語言教學的流派（第二版）（APPROACHES AND...

4. The Audiollngual Method Background
The Coleman Report in 1 929 recommended a reading．based approach totoreign language teaching for use in American schools and colleges（Chapter 1）．This emphasized teaching the comprehension of texts．Teachers taught from books containing short reading passages in theforeign language，preceded by lists of vocabulary．Rapid silent reading was the goal，but in practice teachers often resorted to discussing thecontent of the passage in English．Those involved in the teaching of English as a second language in the United States between the two worldwars used either a modified Direct Method approach．a reading．basedapproach，or a reading’oral approach fDarian 1972）．Unlike the approach that was being developed by British applied linguists during thesame period，there was little attempt to treat language content systemat．ically．Sentence patterns and grammar were introduced at the whim of thetextbook writer．There was no standardization of the vocabularv orgrammar that was included．Neither was there a consensus on whatgrammar,sentence patterns，and vocabulary were most important forbeginning，intermediate，or advanced learners．　But the entry of the United States into World War II had a significanteffect on language teaching in America．To supply the U．S．governmentwith personnel who were fluent in German，French，Italian，Chinese，Japanese，Malay,and other languages，and who could work as interDreters．code-room assistants，and translators，it was necessary tO set up aspecial language training program．The government commissionedAmerican unlversltles to develop foreign language programs for militarypersonnel．Thus the Army Specialized Training Program（ASTP）wasestablished in 1942．Fifty．five American universities were involved in theprogram by the beginning of 1943．

4. The Audiollngual Method Background
The Coleman Report in 1 929 recommended a reading．based approach totoreign language teaching for use in American schools and colleges（Chapter 1）．This emphasized teaching the comprehension of texts．Teachers taught from books containing short reading passages in theforeign language，preceded by lists of vocabulary．Rapid silent reading was the goal，but in practice teachers often resorted to discussing thecontent of the passage in English．Those involved...

Preface
Part I Major trends in twentieth-century language teaching
1 A Brief History of Language Teaching
2 The Nature of Approaches and Methods in Language Teaching
3 The Oral Approach and Situational Language Teaching
4 The Audiolingual Method
Part II Alternative approaches and methods
5 Total Physical Response
6 The Silent Way
7 Community Language Learning
8 Suggestopedia
9 Whole Language
10 Multiple Intelligences
11 Neurolinguistic Programming
12 The Lexical Approach
13 Competency—Based Language Teaching
Part III Current communicative approaches
14 Communicative Language Teaching
15 The Natural Approach
16 Cooperative Language Learning
17 Content—Based Instruction
18 Task—Based Language Teaching
19 The Post-methods Era
Author index
Subject index

Preface
Part I Major trends in twentieth-century language teaching
1 A Brief History of Language Teaching
2 The Nature of Approaches and Methods in Language Teaching
3 The Oral Approach and Situational Language Teaching
4 The Audiolingual Method
Part II Alternative approaches and methods
5 Total Physical Response
6 The Silent Way
7 Community Language Learning
8 Suggestopedia
9 Whole Language
10 Multiple Intelligences
11 Neurolinguistic Programming
12 The Lexical Approach
13 Compet...