher is concerned with the learners themselves, their feelings and ideas. The classroom activities are learner-centered.3. Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4. For learners who are studying in a non-English-speaking setting, it is very important to experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5. Another characteristic of the teaching / learning process of the CA is the use of authentic materials.6. The degree of learner-centered activity depends, among other things, on the type of material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use.7. There are three kinds of materials currently used in the Communicative Approach will be introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8. Learner-centred activities provide opportunities for learners to focus, not only on language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Communicative Approach” students will be more motivated to learn a foreign language if they feel they are learning to do something with the language.9. The role of the teacher:① a facilitator of students’ learning; ②a manager of classroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10. The teacher’s level of proficiency in the target language and her stamina have some bearing on the effectiveness of a given teaching strategy.11. The teacher has to possess a very high level of language competence, because she is the main source of input, at least in the beginning stage and, especially, in the foreign language context.12. In a Communicative Approach classroom, lessons tend to be less predictable; the teacher has to be ready to what the learners say and not just how they say it, and to interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom. 13. The role of the learner: a negotiator; a communicator; a contributor; an independent learner.14. Truly communicative have three features: information gap, choice of form and content and feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.15. Activities in the Communicative Approach are often carried out by students in small groups.16. Grammatical structure does not require explicit analysis or attention, and by the necessary grammatical structure are automatically provided in the input. 17. Classroom environment in the Communication Approach:①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。

The cognitive-Based Approach内容教学法实施方式与实证效果(具体利用)(1)基于主题的语言教学。

这种方式是指语言课程大纲围绕主题或话题,如环境污染、妇女权益、反恐和平等来组织。

语言大纲从属于更一般的主题,语言的分析和练习从组成课程框架的话题中发展出来。

话题可以通过阅读来导入,词汇可以通过引导性的讨论来学习,也可以用关于同一话题的用于听力理解的视听材料来学习,写作练习还可以把几个不同来源的信息结合在一起进行,通过对所有语言技能的练习来处理所学的话题(2)保护性的内容教学。

这种方式是指第二语言的课程内容由某一领域的专家来教授,教学对象是为同一个目的组合在一起的第二语言学习者。

由于这些学生不是跟母语说话者在同一个班级,因此教师需要用第二语言学习者能理解的方式来教授内容,而且教学过程中采用的语言和任务要维持在合适的难度水平。

典型的做法是:教师选择适合于学习者难度的学习文本,并根据学习者的语言能力调节课程要求。

(3)支持式语言教学。

这种方式是指学生同时学习两门互相联系的课程:一门是内容课程;另一门是语言课程。

这两门课程享有共同的内容基础并且根据彼此协调的任务相互补充。

这类项目需要做大量的协调工作以保证两门课程之间的连接和互补,有时也有必要对这两门课程作出修改和调整。

(4)团队教学。

这种教学方式是支持式语言教学的一个变体。

两位教师共同教一门课,一位是主讲专题内容的专家,一位是负责语言问题的教师。

在讲课前语言教师和专家一起准备用来检测课堂内容的问题和任务。

专家讲授内容时,语言教师帮助学生记录演讲内容,两人一起帮助学生解决教学中产生的问题,讲授结束后还要帮助学生完成与该内容有关的任务。

(5)基于技能的教学。

这种方法关注的是提高某个特定的学习领域的技能,这种技能与正在学习的一个或几个学科的主题相联系。

以学术写作(academic writing)为例,学生可以为他们正在学习的课程内容而写作,也可以是语言或写作课程本身激发了其他内容的学习。

2024年教师资格之中学英语学科知识与教学能力真题精选附答案单选题（共45题）1、When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A.retellingB.predictingC.skimmingD.scanning【答案】 C2、请阅读短文，完成此题。

