華中師范大學(xué)網(wǎng)絡(luò)教育學(xué)院《英語(yǔ)教學(xué)論》練習(xí)題庫(kù)及答案本科Ⅰ.Trueorfalse.Directions:Judgewhetherthefollowingstatementsaretrueorfalse.WriteaTinthebracketsafteratruestatementsandanFbeforeafalsestatements.1.Languageisalogicalsystem.2. Languageiscapableofproducingnewformsandmeanings.3. Minimalpairsarepairsofwordsthatdifferonlyinonesound.4. Thewaysinwhichwordsfollowoneanotherandarerelatedtooneanotheriscalledthesyntagmaticdimensionoflanguage,thedimensionof“chaining”or“sequencing”.5. Ingeneral,arisingintonationisseenasbeingmoreimpolitethatafallingone.6. ConsciousknowledgeofrulesdoesnothelpacquisitionaccordingtoKrashen.7. Thegoalofforeignlanguageteachingistoproduceover-usersofmonitor.8. Krashenbelievesthatadultsarebetterlanguagelearners,whilechildrenarebetterlanguageacquirers.9. ForKrashen,theaffectivefilteristheprincipalsourceofindividualdifferenceinsecondlanguageacquisition.10. ThenaturalorderhypothesisispresumedbyKrashentobetheresultofthelearnedsystem,operatingfreeofconsciousgrammar.11. Onefunctionofalanguagecanonlybeexpressedbyonestructure.12. Anormallessonshouldhavetheallthestagesdiscussedinthisunitandthestagesshouldbeinfixedorder.13. Usuallyalessonshouldfocusonpracticingonesingleskillsothatthestudentscandevelopthatskillsuccessfully.14. Thestagesofalessonoverlap.15. Ateachstageofthelesson,activitiesfocusonallfourskills.16. Lessonplansareusefulonlybeforethelesson.17. Iftheteacherusesthesametechniques,somestudentsmaynothavethechancetolearninthewaythatsuitsthembest.18. Thereisnooneabsolutelycorrectwaytodrawupalessonplanandeachteacherwilldecidewhatsuitshimorherbest,butallgoodlessonplansgiveaclearpictureofwhattheteacherintendstodointhelesson.19. InordertokeepstudentsinterestedinlearningEnglishitisimportanttoincludeavarietyofactivitiesandtechniquesinthelesson.20. ItisenoughtointroducearangeofdifferentactivitiesintoalessontokeepthestudentsinterestedinlearningEnglish.21. Arealgoodlessonplanshouldbelongandcomplicatedwithdetailedlessonnotes.22. Timecanbesavedbydecidingonaformatwhichsuitsyouandthenkeepingapileofblanks.23. Allgoodlessonplansgiveaclearpictureofwhattheteacherintendstodointhelesson.24. Writingacommentaftereachlessonisausefulhabitforateachertogetinto.25. ItisacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedfromthe16thcentury.26. Untilthe16thcenturyLatinwastaughtthroughactiveuseofspeechandwrittentextwithoutgrammaranalysis.27. ThetheoryoflanguageunderlyingtheGrammar-TranslationMethodwasderivedfromComparativeHistoricalLinguistics.28. ThetheoryoflearningunderlyingtheGrammar-TranslationMethodwasFacultyPsychology.TheFacultyPsychologistsbelievedthatthemindofhumanbeingshadvariousfacultieswhichcouldbetrainedseparately.29. Inagrammar-translationmethodclassroom,readingandwritingarethemajorfocus;littleornosystematicattentionispaidtospeakingorlistening,becauseliterarylanguageisconsideredsuperiortospokenlanguageandisthereforethelanguagestudentsshouldstudy.30. ThemostobviouscharacteristicsoftheCommunicativeApproachisthatalmosteverythingthatisdoneisdonewithacommunicativeintent.31. Feedbackreferstoanyinformationwhichprovidesareportontheresultofcommunicationwhichtakesplacenotonlybetweenthelistenerandthespeaker.32. Learningismoreeffectivewhenthelearnersareactivelyinvolvedinthelearningprocess.33. Withregardtosyllabusdesign,theCommunicativeApproachemphasizestopics.34. Todaybothlanguageteachingexpertsandclassroomteachersagreethatthecommunicativeapproachisthebest.35. TheTotalPhysicalResponsemethodemphasizescomprehensionandtheuseofphysicalactionstoteachaforeignlanguageatanintroductorylevel.36. TheSilentWayisbasedonthepremisethatthestudentsshouldbesilentasmuchaspossibleintheclassroom.37. Inpractice,CommunityLanguageLearningismostoftenusedintheteachingofwritingskillandthecourseprogressionistopicbased.38