论听说法在初中英语教学运用中利与弊的分析

　　In the present time,learning a foreign language is both necessary and fashionable.As an effective foreign language teaching method,Audio-lingual method plays an important role in the teaching of English.The classroom pronunciation class pays attention to the teacher's correct modeling and the student's imitation.Students should not only produce correct hearing,but also pay attention to the correctness of listening and pronunciation.Pronunciation teaching marks the beginning of the technical era in language teaching.It emphasizes the necessity of visual expression and the possibility of stimulating language by visual clues.It emphasizes the use of second language in the classroom by teachers and students.Many talented and motivating teachers have been successful in using Audio-lingual method in China.They entered open questions and answers to the works and extended dialogues.1'hey itself designs teaching materials,exercises and tasks.

　　This method is very popular and advocated in many parts of the world,although the critic's voice is very loud.It is still used because we can absorb a lot of useful things from the Audio-lingual method.

　　Audio-lingual method uses language as a structural system.If language teaching is organized according to its structure,language learning will become easier,especially for adult students.

　　In Audio-lingual method,the practice of sentence pattern is the center of language practice.It helps students to master the grammatical structure and improve their oral ability.

　　Audio-lingual method provides many useful skills for English teachers.Drilling technology shows certain linguistic features through practice.This is especially suitable for young students in the lower grade.In addition,it is very important to use tape recordings and sentence patterns in language learning and listening learning.

　　It is very common to use dialogue to present new textbooks in English teaching.The dialogue shows the students the use of language in reality.They can provide a natural environment for communication.More importantly,they can be used as a model for oral practice.Dialogue is also considered to be a reflection of the cultural characteristics of the target language.The dialogue includes some grammatical points and sentence patterns.These grammatical points and sentence patterns will be practiced in practice.

　　However,there are also some problems that can not be ignored in English teaching.

　　Whether the mistakes should be avoided depends on the teaching goals and the language environment.Mistakes should be corrected when students do tons of dialogues in the classroom and drilling practice and teaching are focused on language forms.But when students communicate,they should not correct their mistakes immediately,and focus on expressing their meaning.If these mistakes are solved immediately,they will pay too much attention to grammar,and it is difficult to improve their spoken language.

　　The dialogue does not necessarily have to be modeled and repeated by the teacher's modeling memory.Dialogues are used to provide situational context and key structures,and to show how these structures can be used.However,in the same case,there is absolutely no dialogue on the same topic.So the students don't have to remember these models completely.

　　Moreover,qualified English teachers are not enough,and some students have poor oral English ability,which brings more practical difficulties to the application of Audio-lingual method.Audio-lingual method requires that every lesson be carefully designed,scientifically arranged,and fully prepared,and not only familiar with textbooks.This requires teachers to spend a lot of time preparing lessons.The heavy teaching work,pressure and teaching requirements of Audio-lingual method teachers have brought many difficulties to teachers.

　　Since 1978,Audio-lingual method has been widely used in our country for more than 10 years.The author believes that it is necessary to sum up and evaluate the practical experience of this teaching method so as to accumulate experience and improve the quality of Audio-lingual method and the current English teaching.In theory and practice,Audio-lingual method has made great contributions to the development of English teaching.This is a profound change to the traditional method of translation.There is no doubt that its advantages are obvious.It overcomes the problems of traditional teaching methods that focus on theory rather than practice,reading and writing,rather than listening and speaking.It has improved the students'listening and speaking ability and established a complete system of training language habits.

　　But so far,Audio-lingual method has been facing new developments in linguistic and psychological theories.Under the guidance of these theories,a new teaching method has been formed.But the new teaching method does not completely replace Audio-lingual method.

　　In fact,Audio-lingual method still has a lot of supporters in foreign language teaching,because after a long period of teaching practice,Audio-lingual method is gradually mature.In particular,a considerable number of more mature textbooks have been developed.Now many experienced language teachers have been trained by Audio-lingual method,so they are very familiar with it.

　　Audio-lingual method has a profound influence on foreign language teaching in China.Many of the principles and techniques of Audio-lingual method are still useful today.