A.boringB.very tiredC.busyD.angry【答案】 B3、He said he′ d phone you __________ he got home.A.the momentB.the moment whenC.at the momentD.at the moment when【答案】 A4、The ultimate goal of English education is to develop students′ ability to communicate in English. There-fore, English education should be __________.munication-focusedB.ability-orientedC.knowledge-centeredD.speaking-oriented【答案】 B5、--The situation was in a mess.A.should developB.would developC.must have developedD.could have developed【答案】 D6、请阅读Passage 2，完成第小题。

A.is now enjoying legal supportB.disagrees with the tradition of the countryC.was clearly stated by the country's foundersD.will exert great influence over court decisions【答案】 A7、When a teacher intends to present or explain a new language point, which of the following grouping methods is mostly recommended？A.Whole class workB.Group workC.Pair workD.Individual work【答案】 A8、The Cognitive Approach holds that students′ mistakesare__________ in the creative use of language.efulB.understandableC.unavoidableD.reasonable【答案】 C9、Passage 1A.The more a person cheats, the more creative he isB.Cheating is likely to encourage creativity to some extentC.A person who cheats is more creative than a person who doesn' tD.A person who is creative cheats more than a person who is less creative【答案】 B10、Morphemes that represent "tense", "number", "gender", "case" and so forth are called__________ morphemes．A.inflectionalB.freeC.boundD.derivational【答案】 A11、请阅读短文，完成此题。

外语教学法自考题-25(总分：85.00，做题时间：90分钟)一、{{B}}Ⅰ.Multiple Choice{{/B}}(总题数：15，分数：15.00)1.______was Palmer's core methodological principle in language teaching and learning.∙ A. Stimulus and response∙ B. Habit-formation∙ C. Form and meaning∙ D. Meaning and situation（分数：1.00）A.B. √C.D.解析：[解析] 习惯形成是帕尔默口语教学法原则的核心。

在《语言学习的原则》(1921)一书中，帕尔默坚持认为，人们自然的、无意识的习得语言的自发能力与学生通过训练或“学习”得到的能力之间有着根本的不同。

A是听说法的理论基础。

2.American structuralism started in ______.∙ A. the early 20th century∙ B. the late 20th century∙ C. the early 19th century∙ D. the late 1930s and 19d0s（分数：1.00）A. √B.C.D.解析：[解析] 美国结构主义语言学始于20世纪初，流行于20世纪30年代和40年代。

3.The Communicative Approach has a theory of language rooted in ______.∙ A. functional linguistics∙ B. transformational generative linguistics∙ C. structural linguistics∙ D. cognitive linguistics（分数：1.00）A. √B.C.D.解析：[解析] 交际法的语言理论基础是功能语言学。

外语教学法自考题-13(总分：100.00，做题时间：90分钟)一、{{B}}Ⅰ.Multiple Choice{{/B}}(总题数：20，分数：20.00)1.In ______, the ancient Greeks began to make a serous study of language in the realm of philosophy.∙ A. the 5th century Ａ.Ｄ.∙ B. the 5th century Ｂ.Ｃ.∙ C. the 6th century Ａ.Ｄ.∙ D. the 6th century Ｂ.Ｃ.（分数：1.00）A.B. √C.D.解析：[解析] 希腊人早在公元前5世纪就将语言学纳入到哲学的研究领域。

2.The two forerunners of American structuralism are ______.∙ A. Franz Boas and Edward Sapir∙ B. Franz Boas and Leonard Bloomfield∙ C. John Watson and Leonard Bloomfield∙ D. Edward Sapir and John Watson（分数：1.00）A. √B.C.D.解析：[解析] 选项中提到的四个人均是美国形式主义的代表，但是两位先驱是研究美国印第安人语言的人类学家Franz Boas和Edward Sapir。

3.The functional linguistics develops directly from the ______ school of linguistics.∙ A. London∙ B. Paris∙ C. Michigan∙ D. Birmingham（分数：1.00）A. √B.C.D.解析：[解析] 功能语言学是由20世纪初的伦敦学派发展而来。

