线上客服总结:Audio

Audio-Visual Approach

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The Audio-Visual Approach, as the term suggests, is a teaching approach in which the feelings of visual sense and sense of hearing are combined. It originated from the Direct Method and the Audio-Lingual Approach. Because it makes use of pictures, and slide shows to create situations and stresses on teaching in the situations of real life, it has the name of the Situational Method. The audio-visual approach is based on the belief that: a. language is learned through communication; b. translation can be avoided if new language items are taught in situation; c. choice of items for teaching should be based on a careful analysis of the language being taught.

Features: (1) The Audio-Visual Approach closely combines the target language with situations; (2) It advocates teaching speaking and listening before reading and writing; (3) Dialogues in everyday life situations are the center of teaching; (4) The mother tongue is not used in the classroom; (5) The teacher uses recorded dialogues with film-strip picture sequences to present language items; (6) The course of teaching consists of four steps: perception, comprehension, practice and use.

Advantages: (1) Modern technological equipment of sound, light and electricity has been widely used in FLT to make an organic combination of language and image; (2) The language materials are chosen and arranged in the light of everyday life situations, which tallies more with the needs of the students’ speech communication than the previous Grammar-Translation, the Direct Method and the Audio-Lingual Approach; (3) To have integrate perception of foreign language sounds and structures in day-to-day life situations, to study and master the knowledge of phonetics, vocabulary and grammar in speech stream are of benefit to the students in fostering the ability to use the foreign language freely; (4) From the very beginning students are required to listen to standard and idiomatic recordings of the foreign language and practice speaking the language frequently. This helps the students cultivate the ability for correct pronunciation, intonation, rhythm, wording and phrasing and shape good language habits as well.

Weak Points: (1) Placing too much stress on mastering the language materials through imitation of integrate structures and repeated reappearance of the materials contrast sharply with the neglect of appropriate analysis, explanation and practice of single structure and unit in the language, which is detrimental to the students’ understanding and applying of the foreign language; (2) It over-emphasizes the language form, but does not do better to satisfy the students’ needs of speech communication to the maximum from contents necessary for communication; (3) It attaches too much importance to the role of visual sense, but overlooks the positive supplementary part played by the mother tongue in explaining abstract words and grammatical structures.

视听法，顾名思义，是一种结合视觉和听觉的教学途径。它源于直接法和听说法。视听法充分运用图片，幻灯片等创设情景，强调真实生活情景教学，故又称为“情景法”。视听法的理论依据是；a. 语言是通过交际学会的；b. 在情景中教授新的语言点可以避免翻译；c. 必须先对所教语言进行详尽的分析，才能选择教学项目。

特点：（1）视听并用，语言和情景紧密结合；（2）倡导先教听说后教读写；（3）日常生活情景对话是教学的中心；（4）课堂上不用母语；（5）教师用配有幻灯片的录音对话引出语言点；（6）视听法的教学过程包括：感知，理解，联系，活用。

优点：（1）外语教学中广泛使用声，光，电的现代化技术设备，把语言和形象结合；（2）从日常生活情景需要出发，选择，安排语言材料，较之翻译法、直接法、听说法更能符合学生言语交际的需要；（3）在日常生活情景中整体感知外语声音的结构，并在语流中学习和掌握语音，词汇和语法，这些都有利于培养学生灵活地运用语言的能力；（4）学生一开始就听到标准，地道的外语录音，日积月累，有助于养成正确的语音和语调，以及遣词造句的能力和习惯。

不足之处：（1）过分强调通过整体结构的模仿和语言材料的重现，忽视了单个语言结构的分析，解释和操练，而这对学生理解和运用外语是非常重要的；（2）过于强调语言形式，不能最大程度满足学生言语交际内容的需要；（3）过于注重视觉刺激作用，忽视了母语在讲解抽象词汇和语法结构时的积极作用。