外语教学法.docx
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外语教学法.docx
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外语教学法
ChapterTwoThe
Grammar-Thanslation
Method
TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.AtonetimeitwascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.
Background
ThehistoryoftheGrammar-TranslationMethodisnotfullyandcarefullydocumented.However,thereisevidencethatgrammaranalysisandtranslationbegantobethebasicprocedtiresinforeignlanguageteachingfromthe16thcentury,whenmodernlanguagessuchasFrench,ItalianandEnglishgainedinimportanceasaresultofpoliticalchangesinEurope.Untilthen,LatinwasalanguageofspokenandwrittencommunicationintheWesternworld,andwastheworld’smostwidelystudiedforeignlanguage.ItwastaughtthroughactiveuseofLatinspeechandwrittentextwithoutgrammaranalysissincethemothertongueatthattimedidnothavesystematicgrammar.ThemodernlangugesprovidedoneoftheconditionsforgrammaranalysisandtheapplicationofgrammaticalrulesinranslationexercisesinteachingLatin.
ThesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincamefromthecocialneedsofEuropeancountries.Withthedevelopmentofmodernlanguages,Latingraduallybecamedisplacedasalivinglanguage.ThestudyofLatintookinadifferentfunction.ThefundamentalpurposeoflearningLatinwastostudytheclassicalculture,whichwasworshippedintheRenaissancel.Students’studyoftheforeigncultureislimitedtoitsliteratureandfinears.Grammaranalysisandtranslationrovedtobeeffectivemeansinstudyingforeignculturethroughliteraryworks.ThetrendorteachingforeignlanguagebegantoswingfromactiveuseofLatininAncientandMedievaltimetothestudyofthewrittenformofLatin.Inotherwords,itswungfrom“activism”to“formalism”.
Theteachingproceduresofgrammaranalysisandranslationweralsojustifiedtytheargumentthatthemindofhumanbeingscouldbetrainedbylogicalanalysisottheclassiclanguage,extensivememorizationofcomplicatedrulesandparadigmsandtranslationbetweenlanguages.
AsmodernlanguagesbegantoenterthecurriculumofEuropeanschoolsinthe18thcentury,theyweretaughtusingthesamebasicproceduresthatwereusedforteachingLatinOnlyinthelate18thcenturydidtheregularcombinationifgrammarruleswithtranslationintothetargetlanguagebecomepopularastheprincipalpracticethechnique.OneofthebestknownofxuchteachinggrammarswasJohannMeidinger’s.PraktischeFranzosischeGrammatik(1783).Therefore,itisacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedformthe18thcentury.
Inthe19thcentury,moreeexpertsofforeignlanguageteachingadoptedthestrategyofcombininggrammarruleswithtranslation.ThesequntialarrangementusedbyH.S.Ollendorffinhislessonsbecameastandard;astatementoftherulefollowedbyavocabularylistandtranslationexercises.Attheendofthecoursetranslationofconnectedprosepassagewasatemptged.(Kelly,1969:
52)JohannSeidenstuckerandothertextbookwriterscombinedrules,vocabulary,textandsentencestobetranslatedasthebypicalpaaernoftheGrammar-TranslationMethod.Inthemid-19thcentury,KarlPloetzinGermanyadaptedSeidenstucker’sFrenchtexbookforuseinschoolsandthustheGrammar-Translation.Methodbecametheprincipalmethodofteachingmodernlanguagesinschools.
TheoreticalBasis
Theoryoflanguage
Grcerallyspeaking,theGrammar-TranslationMethodbelongedtotheschooloftraditionallinguistics.AsismentionedinChaperOne.traditionallinguistsbelievedthatthewrittenformoflanguagewassuperiortothespokenform.Therefore,intheirstudyoflanguage,thdygaveprioritytothewrittenformandtookwordsastheirstartingpoint.Whendiscussingtherulesoflanguage,theyusuallytookaprescriptiveapproach.Theyemphasizedsuchmattersasxorrectness,thepurityofalanguage,literaryexcellenceandtheuseofLatinmodels.
ThetheoryoflanguageundrlyingtheGrammar-TranslationMethodwasderivedformComparativeHistoricalLinguistics.TheresultofcomparisonbetweendifferentlanguagesindicatedthattheclassicallanguagessuchasGreekandLatinwereverymuchsimilartothemodernIndo-Europeanlanguagesandwereruledbyacommongrammar.Inforignlanguageteaching,therargetlanguagewasprimarilyinterpretedasasystemofrulestobeobservedintextsandsentencesandtoberelatedtothefirstlangagerulesandmeanings.Thefirstlanguagewasmaintainedasthereferencesystemintheacquisitionofthetargetlanguage.
