EnglishLanguageTeaching–TheoryandPractice.pptVIP

English Language Teaching – Theory and Practice School of Foreign Languages and Literatures, Beijing Normal University 2011From the middle of the 19th century to the late 20th century, there were about nine schools of methodological approaches that have had some important impact on language teaching and learning (Ellis, 1994; Richard and Rodgers, 2001).They are:语法翻译法(The Grammar Translation Method); 自然法(Natural Approach/Direct Method); 听说法(The Audiolingual Method); 情景教学法(The Situational Language Teaching); 全身反应法(Total Physical Response); 沉默法(the Silent Way); 社团语言学习法(Community Language Learning); 暗示法(Suggestopedia); 交际法 （Communicative Language Teaching) １．The method eraFaced with different teaching approaches and methods, many teachers felt puzzled and perplexed. Both research and teaching had come to a conclusion that there did not exit one best method which could be applied to all contexts. Therefore, from the 1980s to 1990s, it was recognized that the most effective and practical method was to draw from different methods and take the eclectic approach. This signals the arrival of the anti-method era (Olagoke, 1982).Those teachers following the eclectic approach tried to combine different methods and taught according to their practical circumstances. However, the eclectic approach did not provide teachers with any theoretical principles nor practical guidelines for selecting the right method (Stern, 1992). As a result, many teachers did not have the ability to select the most appropriate method due to lack of principles. ２．The anti-method eraTowards the end of the 20th century, the focus of research began to change from searching for better methodology to exploring an alternative to method，rather than an alternative method。This signals the arrival of the post-method era.Kumaravadivelu (1994；2001) argued that teaching cannot be explained in terms of methodologies but rather by actual practice of interactive teaching due to its nature of pa