Teaching language skills — Обучение различным видам речевой деятельности
I.L. Kolesnikova, О.A. Dolgina
A Handbook
Of English-Russian Terminology for Language Teaching
CAMBRIDGE
UNIVERSITY PRESS
Russian Baltic Information Center
BLITZ
St. Petersburg 2001
И.Л. Колесникова, О.А. Долгина
Англо-русский
терминологический справочник по методике преподавания
иностранных языков
Допущено Учебно-методическим объединением по направлениям педагогического образования
Министерства образования
Российской Федерации в качестве справочника
для преподавателей иностранных языков
и студентов педагогических вузов
CAMBRIDGE
UNIVERSITY PRESS
Русско-Балтийский информационный центр
БЛИЦ
Санкт-Петербург 2001
УДК 81374.822 ББК 81.2Англ-4-923 К60
The authors gratefully acknowledge the assistance of the British Council in the development of this project
Авторы выражают Британскому Совету глубокую признательность за помощь, оказанную в осуществлении данного проекта
Главы 1, 2, б написаны И.Л. Колесниковой,главы 3,4,6 — О.А. Долгияой
Колесникова И.Л., Долгина О.А.
КбО Англо-русский терминологический справочник по методике преподавания иностранных языков. — СПб.: Изд-во «Русско-Балтийский информационный центр „БЛИЦ"», «Cambridge University Press», 2001 г. — 224 с.
ISBN 5-86789-143-7
Настоящий справочник — единственный в своем роде опыт сопоставительного анализа терминов, которые используются в зарубежной и отечественной теории методики и в практике обучения иностранным языкам. Справочник предназначен для учителей государственных и частных школ, гимназий и лицеев, для преподавателей вузов и методистов, а также для студентов педагогических вузов.
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ББК 81.2Англ-4-923
ISBN 5-86789-143-7
© Cambridge University Press, 2001 Published by the Press Syndicate of the University of Cambridge
Распространяется в России издательством
«Русско-Балтийский информационный центр „БЛИЦ"»
191011, Санкт-Петербург, Думская ул., д. 3
СОДЕРЖАНИЕ
От авторов........................................................................................................ 11
Предисловие..................................................................................................... 13
Language teaching: methods and approaches — Преподавание иностранных языков: методы и подходы
Введение ............................................................................................................................................. 18
1.1. general concepts — основные понятия
Approасh...................................................................................................................................... ,............ 20
Method.................................................................................................................................................... 21
Principle................................................................................................................................................... 23
1.2. language teaching approaches — Подходы к преподаванию иностранных языков
Behaviourism / Behaviourist approach................................................................................ 24
Cognitivism / Cognitive approach...................................................................................................... 25
Humanistic approach........................................................................................................................... 28
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Communicative approach................................................................................................................... 29
Learner-centred approach.................................................................................................................. 31
Whole language approach / Gestalt style / Global learning / Holistic approach /
Top-down approach...................................................................................................................... 33
Product-oriented approach ................................................................................................................ 33
Process-oriented approach................................................................................................................... 34
Deductive approach us. Inductive approach................................................................................... 34
Structural approach / Grammatical approach................................................................. 35
Lexical approach....................................................................................................... ,........................ 36
Eclecticism............................................................................................................................................. 37
Integrated approach ........................................................................................................................... 37
Comprehension approach................................................................................................................... 38
1.3. language teaching methods: historical overview — методы преподавания иностранных языков: исторический обзор
Grammar-translation method............................................................................................................. 38
Direct method ....................................................................................................................................... 39
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Audiolingualism /Audiolingual method / Mim-mem method.................................................. ....41
Audiovisual method / Structural-global method ............................................................. 42
Situational language teaching (SLT) / The oral approach............................................................. 43
Natural method...................................................................................................................................... 45
Natural approach................................................................................................................................... 45
Communicative method / Communicative language teaching (CLT)........................................ 48
1.4. fringe / alternative methods — нетрадиционные (альтернативные) методы преподавания иностранных языков
Community language learning (CLL) / Counselling learning........................................................ 49
Suggestopedia / Lozanov method..................................................................................................... 50
The silent way..................................................................................................... 52
Total physical response (TPR).............................................................................. 53
1.5. NEW DEVELOPMENTS IN LANGUAGE TEACHING — ОБЗОР СОВРЕМЕННЫХ ЗАРУБЕЖНЫХ МЕТОДОВ
Computer assisted language learning (CALL)......................................................... 55
Consciousness-raising approach (CRA) ................................................................. 57
Data-driven learning (DDL) ................................................................................ 59
Task-based learning (TBL)................................................................................... 61
2. Syllabus design and curriculum development — Разработка программ и стандартов
Введение ........................................................................................................ 63
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2.1. general concepts — основные понятия
Curriculum......................................................................................................... 65
National Curriculum........................................................................................... 66
Course............................................................................................................... 67
Programme ....................................................................................................... 67
Course design / Programme design........................................................................ 68
Syllabus.............................................................................................................. 68
Syllabus design................................................................................................... 69
Threshold level................................................................................................... 70
Subject.............................................................................................................. 71
Unit.................................................................................................................. 71
2.2. syllabus design procedures — технология разработки программ
Needs analysis..................................................................................................... 72
Aims ............................................................................................................... .73
Objectives.............................................................................................................. 74
Performance objectives / Behavioural objectives / Instructional objectives................. 75
Graded objectives............................................................................................... 76