. Asuggestopadiacourseisconductedinaclassroominwhichstudentsareascomfortableaspossible.39. TheSilentWay,CommunityLanguageLearning,andSuggestopaediaalllayemphasisontheindividualandonpersonallearningstrategies.40. Thevowelisproducedwithout(orwithlittle)restrictionduringitsproductionandisalwaysvoiced.41. Vowelsareformedmainlybythepositionofthetongueand,secondarily,bytheshapeofthelipsandmovementofthejaw.42. Consonantsvarydependingonwhereandhowtheairstreamgetsthrough,theplaceandmovementofthetongue,andalsowhetherthevoiceisusedornot.43. Aphonemeisthesmallestdistinctivesoundunit,incapableofchangeindifferentphoneticenvironments.44. Theback-chainingtechniquemeansthestudentsrepeatasentenceaftertheteacher,startingfromtheendpartofthesentenceandmovingtowardsthebeginning.45. Ofthetwotypesofsentencestress,sensestressshowscontrast,whilelogicalstressshowsmeaning.46. Pitchisproducedbyfrequencyofvibrationofthevocalcords.Thehigherthefrequency,thehigherthepitch.47. Usuallylowkeyisusedforemphasisandcontrast;midkeyindicatesanexpected,neutralattitude;andlowkeyprovideslowinformation.48. Ofthefourpossibletunemovements,highfallisusedforstatementsandwh-questions;highriseisusedforquestionsaskingforrepetitionofsomething;lowriseisforyes/noquestions,etc.andfallriseisforcorrectionsandpolitecontradictions.49. Themostpowerfulsignalofstressisachangeofpitchonthevowel.50. Syllablesareshortwhentheyarestressed.51. Techniquesforgroupingitemsofvocabularyfallintothreegeneralcategories:semanticfields,phonologicalsetsandgrammaticalsets.Groupingitemsrelatedbytopics,forexample,typesoffruit,belongstothesemanticfields.52. Metaphorisawayoftalkingaboutonethingintermsofanother.Itisadeviceforcreatingandextendingmeaning.53. TherelationshipbetweenthespokenandwrittenwordisidenticalinEnglish.54. Semantizationmeansthateverynewwordshouldbepresentedinsuchawaythatitsmeaningbecomescleartothelearner.55. Verbalpresentationofnewwordsmeansthatthemeaningofasecondlanguagewordisdemonstratedthroughconcreteobjects,visualaids,orthroughmimeandacting.56. Anexercisewithheterogeneitygivesnoopportunityforthereallyadvancedstudentstoexercisetheircapacity.57. Anexercisewithheterogeneitycanalsohaveapositiveeffectonlearnerattitudeandmotivation.Itprovidesanopportunityfortheteachertogiveslowerorlessconfidentstudentstheapprovalandencouragementtheyneed.58. Inthe“l(fā)anguageawareness”exercise,thestatement“Thebaby’scrying”informsaboutathirdperson’swhereabouts.59. InHammer’sfive-stepmodel,thepurposeof“elicitation”istoprovidetheteacherwithfeedbackastowhattodonext.60. Theaimofthepracticestageistocausethelearnerstoabsorbthestructurethoroughly.61. Ifweasktheclasstolistenandweaskthequestionsafterwards,wearehelpingthemimprovetheirlisteningskillindeed.62. Animportantpartoftheskilloflisteningisbeingabletopredictwhatthespeakerisgoingtosaynext63. InanEnglishclassweareusuallyconcernedwithcasuallistening.64. Itisimportantfortheteachertoshowstudentshoweasyitistounderstandsomethingfromauthenticmaterialsratherthanhowdifficultitistounderstandeverything.65. Studentsalmostalwaysenjoylisteningtostories.66. Iftheteacherweretalkingtoomuchinclassthestudentswouldnotbelearning.67. Listeningactivitiescanonlybeconductedwiththewholeclass.68. Whenthestudentslistentorecordedmaterialsthereisverylittleopportunityforimmediateinteraction.69. Silentreadinginvolveslookingatthetextandsayingthewordssilentlytoyourself.70. Therearenomajordifferencesbetweenhowonereadsinone’smothertongueandhowonereadsinaforeignlanguage.71. Tounderstandaword,youhavetoreadallthelettersinit;tounderstandasentenceyouhavetoreadallthewordsinit.72. Theteachercanhelpthestudentstoreadatextbyreadingitaloudwhiletheyfollowintheirbooks.73. Normallywhenwereadoureyesflickbackwardsandforwardsoverthetext74. Inordertounderstandatextwell,itisabsolutelynecessarytounderstandeverywordinthefirstplace.75. Authenticmaterialscanonlybeusedintheclassroomforbeginners.76. TextsareusuallyusedinEnglishclassesfortwomainpurposes:asawayofdevelopingreadingcomprehensionandasawayoflearningnewlanguage.77. Throughreadingthestudentsnotonlylearnnewlanguage,butalsodeveloptheirreadingskills.78. Whenthereadersreadtogetthegeneralpicture,onlythemainpointsarewhattheyareinterestedin,notthedetail.79. Plannedconversationsusuallydegenerateintosilenceorinvolveonlyasmallnumberofstudents.80. Ifthechosentopicforaconversationlessonistoogeneralitwillnotexcitethestudents,ifitistoospecificsomestudentswillbeinterested,andothersnot.答案：1. F2. T3. T4. T5. F6. T7. F8. T9. T10. F11. F12. F13. F14. T15. F16. F17. T18. T19. T20. F21. F22. T23. T24. T25. F26. T27. T28. T29. T30. T31. T32. T33. F34. F35. T36. F37. F38. T39. T40. T41. T42. T43. F44. T45. F46. T47. F48. T49. T50. F51. T52. T53. F54. T55. F56. F57. T58. F59. T60. T61. F62. T63. F64. T65. T66. F67. F68. T69. F70. F71. F72. F73. T74. F75. F76. T77. T78.T79. T80. TDirections:Fillintheblankswithappropriateword(s).1.Languageteachinginvolvesthreemaindisciplines.Theyarelinguistics,psychologyand____.2. Linguisticsisthestudyoflanguageasasystemofhuman____.3. Psycholinguisticsisthestudyofthementalprocessesthatapersonusesinproducingandunderstandinglanguage,andhowhumanslearn____.4. _____isthestudyofsecondandforeignlanguageteachingandlearning.5. Sociologyisthestudyoflanguageinrelationto____,suchassocialclass,educationallevelandsoon.6. Atamacrolevel,societyandcommunityinfluenceclassroomteaching____.7. Themakingofforeignlanguageeducationpolicymusttakeintoconsiderationthe____andeducationalsituationofthecountry.8. Thegoalsforsecondaryeducationare____fromthoseforhighereducation.9. Syllabusdeterminesteachingaims,objectives,contentsand____.10. Teachingmaterialsshouldagreewithorreflecttheteaching____,aims,objectivesandteachingmethods.11. The____approachtolanguagestudyisconcernedwithlanguageasaninstrumentofsocialinteractionratherthanasasystemthatisviewedinisolation.12. The____approachtolanguageistoseeitintermsofthebitsandpiecesbymeansofwhichitisputtogether.13. ThemostcommonwordorderinEnglishis____,withothersentenceconstituentsdrapedaroundthesekeypartsinvariousways.14. Accordingtothefunctionalists,languagehasthreefunctions:____,expressive,andsocial.15. ____isthestudyofhowwordscombinetoformsentencesandtheruleswhichgoverntheformationofsentences.16. AccordingtoSkinner,languagebehaviorcanonlybestudiedthroughobservationofthe____factors.17. Accordingtothebehaviorists,alllearningtakesplacethrough____.18. Mentalismholdsthatahumanbeingpossessesamindwhichhasconsciousness,ideas,etc.,andthemindcaninfluencethe____ofthebody.19. Theinteractionalist’spositionisthatlanguagedevelopsasaresultofthecomplex____betweentheuniquelyhumancharacteristicsofthechildandtheenvironmentinwhichthechilddevelops.20. Chomskyreferstothechild’sinnateendowmentas____,asetofprincipleswhicharecommontoalllanguages.21. Iftheaimofalessonis“Tolearnthenamesofcolours”thelessonmayfocusonaparticular______.22. Thecardinalrulemeans_________________.23. “KnowingEnglish”mustmeanknowinghowto__________inEnglish.24. Thethreemainthingsthatalearnerhastoacquirewhenlearninganewstructurearetheform,meaningand_____ofthestructure.25. Theattitudinalandemotionalfactorscanbeexpressedinanitemofvocabulary.Theseareoftenreferredtoas____.26. ____referstovarietiesoflanguagedefinedbytheirtopicandcontextofuse.27. Animalisasuper-ordinateterm,whilecow,horse,pig,dog,cat,etc.are____.28. Thereisalackofconsistencybetween____andpronunciationinEnglish.29. Grammarisadescriptionofthe____ofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage.30. Theemphasisoftheproductperspectiveongrammarisonthecomponentpartsofthelanguagesystem,dividedupintoseparateforms.Eachformisthe____ofthegrammarian’sanalysis.31. Processteachingengageslearnersin____,formulatingtheirownmeaningsincontextsoverwhichtheyhaveconsiderablecontrol.32. Whenweteachgrammaras____,thelearnerisrequiredtoattendtogrammar,whileworkingontaskswhichretainanemphasisonlanguageuse.33. Thecomplexform-functionrelationshipisnotasimplified,aone-to-one____.34. ________arerepresentedbyphoneticsymbolsbecausethereisnoone-to-onecorrespondencebetweenwrittenlettersandspokensounds.35. ________isoftendescribedasthemusicofspeech—thewaythevoicegoesupanddownaswespeak.36. MostcontributorstotheCommunicativeApproachsharetheviewthatlanguageisusedforcommunicationandaremoreconcernedwithmeaningthanwith____________.37. Atonetime______________wascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.38. Whenweusetheword__________________wemeanthatanideaortheoryisbeingapplied:thatwhatevertheteacherdoes,certaintheoreticalprinciplesarealwaysborneinmind.39. A__________________isasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.40. Thethreemajorcausesforerrorsare:mothertongueinterference,______________________,andinappropriateteachingmaterialsormethods.答案：1. pedagogy2. communication3. language4. Appliedlinguistics5. socialfactors6.indirectly7. economic8.different9. methods10. principles11. functional12 structural13. SVO14. descriptive15. Syntax16. external17. habitformation18. behavior19. interplay20. universalgrammar21. topic22. onethingatatime23. communicate24. use25. connotationoraffectivemeaning26. Register27. hyponyms28. spelling29. structure30. product31. languageuse32. skill33. correspondence,or:relationship34. Sound35. Intonation36. structure37. thegrammar-translationmethod38. approach39. method40. overgeneralizationⅢ.Termanditsdefinition.Directions:givebrieflyexplanationofeachterm.approach：Whenweusethewordapproachwemeanthatanideaortheoryisbeingapplied:thatwhatevertheteacherdoes,certaintheoreticalprinciplesarealwaysborneinmind.technique：Whenwetalkaboutatechnique,wemeanaprocedureusedintheclassroom.Techniquesarethetricksinclassroomteaching.method:Amethodisasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.methodology：Methodologyistheprincipleandtechniquesofteachingwithnonecessaryreferencetolinguistics.sociolinguistics:Sociolinguisticsisthestudyoflanguageinrelationtosocialfactors,thatis,socialclass,educationallevelandtypeofeducation,age,sex,ethicorigin,etc.SR-model:SR-modelreferstoaconnectionwhichisestablishedbetweenastimulusorstimulussituation(s)andtheorganism’sresponse(R)tothisstimulus.phoneme:Aphonemeisthesmallestdistinctivesoundunitorminimumunitofdistinctivesoundfeaturecasuallistening:Whenwelistenwithnoparticularpurposeinmind,andwithoutmuchconcentration,thekindoflisteningiscalledcasuallistening.Ⅳ.Shortanswers.Directions:answerthefollowingquestionsbriefly.1.Howdoyouunderstandthedifferencebetweenapproach,method,andtechnique?Whenweusethewordapproachwemeanthatanideaortheoryisbeingapplied:thatwhatevertheteacherdoes,certaintheoreticalprinciplesarealwaysborneinmind.Amethodisasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.Whenwetalkaboutatechnique,wemeanaprocedureusedintheclassroom.Atechniquethenisthenarrowestterm,meaningonesingleprocedure.Amethodwillconsistofanumberoftechniques,probablyarrangedinaspecificorder.Thewordapproachismuchmoregeneralandhastheimplicationthatwhatevermethodortechniquestheteacheruses,hedoesnotfeelboundbythese,butonlybythetheoryinwhichhebelieves.Ifhecanfindnewandbettermethodsortechniqueswhichwillfitinwithhisapproach,thenhewilladoptthese.2.Whatarethethreeviewsoflanguagethatsupportpopularforeignlanguageteaching?Theyarethestructuralview;thefunctionalviewandtheinteractionalview.3.Whataretheelementswithwhichamethodisconcerned?Therearesixelements:thenatureoflanguage;thenatureoflanguagelearning;goalsandobjectivesinteaching;thetypeofsyllabustouse;theroleofteachers,andinstructionalmaterials;andthetechniquesandprocedurestouse.4.Whatarethepointsofconcernofmethodology?Thepointsofconcernofmethodologyinclude:a.thestudyofthenatureoflanguageskills(eg.reading,writing,speaking,listening)andproceduresforteachingthemb.thestudyofthepreparationoflessonsplans,materials,andtextbooksforteachinglanguageskillsc.theevaluationandcomparisonoflanguageteachingmethods(eg.theAudiolingualMethod)d.suchpractices,procedures,principles,andbeliefsthemselves.(Richards,etal,1985:177)5.Apartfromamasteryofaforeignlanguage,whatotherknowledgeshouldaforeignlanguageteacherhaveinordertodohis/herjobwell?He/sheshouldhavesomeknowledgeabouttherelatedsubjectssuchaslinguistics,psychologyandpedagogy.Heshouldalsoknowthatalotofvariablesinfluenceclassroomteaching.Factorlikeforeignlanguageeducationpolicy,thegoalofforeignlanguageeducation,learners,teachers,syllabus,teachingmethod,teachingmaterialsteachingaids,andassessmentandevaluationallinfluenceclassroomteaching.Ifateacherdoesnotknowthemhewouldnotbeabletoteachaccordingtothecircumstancesandwouldachievethebestresultspossible.6、Inwhatsensecananunderstandingofthecontextofeducationcontributetolanguageteachingandlearning?Teachingandlearningaforeignlanguageinevitablyinvolvesrelationshipsbetweendifferentaspectsoflife,andteachingEnglishsuccessfullyisnotjustaquestionofmethod.OtherthingsinfluenceEnglishlanguageteaching(ELT)greatly.Refertotheninevariablesdiscussedinthetext.7.Whydowesayassessmenthasgreatbackwasheffectsonforeignlanguageteachingandlearning?Bothpositiveandnegativebackwasheffects.Assessmentcanprovideteacherswithfeedbackforlessonplanningandremedialwork.Studentscanalsogetinformationabouttheirlearningandprogress,thereforehaveasenseofachievement.Throughassessmenttheygettoknowtheirproblemsandareasforfurtherstudyandimprovement.However,inappropriateassessmentcancauseworries,discourageweakstudents,emphasisongradesinsteadofonabilitiesandcompetence,etc.8.WhatisthedifferencebetweenSkinner’sbehaviorismandChomsky’smentalism?Wherebehaviorismignoredthecontributionofthechilditselfinthelearningprocess,mentalismhaspracticallydeniedthatlinguisticinputandenvironmentplayaroleinthisprocess,andhasgenerallypaidveryscantattentiontotheactualcourselanguagedevelopmenttakes.9.DoesKrashen’stheoryofsecondlanguageacquisitionbeginwiththeories,orwithdata?Krashen’stheoryofsecondlanguageacquisitionbeginswiththeoriesorassumptions,notwithdata.Heusedadeductivemethod,thatis,hesetupanumberofhypothesesfirst,thencollectedinformationordatatosupport/refutehishypotheses.10.Whatistheroleofformallearningaccordingtothemonitorhypothesis?Themonitorhypothesisstatesthatformallearninghasonlyonefunction,andthatisasa“monitor”or“editor”andthatlearningcomesintoplayonlytomakechangesintheformofourutterance,afterithasbeenproducedbytheacquiredsystem.Acquisitioninitiatesthespeaker’sutterancesandisresponsibleforfluency.Thusthemonitoristhoughttoaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallywrittenorspoken,buttheutteranceisinitiatedentirelybytheacquiredsystem.11.AccordingtoKrashen,thereisonlyonewayforhumantoacquirelanguage.Whatisit?Byunderstandingmeaningfulmessagesorcomprehensibleinput;theformulaisi+1.12.Whatisthefunctionoftheaffectivefilter?Accordingtotheaffectivefilterhypothesis,comprehensibleinputmaynotbeutilizedbysecondlanguageacquirersifthereisa“mentalblock”thatpreventsthemfromfullyprofitingfromit.Theaffectivefilteractsasabarriertoacquisition:ifthefilteris“down”,theinputreachestheLADandbecomesacquiredcompetence;ifthefilteris“up”,theinputisblockedanddoesnotreachtheLAD.Thus“inputistheprimarycausativevariableinSLA,affectivevariablesactingtoimpelorfacilitatethedeliveryofinputtotheLAD.”13.Whataresomeofthemainstagesofalesson?Herearesomeofthemainstagesofalesson:Presentation:Theteacherpresentsnewwordsorstructures,givesexamples,writesthemontheboard,etc.Practice:Studentspracticeusingwordsorstructuresinacontrolledway.Practicecanbeoralorwritten.Production:Studentsuselanguagetheyhavelearnttoexpressthemselvesmorefreely.Likepractice,productioncanbeoralorwritten.Reading:Studentsreadatextandanswerquestionsordoasimpletask.Listening:Theteacherreadsatextordialoguewhilethestudentslistenandanswerquestions,orthestudentslistentothetape.Revision:Theteacherreviewslanguagelearntinanearlierlesson,torefreshthestudents’memories,orasapreparationforanewpresentation.<0225>14.WhatisthefocusofaGrammar-Translationclassroom?ThefocusofaGrammar-TranslationMethodisgrammar.Theprocessoflearninggrammarisconsideredanimportantmeansoftrainingmentalabilities.Theteachingmaterialsarearrangedaccordingtothegrammaticalsystem.15.WhatlanguageskillsareemphasizedbytheGrammar-translationMethod?Readingandwritingareemphasizedbecauseliterarylanguageisregardedassuperiortospokenlanguageandisthereforethelanguagestudentsshouldstudy.ThisemphasisonreadingandwritingskillsalsoresultsfromthepurposeoflearningLatin:toreadandtranslatetheclassicalliteratureofLatin.16.WhatarethemaintechniquesusedinaGrammar-Translationclassroom?AGrammar-Translationteacherusuallyusesthefollowingtechniquestohelprealizethecourseobjectives:1)Reading,2)Translation,3)Deductiveteachingofgrammar,4)Analysisandcomparison,5)Memorization,6)Readingcomprehensionquestions,and7)Writtenworksuchasfill-in-the-blanks,usingnewwordstomakeupsentences,andsoon.17.Whatspecificaspectsdoescommunicativecompetenceinclude?Communicativecompetenceincludes:a)knowledgeofthegrammarandvocabularyofthelanguage,b)knowledgeofrulesofspeaking(eg.knowinghowtobeginandendconversations,knowingwhattopicsmaybetalkedaboutindifferenttypesofspeechevents,knowingwhichaddressformsshouldbeusedwithdifferentpersonsonespeaktoandindifferentsituations),c)knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanks,andinvitations,d)knowinghowtouselanguageappropriately.18.WhatlanguageskillsareemphasizedbytheDirectMethod?Conversationalskillsareemphasized,thoughtheteachingofallfourskillsisconsideredimportant.Readingandwritingexercisesshouldbebaseduponwhatthestudentshavepracticedorallyfirst.Pronunciationispaidattentiontofromthebeginning.19.HowshouldlanguagerulesbelearnedaccordingtotheDirectMethod?Languagerulesarelearnedinductivelythroughlisteningandspeakingactivities.Theteachersetsupafewcarefullychosenillustrationsofaruleandleadsthestudentstodiscovertherelationshipofthenewelementstootherspreviouslylearned.Studentsworkouttherulegoverningthoseexamples.Inotherwords,studentshavetoinducegrammaticalrulesfromexamplesinthetext.Alanguagecouldbestbelearnedbybeingusedactivelyintheclassroom.20.WhyisfirstlanguageforbiddeninaDirectMethodclassroom?Thedirectmethodologistsviewforeignlanguagelearningassimilartofirstlanguageacquisition.Thelearnershouldtrytoestablishadirectassociationbetweenlanguageformsandmeaningsinthetargetlanguage.Mothertongueisconsideredasaninterferingfactor,ratherthanareference.Inordertodevelopthestudents’abilitytocommunicateinthetargetlanguage,studentsshouldbeencouragedtothinkinthetargetlanguage.Thebestmethodisnottomakethelearntherules,buttoprovidedirectpracticeinspeakingandlisteningthroughimitationandrepetition.Thebestmethodtoteachingmeaningistomakethestudentslisten,look,andsay,i.e.usingsensoryexperience.21.Howcanwedescribethemainproficiencygoaloftheteachingandlearningofpronunciation?Themainproficiencygoalcanbedescribedingeneraltermsasphonologicalcompetence,thatisTheabilitytorecognizeanddiscriminatesignificantsoundfeatures.Theabilitytoproduceintelligibleandacceptablesounds,bothsegmentallyandprosodically.Theabilitytointerpretwrittenlan