外语教学法自考题-3(总分：90.00，做题时间：90分钟)一、Ⅰ.Multipe Choice(总题数：15，分数：15.00)1.The habit-formation theory originates from the ______ and was popular in the 1950s and 60s.A. cognitive psychologyB. Gestalt psychologyC. behaviourist psychologyD. psychoanalysis（分数：1.00）A.B.C. √D.解析：[解析] 习惯形成说源于行为主义心理学，代表人物斯金纳(Skinner)，行为主义心理学家认为语言是一套语言习惯，这种语言习惯是通过确认并强化刺激(Stimulus)与反应(Response)之间的联系而形成的。

选项A认知心理学是研究人们获得、组织、记忆和使用知识来指导行为的能力，代表人物是皮亚杰和乔姆斯基。

选项B格式塔心理学产生于20世纪20年代，是由德国心理学家韦特墨、考夫卡和勒文等人所创立。

选项D精神分析是由弗洛伊德创建的一种心理学理论。

2.The general objective of the Total Physical Response Method is to teach ______ at a beginning level.A. oral and aural facilityB. oral proficiencyC. reading comprehension abilityD. translating ability（分数：1.00）A.B. √C.D.解析：[解析] 全身反应法(Total Physical Response Method)是试图通过身体动作来教语言的教学法，其倡导者是阿舍(Asher)，全身反应法总的教学目标是发展初学者的口语能力(oral proficiency)，理解(Comprehension)是一种手段，其最终目的是教授基本说的技能(basic speaking skills)，课堂活动的主要形式是利用祈使句进行操练(Imperative drills)。