　　Now people's attention has shifted to the research of some new teaching methods.Of course it is necessary.Some new teaching methods became popular,such as teaching method,task based on Situational Method or function method,these methods are developed based on the criticism on this approach,if we do not understand the Audio-lingual method,it is difficult for these new teaching methods in-depth study.Therefore,even today,appropriate research and introduction to it is still necessary.

　　Audio-lingual method was once called"information method","sentence pattern method",or"structural method".It is a teaching method of cultivating listening and speaking ability through sentence pattern and practice.Audio-lingual method is similar to the early direct method.They all support teachers to avoid the use of the mother tongue of the learners as far as possible,nor do they encourage grammatical interpretation.However,there is a direct emphasis on vocabulary teaching,while audio method emphasizes the mastery of language through sentence patterns.Linguists and professors in Michigan and other universities have developed a teaching method called thfirs acetylcholine,which is known as the oral method,the way of listening or speaking,or the way of 1945 structure.It supports training should be given priority,followed by pronunciation.Listening,speaking,reading,writing,listening and practicing.This teaching method has been highly recommended by the language teaching journal of University of Michigan and is widely welcomed.This way of teaching influenced the language teaching in the US in the 1950s.It was produced by the combination of contrastive analysis,structural linguistics,auditory spoken language and behaviorism.I heard that the word was put forward by Professor Nelson Brooks in 1964.It claims that changing language teaching from one art to science will enable learners to master a foreign language effectively and effectively.

　　This method does not pay much attention to vocabulary teaching.On the contrary,students first receive listening training,and then carry out phonetic training,then speak,read and write.The characteristic of Audio-lingual method is to pay attention to structure rather than meaning.This method has been widely used in foreign language teaching in many colleges and universities in North America.It provides a methodological basis for foreign textbooks in many universities in the United States and Canada.

　　In the last century,English became more and more important in the world.There are 3 main reasons for the emergence of Audio-lingual method as an English teaching method.

　　First,the Second World War had a direct impact on the language teaching in the United States.At that time,the American government needed some military personnel who were proficient in foreign languages.

　　In order to meet the requirements of the United States government,there is an urgent need to implement a special training language program.In the US,some people want to be good at German,French,Italian,Chinese,Japanese or other languages,and others who need to translate foreign languages,such as translation and translation.As a result,the government's professional training program was set up in 1942,which is called the army professional training program(ASTP).

　　The second reason is that Russia launches the first satellite in 1957,which has prompted people to reconsider the change in foreign language methods.The US government is aware that they need to work hard to learn a foreign language to prevent the United States from falling behind the advanced technology countries.Therefore,the development of foreign language teaching and the promotion of American language learning have caused the emergence of Audio-lingual method.

　　Finally,although the United States has become a great power in the world,many Americans are not aware of the necessity to establish closer relations with other countries and foreign cultures.However,during the Second World War,the American society was in urgent need of English teaching.

　　Audio-lingual method is developed in the criticism of the grammar translation method.Grammatical translation has been used for thousands of years,but it is considered to be a long time for learners to speak in target language.Audio-lingual method's ability to communicate quickly.From 1947-1967,Audio-lingual method is the dominant method of foreign language teaching in the United States.

　　Audio-lingual method tries to make students learn foreign languages quickly and effectively.All the instructions of the speech class are given in the target language.Dialogue is for repetition and memory.The teacher asked the class to repeat each line of the conversation.The practice of comparison is specially used in difficult sentences.All kinds of sentence patterns follow the presentation of the dialogue.Grammar is not taught directly by regular memory,but is taught in many examples.Audio-lingual method believes that the learning of second language is very good with the learning of the mother tongue.

　　In the middle of 1960,3 new technical assistance was widely used in classroom language laboratories,tape recorders,and film projectors.All of this has been welcomed by the modern language department.The wide use of tapes and other devices is revolutionary to language teaching.The teacher does not need to buy too many books for English classes,but requires a lot of expensive film and tape boxes.Therefore,electrical equipment must be installed.