Process objectives vs. Product objectives............................................................... 76
Content.............................................................................................................. 77
Ordering / Sequencing.......................................................................................... 78
Grading............................................................................................................. 79
2.3. approaches то syllabus design —
ПОДХОДЫ К РАЗРАБОТКЕ ПРОГРАММ
Approach to syllabus design................................................................................. 79
Synthetic approach............................................................................................... 80
Analytic approach................................................................................................ 80
Functional approach / Notional-functional approach................................................. 81
2.4. types of syllabus — Типы учебных программ
Type of syllabus.................................................................................................. 82
A priori syllabus vs. A posteriori syllabus............................................................... 83
Negotiated syllabus.............................................................................................. 83
Learning-centred syllabus ..................................................................................... 83
Skills-centred syllabus.......................................................................................... 84
Content-based syllabus.......................................................................................... 84
Functional syllabus / Notional-functional syllabus (NFS)...................................... ...85
Lexical syllabus................................................................................................... 86
Structural syllabus / Grammatical syllabus / Language-centred syllabus ..................... 86
Task-based syllabus / Procedural syllabus ............................................................... 86
Содержание
2.5. forms of syllabus organisation — организационные формы учебных программ
Linear syllabus ................................................................................................................................. 87
Modular syllabus.............................................................................................................................. 87
Spiral syllabus / Cyclical syllabus .......................................................................................... 87
Teaching language skills — Обучение различным видам речевой деятельности
Введение ............................................................................................................................................. 88
3.1. general concepts — основные понятия
Skills ....................................................................................................................................................... 90
Integrated skills .................................................................................................................................... 91
Receptive skills..................................................................................................................................... 91
Top-down reading, top-down listening ............................................................................................. 92
Bottom-up reading, bottom-up listening.......................................................................................... 93
Productive skills.................................................................................................................................... 93
Background knowledge ....................................................................................................................... 94
Study skills.............................................................................................................................................. 94
3.2. teaching reading skills — обучение чтению
Reading.................................................................................................................................................. 95
Guided reading...................................................................................................................................... 96
Intensive reading ................................................................................................................................. 97
Extensive reading ................................................................................................................................ 97
Reading aloud / Oral reading...................................................................................................... 98
Communicative reading / Fluent reading ......................................................................................... 98
Scanning................................................................................................................................................. 99
Skimming / Skim reading / Reading for gist..................................................................... 100
Reading for detailed comprehension.............................................................................................. 100
Critical reading.................................................................................................................................... 101
3.3. teaching listening skills — обучение аудированию
Listening / Listening comprehension............................................................................................... 101
Guided listening .................................................................................................................................. 102
Communicative listening................................................................................................................... 102
Skim listening / Listening for gist.......................................................................................... 103
Listening for detailed comprehension............................................................................................. 103
Listening for partial comprehension / Selective listening............................................................. 104
Critical listening................................................................................................................................... 104
Interactional listening / Conversational listening / Reciprocal listening................................... 104
Listening to interaction ..................................................................................................................... 104
Transactional listening / Non-interactional listening.................................................................... 105
Academic listening / Listening to lectures ....................................................................... 105
3.4. teaching speaking skills — обучение говорению
Speaking............................................................................................................................................... 106
Speaking turn.................................................................................................................................. 107
Turn-taking.......................................................................................................................................... 107
Short turn vs. Long turn............................................................................................................. 108
Interactional speech .......................................................................................................................... 108
Transactional speech ........................................................................................................................ 109
3.5. teaching writing skills — обучение письменной речи
Writing................................................................................................................................................... 110
Types of writing................................................................................................................................... 111
Study writing / Academic writing .................................................................................................... 113
Note-taking, note-making ................................................................................................................. 114
Summarizing........................................................................................................................................ 114
Composing .......................................................................................................................................... 115
Fast writing / Automatic writing ........................................................................................... 115
Product-oriented writing / Genre-based writing.............................................................................. 116
Process-oriented writing..................................................................................................................... 117
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