认知Discuss in your own words the four principles of cognitivism formulated by Diller.The Cognitive Approach holds that learning a language is a process of acquiring _mental_________control of the phonological, grammatical and lexical patterns of a second language, largely through study and analysis of these patterns as a body of knowledge.What is language in Chomsky’s opinion?Both the generative transformational and cognitive theories have recognized a ______ as an orderly system of rules which a learner can consciously acquire by study methods.What is the attitude of the Cognitive Approach towards mistakes in the language learning process?What are the focuses of classroom teaching in the Cognitive Approach?The Cognitive Approach insists that learning should be _______.A. groupedB. structuredC. paralleledD. practicedWhat does the Cognitive Approach think about the learner in foreign language teaching and learning?What is the attitude of the Cognitive Approach towards mistakes in the language learning process?What are the procedures followed in a Cognitive Approach classroom?Why does the Cognitive Approach give special importance to the learner’s active part in the learning of grammatical rules? To Piaget, the starting point of cognitive development must be activity on the part of the child, not passive reception of outside ________ .Both the gereative transformatianla and congtive theories have reconiged languge as orderly of _______rules which learner can consciously acquaire by study methodWhat are the generative linguists interested inWhat do assimilation and accommodation refer to in Piaget’s theory of cognitive development?According to the cognitive theory, what are two processes that second language acquisition involves?What significant implications for language teachers do you see in Piaget’s cognitive theory of learning?What are the objectives of language teaching according to cognitive proponentsWhat are the main disadvantages of the Cognitive Approach What are the limitations of the Cognitive Approach?What are the main features of the Cognitive Approach? And in what aspects is the Cognitive Approach different from the Audiolingual Method?By the mid-_________ the upheaval in linguistics and psycholinguistic s created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy.A. 1940sB. 1950sC. 1960sD. 1970sThe generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. BrunerPiaget saw cognitive development as essentially a process of __________ within which genetics and experience interact. A. maturation B. accommodationC. comprehensionD. assimilationChomsky divides the grammar of a natural language into __core________ grammar and peripheral grammar.The Cognitive Approach lays emphasis on innate organizing principles in human perception and _learning_____.The Cognitive Approach holds that students’ mistakes are ______ in the creative use of language.A. usefulB. understandableC. unavoidableD. reasonableThe generative linguist is interested not only in ______ language but also in explaining language.A. teachingB. describingC. usingD. understandingA major feature of _congtive_____ code-learning is the emphasis on explanations of grammatical functioning.The Cognitive Approach lays emphasis on innate organizing principles in human perception and __learning____.Cognitive psychologists hold that language learning is the discovery of the underlying _structure_____ of the language by means of inductive and deductive inference.Chomsky divides the grammar of a _nature_____ language into core grammar and peripheral grammar.The generative-transformational school of linguistics emerged through the influence of ______.A. J.B.BrunerB. N.ChomskyC. D.AusubelD. G.KellyChomsky rejected the behaviorist model of language acquisition on the basis of his model of competence and _performance_____.The process of learning by discovery, according to Bruner, involves _____ with the minimum of instruction and errorful learning.A. generalizationB. associationC. deductionD. inductionThe cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrasting rote and _____ learning.A. usefulB. practicalC. meaningfulD. advancedCognitive psychologists hold that language learning is the discovery of the underlying _____ of the language by means of inductive and deductive inference.The schema theory is an important element in _congtive____ theory. The expression was coined to describe “an active organ ization”.According to D. Ausubel, the principal function of _______ is to act as a bridge between what learners already know and what they need to know.A. schema theoryB. language acquisition deviceC. language competenceD. advance organizersThe Cognitive Approach lays emphasis on the conscious acquisition of language as a meaningful system and it seeks a basis in cognitive psychology and in transformational _grammar______.In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates _learning______.The emphasis on WHAT and HOW continued during the transformational generative period, when the congtive_______ code-learning approach was much discussed.Piaget considers that conceptual growth occurs because the child, while actively attempting to adapt to the environment, organizes actions, into schemata through the processes of assimilation and _accomondation______.In Chomsky’s opinion, linguistic competence refers to the _internized_____ knowledge of the language that a native speaker of that language possesses.A. Linguists concernedB. Contributions to the Cognitive ApproachPiaget considers that conceptual growth occurs because the child, while actively attempting to adapt to the environment, organizes actions into schemata through the processes of assimilation and _accomadation___.In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates learning____.A: the main feature of the Cognitive① It concentrates on the learner’s process② Teachers are required to tell the learner③ It believes that learners play a decisive④ It emphasizes meaningful leaning and⑤ It gives equal importance to all the fourB: the advantage or disadvantage Approach associated with the featurea. Teachers find it difficult to select and of knowing. prepare meaningful presentations.b. The use of the four skills agrees with about the language. the nature of real communication.c. It involves more active use of the role in foreign language learning. students’ mental power.d. It regards language learning as a process practice. of acquiring conscious control of the language rules.e. It is merely proposing a return to the skills. deductive presentation of grammar rules.The process of learning by discovery, according to Brunner, involves ______ with the minimum of instruction and errorful learning.A. generalizationB. associationC. deductionD. inductionThe generative linguist is interested not only indescribing______ language but also in explaining language. Inother words, they attempt to find the what as well as the why in the study of languageAccording to Piaget, thought or thinking has its origin in actions physically performed and then internalized. In other words, thought is _internalized_____ actionsThe generative-transformational school of linguistics emerged through the influence of ________.A. J.B. BrunerB. N. ChomskyC. D. AusubelD. G. KellyThe cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrasting rote and _______ learning.A. usefulB. practicalC. meaningfulD. advancedJean Piaget stated that as the child grows up, his capacity of reasoning______ would become more and more developed through different stages.The Cognitive Approach lays emphasis on the conscious acquisition of language as a meaningful _system_____ and it seeks a basis in cognitive psychology and in transformational grammarChomsky maintained that language is not a form of__behaviour____. On the contrary, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.According to D. Ausubel, the principal function of ______ is to act as a bridge between what learners already know and what they need to know.A. schema theoryB. language acquisition deviceC. language competenceD. advance organizersA major feature of cognitive code-learning is the emphasis on explanations of ______.A. grammatical functioningB. conscious selection of wordsC. deductive order of learningD. language instructionSecond language acquisition, as a complex cognitive skill, involves the processes of _automaticity_____ and restructuring Chomsky rejected the behaviorist model of language acquisition on the basis of his model of competence and _performancd_____ The Cognitive Approach holds that students’ mistakes are_unavoidable_____ in the creative use of language.Why are teachers required to tell the learner about the language in the Cognitive Approach?A. Because knowledge of language rules facilitates learning.B. Because knowledge of language rules is useful for reading and writing.C. Because students’ mistakes can be avoided by learning grammatical rules.D. Because the learning of grammatical rules involves active mental processes.J.B. Bruner believes that learning is most effectively achieved when children are encouraged to ________A. use pre-packaged materialsB. use advice organizersC. engage in individualized teachingD. engage in guided discoveryWhich of the following is NOT a basic principle of the Cognitive Approach?A. Knowledge of language rules facilitates learning.B. Mistakes are unavoidable.C. Teach the language, not about the language.D. Learning is based on understandingThe language acquisition device (LAD) is made up of a set of principles called ____________ grammar.In Chomsky’s opinion, linguistic competence refers to the _________ of the language that a native speaker possesses.（）A．inborn deviceB．universal grammarC．internalized knowledgeD．general principlesCognitive Approach holds that students should be led to learn and use the language by making hypothesis, testing the hypothesis ________ and then make corrections.Cognitive Approach holds that mistakes are unavoidable in the creative use of _language_______.A: techniques used in the Cognitive B: the purpose Approach①. discriminationa. to activate oral and written skills②. physical responseb. to develop students’ ability to usethe language independent of the text③. sentence combinationc. to give students practice in listening comprehension④. describing picturesd. to give students practice in telling the difference between linguistic items⑤. prepared speech on a topic of interest e. to give students practice in the use of the grammar rulesBelieve_learner___play a decicive role in theLearning invole organization of materias and should be meaningfulFor Chomsky, linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses.（）Piaget’s theory of cognitive development holds that the child achieves his conceptual growth through the process of assimilation and ____ Accommodation _________________.The Cognitive Approach seeks in_transformational____________________ Grammar and cognitive psychology a basis for second language teaching7. The revolution in linguistic theory in the 1960s refers to the appearanceof the ____.A. structuralist theoryB. communicative linguisticsC. transformational-Generative GrammarD. habit-formation theory“Teach the language, not about the language”is a principle of ________.A. Communicative ApproachB. Oral MethodC. Cognitive ApproachD. Audiolingual MethodThe cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrasting rote learning and meaningful learning.Chomsky made a difference between the grammatical knowledge and the sentences it produced. He called the knowledge of grammar rules “competence ”.The process of learning by discovery involves induction(taking particular instances and using them to devise a general case ) with the minimum of instruction, and errorful learning .Piaget saw cognitive development as essentially a process of maturation , within which genetics and experience interact..In the opinion of J.B. Bruner, learners should organize knowledge for themselves, forexample, by using（）, rather than having materials pre-packaged by the teacher.A. discovery methodsB. advance organizersC. meaningful learningD. cognitive structureAll of the following are the proponents of cognitive psychology except （）A. J.B. Brunner B. D. A. WilkinsC. D. Ausubel D. J. PiagetIn which way is the Cognitive Approach different from the Audiolingual Method?（）A. giving the primary stress to listening and speakingB. giving priority to reading and writingC. laying special emphasis on speakingD. giving equal importance to all the four skillsIn 1957, Noam Chomsky published his book __ Syntactic Structures ______ ________.Piaget considers that conceptual growth occurs because the child, while actively attempting to adapt to the environment, organizes actions into schemata through the processes of __assimilation______ and accommodation.The generative linguist is interested not only in __describing______ language but also in explaining language. In other words, they attempt to find the what as well as the _why_______ in the study of language.______ is the author of the book Syntactic Structures.A. Edward SapirB. Noam ChomskyC. J. R. FirthD.M.A.K. HallidayThe generative-transformational school of linguistics emerged through the influence of ______.A. Noam ChomskyB.J. PiagetC. D. AusubelD.J.B. Bruner____ is the process by which we modify what we already know to take into account new information.A. OrganizationB. AccommodationC. ComprehensionD. AssimilationJ. B. Bruner believes that learning is most effectively achieved when children are encouraged to engage in __guided____ discovery.In practice the Cognitive Approach involves more active use of the students' mental power, which is especially suitable for __adult____ language learners.Jean Piaget stated that as the child grows up, his capacity of _reasoning_____ would become more and more developed through different stages.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 expositionB. pupil-generated discovery methodsC. rote learningD. inductive and deductive inferenceOf 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.Chomsky and others claimed that every normal human being was born with a(n) _______.A. ADLB. LDAC. LADD. ALDThe most important factor that made cognitive psychology dominant in the world is the development of the _computer______ technologyChomsky made the __distinction_____ between linguistic competence and linguistic performance.。