　　The recording machine provides great potential for language teaching.It is possible to bring the sound of the mother tongue into the classroom.The tape can be used for tape recorder or classroom language laboratory.Early speech courses include recording dialogue,then movies,these movies are designed as visual cues to produce the correct response in the target language.But as teachers gradually realized the limitations of this approach,the early enthusiasm for audiovisual materials and language laboratories was soon cooled down.On the one hand,the theoretical basis of Audio-lingual method is said to be weak.Because many languages are not simple habits,language learning is more like an entertainment process.On the other hand,students are often found to be unable to acquire language skills through Audio-lingual method outside of the class.Many students complain that it is boring to learn through Audio-lingual method.In 1970s and 80s,the limitations of Audio-lingual method led to a period of confusion,adaptation,innovation,and experimentation.

　　Although it has been heard that the questioning has been an effective one;English teaching methods have continued to be used since 1970.It is usually not considered the basis of 1,but its principles can still be seen from many courses.Because of its continued use,it continues to be condemned."Audio-lingual method seems to abandon all kinds of language processing to help the learners handle new information themselves."There are many reasons for(Jeremy Harmer 2000),and Audio-lingual method has been popular for many years,and the adaptation to Audio-lingual method can be found in other teaching methods and means.The teaching materials are carefully selected,tested and disseminated to the educational institutions.Students can also experience a sense of achievement when they practice dialogue in class.

　　As to the teaching techniques,styles and features of the Audio-lingual method,everyone has his own opinion.From this aspect,there is no fixed pattern.But Cao(1992)summarized the following basic teaching principles that should be insisted on.

　　(1)Listening and speaking come first.

　　Listening and speaking is the foundation of all language activities,and reading and writing is derived from those.The training of listening and speaking is beneficial for the development of reading and writing.

　　(2)Sentence patterns are the focus.

　　The sentence is the basis of English teaching and the part of the Audio-lingual method.

　　(3)Limit of using native language.

　　This principle requires teachers themselves to have good English listening and speaking skills.They must learn to teach without using their native language or use it in a controlled way.

　　(4)Less presentation,more practices.

　　The Audio-lingual method is based on the theory of"language habits",so learning English is to develop a new set of language habits.Although some presentations are necessary for imitation,practices were thought to be the most important in language formation.

　　(5)The comparison of language structures,determination of the difficult points.

　　Structural linguists claimed that language is a highly structured system.To study and master a language,the language structure must be analyzed at first,and then some difficult points or main focus could be selected according to the structural study.“The students require more drills,and such drills are successfully carried out only if they have enough vocabulary.It is sentence patterns that composed the student's tasks."(Hockett 1959:52,cited in Richards&Rodgers 2008)The language structure was learned through reinforced drilling of sentence patterns and pronunciation.Drilling practice is one of the basic teaching techniques.

　　In addition to the basic teaching principles above,there are some other principles such as correction and training of student's language habits.What is more,the application of the Audio-lingual method should be adjusted to the local conditions and time conditions and make full use of TV,slideshows,reader and some other modern technical means as much as possible.

　　As a teaching method,the Audio-lingualism has some certain features and principles.Based on these features and principles,many researchers made efforts to explore the teaching model and innovation in application of the Audio-lingual method.Here are some previous researches on the Audio-lingual method in China.

　　Cao(1992)summarized 5 principles of the Audio-lingual method in his Discussion about the Audio-lingualism.These principles are:(1)Listening and speaking come first;(2)Center on Sentence patterns;(3)Limit of using native language;(4)Less presentation,more practices;(S)The comparison of language structures,determination of the difficult points.

　　Guo(1993)brought forth new ideas in his teaching practice.His new forms of practice and activity achieved both teaching goals and diversity.To some extent,his exploration avoided the weakness of being rigid and tedious.His teaching practice won popularity among students and approval in the field of education.His demonstration lesson was recorded and published all over the country as research achievement.

　　Luo(2004)summarized 8 teaching forms in his Collection of Teaching Method:(1)introduction in English;(2)question and answer,true or false;(3)recitation;(4)repetition;(5)listening to the tape;(6)reading short passages;(7)role play;(8)listening reinforcement.

　　Of course,to adapt to the requirements of New Standard English curriculum,syllabus and teaching materials,we need to develop more teaching techniques and skills.