Theoryoflearning
ThetheoryoflearningunderlyingtheGrammar-TranslationMethoodwasFacultyPsychology.TheFacultyPsychologistsbelievedthatthemindofhumanbeingshadvariousfacultieswhichcouldbetrainedseparately.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeamsofdevilopingmentality.Latingrammarwasthenconsideredasthemostlogicalandwell–organizedgrammar.
Viewedfromthenatureandpurposeofeducation,theGrammar-Trans-lationwasanexpressionofclassicalhumanism.Thelangugewasregardedasabodyofesteemedknowledgetobelearned,withanemphasisonintellectualrigor.
Basicprinciples
Mainfeatures
Asitsnamesuggests,theGrammar-TranslationMethodemphasizestheteachingofthesecondlanguagegrammar.Grammarisregardedasthecoreoflanguage,soitistemaincontentinforeignlanguageclassrooms.Theprincipalpracticetechniqueistransltionfromandintothetargetlanguage.Readingandwritingaregehmajorfocus;littleornosystematicattentionispaidtospeakingorlistening,becauseliterarylanguageisconsideredsuperiortospokenlanguageandisthereforethelanguagestudentsshouldstudy.
Intheclassroom,theteacherusesthenaivelangugeofthesutdentsasthemainmediumofinstruction.Thereislittleuseofthetargetlanguage.Thesentenceisthebasicunitoflanguageteachingandlearning.Theteacheremphasizesaccracyratherthanfluency.
Objectives
AnltimatepurposeoflearningaforeignlanguageinaGrammar-Trans-lationclassroomistoenablethelearnerstoreadandtranslateitsliterature.Grammar-translationisconsideredasanecessarypreliminarytothestudyofliteratyworks.Studentsarerequiredtomemorizegrammaticalthetargetlanguage.Thestudentswhocantranslatefromonelanguageintoanotherareconsideredsuccessfullanguagelearners.
Theotherobjectivesofthemethodaretoprovidestudentswithgoodmentalexercisethathelpsdeveloptheirminds,andtogainabetterunderstandingofthefirstlanguage.
Techniques
AGrammar-Translationteacherusuallyusesthefollowingtechniquestohelprealizethecourseobjectives:
Reading
Readingpassageareplannedaroundthesequencedgrammaticalstructuresandvocabularytobestudied.Thepassagesmaybeexcerptedfromliteraryworksorcarefullywrittenbyacompiler,includingparticulargrammarrulesandvocabulary.
Translation
Translationcanbeemployedinpresentinganewgrammaticalitem,understadinganewpassage,orasexercisesattheendofalesson.Thematerialsmaybewrittenorspoken.Literaltranslationshouldbefollowedbyfreetranslation.Sentencetranslationusuallytakesplacebeforepassagetranslation
Deductiveteachingofgrammar
Grammarrulesaretaughtdirectlybytheteacher,withexceptiontoeachrulenoted.Thentherulesarepracticedthroughtranslationexercises.
Analysisandcomparison
Inordertoapplygrammarrulestospecificexamplesandtoundrstandthereadingpassage,difficultsentencesareanalyzedindetailandcomparedwiththefirstlanguagesentences.Usually,thefunctionofeachpartofasentenceisclearlyexplained.
Readingcomprehensionquestions
Differenquestionsaredesignedforstudentstoanswertochecktheunderstandingofthereaingpassage.Thefirsttypeofquestionsarequestionsofliteralcomprehensiontowhichanswersaredirectlyandexplicitlyavailableinthetext.Thesecondtypeofquestionsarequestionsofinferencewhichoblige.Questionsofthethirdtypearequestionsofpersonalreponsewhichrequirestudentstorelatethepassagetotheirownexperience.
Writtenwork
Fill-in-the-blanksisonekindofwrittenworkwhiehrequiresstudentstofillintheblanksinasentenceorinapassagewithnewvocabularyitemsorwithitemsofaparticulargrammartype.Usingnewwordstomakeupsentencesisanothertypeofwrittenwork. Exemplification ThemainproceduresforatypicallessonwiththeGrammar-TranslationMethodcanbedividedintothreephases.Theactivitiesineachphasearedescribedbelow: PhaseOne 1.Theteacherreadsandexplainsthenewwordsandexpressionsinthefirstlanguage.Studentslistentotheteacher,takenotesandrepeataftertheteacher. 2.Theteacherteachesthenewgrammarwithdeductivemethod.Studentslistentotheteacherandtakenotes.(Thestepcanbearrangedattheendofalessonifthenewgrammaritemsarenotcloselyrelatedtothepeadingpassage.) PhaseTwo 1.Studentsareaskedtoreadafewsentencesoutaloudandtranslatethemittothefirstlanguage.Theteachercorrectsthemistakesofstudents’pronunciationandtranslation. 2.Theteacheranalysessomedifficultsentencesandtranslatesthemintotheirnaivelanguagefirstliterallyandthenfreely.Studentslistentotheteacherandtakenotes.Theymay
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