1014Oo

Introduction

Like the Direct Method, it is also an oral-based
approach. The Audio-Lingual Method drills students
in the use of grammatical sentence patterns.
聽說教學法與直接教學法一樣，都是口語能力導
向的教學法，聽說教學法則強調讓學生複誦句型
以了解用法。 P.35, line 1

Unlike the Direct Method, it has a strong theoretical
base in linguistics and psychology.
聽說教學法不同於直接教學法的一點，就是聽說
教學法具有深厚的語言學及心理學基礎。 P.35, line5Charles Fries (1945) of the University of Michigan led the way in
applying principles from structural linguistics in developing the method,
and for this reason, it has sometimes been referred to as the ‘Michigan
Method.’
密西根大學的弗里斯教授（1945）率先應用結構語言學的原則發展
聽說教學法，所以有人稱聽說教學法「密西根教學法」。 P.35, line 6

It was thought that the way to acquire the sentence patterns of the target
language wasthrough conditioning – helping learners to respond
correctly to stimuli through shaping and reinforcement. Learners could
overcome the habits of their native language and form the new habits
required to be target language speakers.
他們認為，目標語句型的學習必須透過制約，也就是藉由塑造和增
強，讓學習者對刺激產生正確的回應，然後學習者就可以擺脫母語
的習慣，養成說目標語的新習慣。 P.35, line 10

Experience p.35
As we enter the classroom, the first thing wenotice is that the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people.
我們一進教室，就看到老師在教學生一段兩人的對話。

The students know they will be expected to eventually memorize the dialog the teacher is introducing.
學生們都很認真聽，他們知道老師最後會要求他們把這段對話背起來。

All of the teacher’s instructions are in English. Sometimes she uses actions to convey meaning,but not one word of the students’ native language is uttered.
老師全用英文說，有時候用動作來傳達意思，解說過程完全不使用學生的母語。 P.35, line4

After she acts out the dialog, she says:
老師解說完對話後，對學生說:

(p.36) “All right, class. I am going to repeat the dialog now. Listen carefully, but no talking please. Listen to the conversation:好的同學們，現在我要再念一次對話，請仔細聽，不要說話。對話中的兩個人，有一天在鎮上的人行道走著，突然相遇，於是就聊了起來。其中一個人叫Sally，另一個人叫Bill。現在我要念他們的對話了，請聽:

Sally: Good morning, Bill
Bill: Good morning, Sally
Sally: How are you?
Bill: Fine, thanks. And you?
Sally: Fine. Where are you going?
Bill: I’m going to the post office
Sally: I am too. Shall we go together?
Bill: Sure. Let’s go

Listen one more time. This time try to understand all that I am saying”
老師 : 請再聽一次，這次請盡力聽懂對話的意思。

Now she has the whole class repeat each of the lines of the dialog after her model.
老師再念一次課文，這次他每念一句，學生就跟著念一句。

They repeat each line several times before moving on to the next line.同一句老師會念好幾次，然後才往下念。

When the class comes to the line, “I’m going to the post office,” they stumble a bit in their repetition.
學生念到 ” I’m going to the post office” 的時候有點不順，老師便停下來

 The teacher, at this point, stops the repetition and uses a backward build-up drill (expansion drill).
老師使用逆像組句訓練(backward build-up drill)，也就是擴展訓練(expansion drill)，要學生跟著念
p.36, paragraph 2, line 5

The purpose of this drill is to break down thetroublesome sentence into smaller parts.
這種訓練是將有問題的句子分割成較小的單位 p.36, paragraph 2, line 5

The teacher starts with the end of the sentence and has the class repeat just the last two words. Since they can do this, the teacher adds a few more words, and the class repeat this expanded phrase.
老師先念句子最後那一節，要學生跟著念。學生會念了之後老師才增加字數，要學生念出整個片語。

Little by little the teacher builds up the phrases until theentire sentence is being repeated.
老師逐漸增長句子的長度然後要學生跟著念，直到可以念出整個句子為止。

Teacher: Repeat after me: post office
class: Post office
Teacher: To the post office
class: To the post office
Teacher: Going to the post office
class: Going to the post office
Teacher: I’m going to the post office
class: I’m going to the post office

Through this step-by-step procedure, the teacher is able to give thestudents help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence. ...