　　Yang(2008)compared the application of grammar translation with the Audio-lingual method in his application of the Audio-lingual method and the grammar translation method in senior high school.He pointed out some shortcomings of grammar translation.For example,teachers always excessively focus on the usage of different vocabulary and grammar.Many students can master grammar theoretically,but they usually make some Chinglish mistakes.She proposed that input and output theory should be used in English teaching and the Audio-lingual principles should be reflected in the whole teaching procedures.

　　Here are some previous researches on the Audio-lingual method abroad.Brooks(1964)proposed the term"Aldio-lingualism''in 1964.He claimed to have transformed language teaching from an art into a science,which would enable learners to achieve mastery of a foreign language quickly and effectively.He summarized the teacher's tasks and responsibilities in the Audio-lingual class and made a suggestion of teaching procedures in his book Language and Teaching:Theory and Practice.Rivers(1964)summarized English teaching method as 3 parts:1.Comprehension(understanding the knowledge)2.Expression(modeling and imitating)3.Integration(real communication).Professor Twaddell(1958)in American Brown University proposed"5 step Audio-lingual teaching method":1.Recognition.2.Imitation.3.Repetition.4.Variation.5.Selection.This"5 step teaching method"is only a model of the foreign language teaching.It is valuable to learn and use in teaching,but rigidity should be avoided.'Teaching steps could be rearranged or even skipped according to the learning level of students and difficulty of teaching materials.

　　This chapter discussed the definition,history,principles and previous researches of audio-lingual method.All in all,in terms of English teaching methods,we can neither be blindly infatuated with its strengths nor ignore the shortcomings.Teachers shouldn't let it tie their hands and feet.They also shouldn't ignore or totally abandon it.So it's important to dare to draw lessons from foreign beneficial teaching method systems,and put it into our own teaching practices according to the reality of the students in our country.Teachers should use it flexibly and explore the new English teaching skills or methods which are suitable for Chinese students.

　　First,according to the order of seats,teachers can call a junior high school student to speak English in the first few minutes of each class.The content can be a small story,funny things in life,speeches,free talks,etc.,to exercise every junior middle school student's ability to speak English.After speaking on the stage,the teacher can also make comments on junior middle school students,or answer related questions and participate in pre class interaction,so that not only can students not listen to lectures,but also exercise their listening and speaking abilities.At the same time,the students can also ask questions about the content said by the students,and then answer by the students on the stage,and increase the interaction and communication training.Teachers should maintain classroom order while encouraging students to actively participate in interaction.After that process,we should evaluate activity contents and situations,give students more praise and encouragement,mobilize junior middle school students'enthusiasm for speaking English.Secondly,teachers should write some report models,and send copies to many junior high school students.First,select a few English speaking students who are good at pronunciation.For example,"I’m on duty today.Today is Tuesday.Everyone is here.Such as the vocabulary and sentence patterns continue to increase,increase the English knowledge reserve of junior middle school students.Finally,teachers should increase communication and interaction with junior middle school students,actively guide and encourage junior middle school students,plan training and oral training,improve junior middle school students'oral English expression ability.

　　In the process of English classroom teaching,teachers should set aside some time for junior middle school students to listen to English recording,and answer questions of teachers combined with what they hear,and test their listening effects according to the answers of junior middle school students.And the questions asked by the teacher also have diversity,both special and general questions,which are both simple and difficult.In this way,all students'learning ability can be taken into consideration,so that they can participate in questioning and answering activities,and gradually improve junior middle school students'listening and speaking ability through gradual guidance.Teachers should pay more attention to junior middle school students who are poor in listening and speaking,give them more encouragement and care,guide them to master the correct learning methods and stimulate their interest and self-confidence in learning English.In addition,listening is mainly to absorb and understand information,that is to convey and express information.There is a certain degree of interaction between the two elements.Therefore,teachers should pay attention to the organic combination of listening and speaking.For example,a teacher can let a junior middle school student listen to a situational dialogue and answer the relevant content.Then,the teacher asked the junior middle school students to reproduce the role of the situation,asked the junior middle school students to repeat and imitate the dialogue content,and let a group of students play a role play and dialogue practice in a group.At the same time,you can also allow students to write a dialogue in English for performing exercises.Finally,let the students to dialogue was a little short,the full exercise of junior high school students'listening and speaking ability.