第9章语言与文学Ⅰ. Fill in the blanks.1. The part of linguistics that studies the language of literature is called _____. It focuses on the study of linguistic features related to literary style.【答案】Stylistics【解析】文体学作为语言学的分支，主要研究文学文体中语言的特征，并试图建立一些规则，以解释个体和社团在语言使用过程中的特殊选择。

2. The term _____ was originally coined by the philosopher William James in his principle of Psychology (1890) to describe the free association of ides and impression in mind. It was later applied to the writing of William Faulkner, James Joyce and Virginia Woolf.【答案】stream of consciousness【解析】意识流写作起初是由威廉姆·詹姆斯用来描述思维中印象和观念的自由联系，这种方法的句子结构高度省略。

之后许多作家如威廉·福克纳，詹姆斯·乔伊斯，弗吉尼亚·伍尔夫也都在写作中有所用到。

3. At different times, different patterns of metre and sound have developed and become accepted as ways of structuring poems. Among them, _____ consists of lines in iambic pentameter which does not rhyme.【答案】blank verse【解析】不同时代，诗会有不同的韵律模式和语音模式。

The cognitive Approach 认知教学法背景认知教学法是上世纪 60 年代美国著名心理学家 John B. Carroll 首先提出的。

Carroll 认为，“第二语言是一种知识的整体，外语教学主要是通过对它的各种语音、语法和词汇形式的学习和分析，从而，对这些形式获得的意识的控制的过程，”换句话说，认知教学法是使学生在相当程度上认识和控制语言的结构。

认知是心理学的一个术语，它用来描绘不同的人在观察、组织、分析以及回忆信息、经验等方面的不同的习惯性倾向。

认知法试图用认知－符号学习理论代替听说法的刺激－反应学习理论。

认知法反对语言是“结构模式”的理论，反对在教学中进行反复的机械操作练习。

它认为语言是受规则支配的创造性活动语言的习惯是掌握规则，而不是形成习惯，提倡用演绎法讲授语法。

在学习语音时，同时学习文字。

听、说、读、写 4 种语言技能从学习外语一开始就同时进行训练，允许使用本族语和翻译的手段进行标音，认为语言错误在外语学习过程中是不可避免的副产物。

它强调理解在外语教学中的作用，主张在理解新的语言材料的基础上创造性地交际练习。

在教学中，广泛利用视听教具使外语教学情景化和交际化。

认知法是以认识心理学作为其理论基础，它使外语教学法建立在科学的基础上。

但认知法作为一个新的独立外语教学法体系还是不够完善的，必须从理论上和实践上加以充实。

•该法产生于20世纪60年代中期的美国•作为听说法的对立面而产生•20世纪60年代,科学技术飞速发展，由于国际间在政治、经济、军事、科技等领域的激烈竞争，社会要求大量能够直接进行国际间科技文化交流的高水平人才。

美国心理学、教育学、语言学等基础理论学科的快速发展The method produces in the mid - 1960 - the United StatesAs I heard the opposite of methodIn the 1960 s, the rapid development of science and technology, as a result of international in the political, economic, military, science and technology in the field of fierce competition, the society requires a large number of able to communicate directly to the international science and technology culture of high level talents.The psychology, pedagogy, linguistics, etc. The rapid development of the basic theoretical subjects•backgroundCognitive teaching method is in the 1960 s the famous American psychologist John b. Carroll first put forward. Carroll thinks, "the whole second language is a kind of knowledge, foreign language teaching is mainly based on its various forms of learning phonetics, grammar and vocabulary and analysis, thus, awareness of these forms to obtain control of the process," in other words, the cognitive teaching method is to make students know and control the structure of language in a great extent. Cognitive psychology is aterm that is used to describe different people in the observers, organization, analysis and recall information, experience and so on the different habitual tendencies. Cognitive method to learning theory in cognitive - symbols instead of the method was learning theory of stimulus and response. Cognitive method against language is "structural model" theory, the opposition in the teaching of mechanical operation practice over and over again. It is believed that language is controlled by the rules of the creative activities of language habits is master rules, rather than the form habits, advocate using deductive method to teach grammar. In learning pronunciation at the same time learning the text. Listening, speaking, reading and writing the four language skills from the start learning a foreign language training at the same time, allows the use of native language and translation methods for the sound, believed that language errors in the process of foreign language learning is inevitable byproduct. It emphasizes the understanding of the role of in foreign language teaching, claim to understand the new language materials on the basis of communicative practice. In the teaching, extensive use of audio-visual AIDS to make foreign language teaching situation and communication. Cognitive method is based on cognition psychology as its theoretical basis, it makes foreign language teaching method based on science. But thecognitive method as a new independent of foreign language teaching system still not perfect, from the theory and practice must be full.具体实施在外语教学时，我们应该在认知教学法的指导下，让学生多接触一些语言材料，包括一些他们尚不能运用的语言材料，让他们吸收新的养分，以丰富所学的外语。

各种教学法及其优缺点1 the grammar-translation method优点：注重培养阅读能力和写作翻译能力缺点：忽视听说训练，不能培养学生运用英语思维进行英语交际的能力，语法规则的学习脱离了语言的实际应用，过多的使用机械记忆使课堂教学沉闷，单调乏味，忽视学生的学习兴趣，学习效果事倍功半认识：语法翻译法主要要求学生背诵，学习效率低，没有顾及英语学习听说训练，不利于学生全面发展，是一种比较传统的学习方法。

2 the direct method优点;直接法重视口语教学，强调英语思维，能够培养学生较强的口头语言交际能力。

缺点：忽视本族语的正面作用，容易造成理解上的错误和时间上的浪费，将外国语的学习和本族语的学习等同起来，忽视语法的作用，过早强调活用语言，机械的模仿，记忆语言，容易造成囫囵吞枣式的僵化学习。

认识：直接法直接学习外语，不借助母语进行组织教学，在听说的基础上再进行读写，比语法翻译法更进一步。

3 audio-lingual method优点：听说法的优势是通过句型操练熟练掌握一定数量的句式，有利于语言表达习惯的养成，在有限范围内，能流利的听说英语，语调比较准确自然。

缺点：听说法的训练过于机械，脱离实际，忽视语言文化和语言情景等交际要素，造成大量无意义的表达。

熟练掌握并流利表达的句式不能在实际生活中有效运用，教学过程中有错必纠的方法使学生失去学习热情，影响他们的学习积极性。

认识：听说法的学习策略是听说领先，读写跟上。

其学习训练方式较多样化，符合学生要求，如果注重句式在生活上的灵活运用会更好。

4 the situational language teaching优点：便于使学生获得感性材料，把理论与实际联系起来。

有利于调动学生的非智力因素，使学生注意力集中，学到的知识易于掌握巩固。

缺点：完全排除母语，不利于对语言材料的彻底理解。

过分强调整体结构的感知，使学生对语言项目缺乏清楚的认识。

认识：情景交际法能让学生更加容易理解所学内容，能够身临其境的学习外语，是一种比较可靠的教学方法，但需要准备的材料多，操作较麻烦。