1. School of Foreign Languages, Sichuan Normal University Chapter 3 English Language Teaching and Curriculum

2. English Language Teaching Abroad and Curriculum 1.A Historical overview of the English Language 2.Definition of Several Related Terms 3. A Brief Introduction to the Development of ELT in Britain and the United States 4.A Brief Introduction to English Teaching in Japan

3. 1. A Historical Overview of the English Language 1) Old English Period (about 450—1100)( 古英语时期） 2) Middle English Period (1100--1500)( 中古英语时期 3) Modern English Period(1500—present)( 现代英语 时期） 4) English as a World Language

4. 2. Definition of Several Related Terms 1) EFL/ESL English as Foreign Language/ English as Second Language 2) TEFL/TESL/TESOL Teaching English as a Foreign Language (this is when you are teaching English in a country where the native language is not English) / Teaching English as a Second Language (this is when you are teaching English in a country where English is the native language, and the students' first language is not English.) /Teaching English to Speakers of Other Languages. (a newer term which covers the range of ESL/EFL teaching)

5. 3) Curriculum( 课程标准 ) and Syllabus( 教学大纲） The word curriculum comes from the Latin word currere, meaning "to run the course". Syllabus specifies the concrete content of a particular subject, while curriculum is the totality of content to be taught and aims to be realized within one school or educational system ． Curriculum is about the plan, implementation, evaluation and administration work of educational programs ； syllabus focuses on the selection and classification of teaching content

6. 3. A Brief Introduction to the Development of ELT in Britain and the United States Familiar Dialogue ( 《日常 对话 》,1586) compiled by the English scholar, J. Bellot is considered the first textbook of teaching English as a foreign language. However, not until the first half of the 20 th century, ELT has become a self-contained discipline and poplar profession.

7. 3. A Brief Introduction to the Development of ELT in Britain and the United States Three Stages: 1) Stage One (1900s---1940s) --- the Establishment of “the Oral Approach and Situational Language Teaching”( 情 景法） in Britain The Background: The Background: Direct Method in Europe

8. 3. A Brief Introduction to the Development of ELT in Britain and the United States Contributions to the Development by some linguists. The representative figures are: Harold Palmer: The Scientific Study and Teaching of Languages(1917); The Principles of Language Study (1921) A.S. Hornby: Oxford Advanced Learner's Dictionary of Current English(1953), Guide to Patterns and Usage in English(1954)

9. Michael West: New Method Readers Series( 《新法英语读 本》 ); A General Service List of English Words ( 《 2 0 0 0 英语 常用词表》 ) Daniel Jones: Pronunciation of English(1909); English Pronouncing Dictionary(1917) ; The Outline of English Phonetics(1918)

10. Rich Results of their research work: A set of teaching principles were proposed. A lot of English dictionaries were compiled. A lot of teaching materials were written. The Oral Approach and Situational Language Teaching was established

11. The Features of the Oral Approach and Situational Language Teaching: Language teaching begins with the spoken language. Materials are taught orally before they are presented in written form. The target language is the language of the classroom. New language points are introduced and practiced situationally. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. Items of grammar are graded following the principle that simple forms should be taught before complex ones. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

12. The Important Role in the British ELT Development Played by Three Teaching Research Institutes Language College and Institute of Education of the University of London( 伦敦大学语言学院及伦敦大学教育研究所 ) British Council( 英国文化协会 ) English Language Teaching Journal( 《英语 教学杂志》 )

13. 2) Stage Two (1900s---1960s) --- The Establishment of the Audio-lingual Method In America The Background: the problems existing in the direct method Coleman’s report( 科尔曼报告） Army Specialized Training Program

14. Contributions made by some linguists: Charles Fries:Teaching and Learning English as a Second Language (1945) R. Lado: compiled with Charles Fries a set of textbooks for English learners in Latin America: English Sentence Patterns; English Pattern Practice; English Pronunciation; English Vocabulary.

15. Twelve Features of the Audio-lingual Method 1 New material is presented in dialog form. 2There is dependence on mimicry, memorization of set phrases. 3 Structures are sequenced by means of contrastive analysis and taught one at a time. 4 Structural patterns are taught using repetitive drills. 5 There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. 6 Vocabulary is strictly limited and learned in context.

16. 7 There is much use of tapes, language labs, and visual aids. 8 Great importance is attached to pronunciation. 9Very little use of the mother tongue by teachers is permitted. 10Successful responses are immediately reinforced. 11 There is great effort to get students to produce error-free utterances. 12 There is a tendency to manipulate language and disregard content.

17. 3) Stage Three ( after 1960s) a) The Impact of Noam Chomsky on ELT Noam Chomsky :an American linguist His criticism of the audio-lingual method cognitive –code learning( 认知教学法） total physical response ( 全身反应教学法） natural approach( 自然法） the silent way( 沉默法） suggestopia( 暗示法）

18. b) Establishment of Communicative Teaching In the mid1960s, the British applied linguists questioned the theoretical basis of the Oral Approach and Situational Language Teaching. They got many ideas from Halliday, the British functional linguist, Hymes, the American social linguist and Austin, the British linguistic philosopher. In English teaching, they emphasize its functions and communication.

19. D.A. Wilkins: through analyzing the existing syllabus types (grammatical and situational) and the communicative meanings that a language learner needs to understand, Wilkins proposed a notional syllabus. This syllabus was not organized in terms of grammatical structures but rather specified what meanings the learners needed in order to communicate. In 1967 he published the book Notional Syllabus.

20. What began as a development only in Britain has expanded since the mid 1970’s. Now it is seen as an approach that pursues two main goals. The first one is to make communicative competence the goal of language teaching and the second one, to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.

21. c) Establishment of Task-Based Teaching Task-based teaching is the further development of communicative teaching

22. d) Developmental Trends 1) Focus of Research and Reform on Learners 2) Extension of Teaching Method Reform to Curriculum Reform 3) Modernization of Teaching Ways 4) More and More Impact from Related Discipline Study

23. 4. A Brief Introduction to English Teaching in Japan 1) English Teaching began after the Meiji Restoration( 明治维新 )

24. 2) English Teaching from the End of World War Ⅱ to the 1960s---Revival a ） New English Curriculum b) Textbooks c ） Penetration of Various Theories into English Teaching Linguistics Science of Education Psychology d) Teacher Training

25. 3) English Teaching after 1960s--Reform a) due to the entrance examination for college, almost all senior high schools offered English courses. b) in the 1980s,by the implementation of JET program (The Japan Exchange and Teaching Program, 日本交流与教学项目 ), a lot of English native speakers were attracted to Japan, therefore improving the quality of the teaching staff.

26. c) Starting in April, 2002, a new curriculum “The Guideline for English Teaching in Junior High School” was carried out. English became a compulsory subject in junior high school.

27. d) A Conceived Strategy on Training Japanese to Communicate in English( 《培养 “ 能用英语的日本人 ” 的战略构想》， 2002) Reasons for Making the Strategy Goals of English Language Teaching according to the Conceived Strategy Measures to Be Taken to Achieve the Goals

28. Workshop and presentation How do you understand one of the trends of English teaching reform is student-centered? Why is it important to reform curriculum?