　　In the process of English teaching,the teacher can use multimedia teaching tools to show English content through text,pictures,video,sound,animation and other forms,for junior high school students to create a good learning environment,let junior high school students can audio-visual training through various forms of junior high school students through the recording of textbook.Then some relevant 1:2 language exercises,improve the level of junior high school English students.This is a direct and simple way for junior middle school students to integrate into the English learning environment.While improving junior middle school students'conversational ability,it can also enhance junior middle school students'sense of English.For example,in teaching,first of all,we can combine English,sentence patterns,exercises and other English contents,so that students can make some teaching pictures or simple pictures themselves,and introduce and tell them in English,so that junior middle school students can observe pictures while listening to teachers explain the basic contents.Second,let a few students tell the picture content in English,or let them describe the picture content.Again,the teacher can organize group discussion,read the text in group form,carry out various sentence patterns,role play,interrogate each other,and so on.Finally,after organizing the activities,we will organize the whole class to communicate,select the best performance group or group,mobilize junior middle school students'participation confidence and enthusiasm,enhance their listening and speaking training,and improve their comprehensive English application ability.

　　Speaking of pictures is mainly to enable junior middle school students to describe their pictures in English,so that they can not only exercise the observation ability of junior middle school students,but also improve the level of speaking pods in junior high school students.On the one hand,teachers can describe a picture in English language,and then let junior middle school students draw pictures and scenes according to their own content.Afterwards,teachers can show students'final results and let students choose the best pictures.However,teachers should pay attention to the actual situation of junior high school students are attached to material,combined with the students learned the contents or new content design,for example,the application of There be's sentence,so that students can consolidate the basic knowledge of English in listening comprehension.On the other hand,the teacher can also be a class of students is divided into two parts,one part for another part of the back of the picture,pictures,pictures for students to English description of image content,and back to the picture of the students is to listen to the drawing content,through this interactive training mode,can enhance the interest of classroom teaching,arouse the interest and initiative of learning of junior high school students,junior high school can not only train the students'listening and speaking ability,but also improve the junior middle school students'talk and generalization ability,enhance the effect of classroom teaching.

　　In a word,listening and speaking teaching as an important part of the junior middle school English curriculum teaching effect is widely concerned by the society,so in the process of teaching,teachers should attach great importance to the teaching of listening and speaking,have a class time to strengthen the training of listening and speaking,classroom lectures,rich listening and speaking training mode,carry out talk activities,enhance classroom interaction and entertainment,learning to mobilize the interest and enthusiasm of junior high school students,improve students'listening and speaking ability,cultivate students'ability to generalize and talk,so as to promote the comprehensive ability of students to enhance English,enhance the effect of classroom teaching.

　　Here are some disadvantages of the Audiolingual method:

　　Some say that the theoretical basis of the Audiolingual method is weak.The theory of behaviorism couldn't be taken as a model of language learning,since many languages are not just habit formation.And learning of these languages are more like a process of recreation from underlying knowledge of certain rules.

　　Pattern practices,drills,memorization or dialogues are techniques which may lead to language like behavior but not competence.The lack of effective techniques in the long run was complained by teachers while students felt bored about the drills.

　　Some advantages of the Audiolingual method are as follows:

　　The first language teaching theory that claims to be derived from linguistics and psychology is the theory of Audiolingual method.

　　The Audiolingual method tried to make language learning easier for ordinary people.And drills could maximize student's participation in large classes.

　　The former methods tended to focus on vocabulary and morphology while the Audiolingual method tended to focus on syntax and to help students to master grammatical structures with drills and sentence patterns.It is much more motivating than working through exercises in the learning of grammar.In addition,students can improve their speaking ability through drilling.The Audiolingual method needs the teaching materials to be selected and arranged more scientifically,and it leads to the development of many other techniques and intensive practices.What is more,it was considered to be important to use tape recorder and language drills as teaching techniques to provide listening and speaking practice.

　　Different from Grammar-Translation method,the Audiolingual method emphasizes listening and speaking skills.it is effective to develop students'listening comprehension and oral fluency.

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