SITUATIONAL LANGUAGE TEACHING 情境教学法 (SLT)
历史背景与渊源
DM的没落,除了因为语言能力与教学技巧造成教师一大负担外,另外一个令人诟病的因素在於DM本身较无语言学理论为其基本架构.所以,有另一派学者提出,L2并不能单纯在一个充满L2的环境下学会,还要透过一套系统性规划的字汇和文法规则来引导介绍,才能真正达到会话,阅读无障碍的境界.SLT於是就於1930至1960年间由英国语言学家发展出来.
教学观
SLT仍然认为＂口语″是语言的基础,而其中语言的结构(句型)更是会话能力的基础.学者们於是明白指出, ＂语言结构″和使用语言的＂时空情境″有密切的关连性,所以字汇和文法必须在合适的意义情状下进行介绍.文法方面不做直接的说明规范,而鼓励学生能透过情境来＂归纳″并＂理解″出正确的意义与使用方法.
教材教法
一, 教学目标
培养学生听,说,读,写的实际能力为主.＂说″是一切外语能力的基础,所以在发展其他语言能力之前,必须先确定学生已经能将所学之字汇,句型运用在口语表达方面.
二, 课程安排
课程内容是针对句型和字汇而设计.所谓的＂情境″并没有列在课本中,而是指教师上课时必须透过各种教学活动将情境带进句型中.一般的SLT课程大纲如下所示(Frisby 1957:134):
句型单字
1st lesson This is … book, pencil, ruler
That is … desk
2nd lesson These are… chair, picture, door,
Those are… window
3rd lesson Is this … Yes it is. watch, box, pen,
Is that … Yes it is. Blackboard
实际上,SLT是最早使用课程进度表(structural syllabus)的教学法.事先规划,编写教案是此发对与语言教育的一大贡献.
三,教学活动与学习型态
教师以L2授课,并透过实物,图画,肢体动作等视觉方式呈现字汇或句型中常见的情境,而不做文法解释和句意翻译.学生练习的活动包括带代换句型,引导式覆诵,听写,小组口语练习.以下试举两例
1. (Frisby 1957:56):
Teacher. (holding up a watch) Look. This is a watch. (2×)(pointing to a clock on wall or table) That's a clock. (2×)That's a clock. (2×) This is a watch. (putting down watch and moving across to touch the clock or pick it up) This is a clock.(2×)(pointing to watch) That's a watch. (2×) (picking up a pen) This is apen. (2×) (drawing large pencil on blackboard and moving away) That's a pencil. (2×)Take your pens. All take your pens. (students all pick up theirpens)
Teacher. Listen. This is a pen. (3×) This. (3×)
Students. This. (3×)
A Student This. (6×)
Teacher This is a pen.
Students This is a pen. (3×)
Student (moving pen) This is a pen. (6×)
Teacher (pointing to blackboard) That's a pencil. (3×)
Student ( all pointing at blackboard) That's a pencil. (6×)
Teacher Take your books. (taking a book himself) This is a book. (3×)
Students. This is a book. (3×)

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