归纳和演绎在外语教学中的应用.doc

淮南师范学院2012届本科毕业论文毕业论文 题 目： The Application of Deduction and Induction In the Foreign Language Learning学生姓名： 乔龙凤 学生学号： 0803010418 系 别： 外语系 专 业： 英语 届 别： 2012届 指导教师： 卜立进 25ContentsAbstract. (1)Keywords (1)Introduction. (1)1 Deduction and Induction. (3)1.1 The Definitions and Relationships of Inductive and Deductive. (3)1.2 The History of Development of Inductive and Deductive (4)2 The Embodiment of Induction, Deduction in Foreign Language Teaching Schools . (4)2.1 Brief Introduction of Foreign Language Teaching Schools. (5)2.2 The Embodiment of Induction, Deduction in Foreign LanguageTeaching Schools . (9)3 Foreign Language Teaching in China (12)3.1 Foreign Language Teaching Situation in China. (12)3.2 Reasons for These Problems and Solutions. (15)3.2.1 Reasons for These Problems. (15)3.2.2 Solutions of the Problems. (18)Conclusion (20)References . (22)Acknowledgements. (25)The Application of Deduction and InductionIn Foreign Language Learning学生：乔龙凤指导老师：卜立进淮南师范学院外语系2012届Abstract: Induction and deduction can not be ignored in foreign language teaching. Many people think that the inductive method is more conducive to foreign language teaching in modern foreign language teaching because it can fully mobilize the initiative learning spirit of learners, develop students creative thinking and improve interpersonal skills. Besides, the deductive method has also trained many foreign language talents, but most of them are the talents of “Dumb English”. So we choose the inductive thinking to apply for the foreign language teaching, but neglect and even criticize the way of deductive thinking. In fact, induction and deduction is a pair of mutually influence whole. If we have any lean in the aspect of using two kinds of methods, the development of foreign language education will be hindered and cause a lot of problems at the same time. This paper, via the inductive and deductive theoretical discussion, points out the current situations of foreign language teaching in China and the author tries to find out a foreign language teaching method suitable for Chinas national conditions.Key words: deduction; induction; foreign language teachingIntroduction Foreign Language Teaching has a variety of genres, schools of thought, such as a grammar-translation method, the direct method, the cognitive method, communicative approach. However, the emergence and development of each school is not arbitrary, but according to different theoretical bases. Accordingly, these teaching methods can be divided into many types, including rationalism, empiricism, cognitive theory rules and so on. What is most important in these types is the division of deduction and induction. According to the principle of pedagogy, foreign language teaching schools can be divided into deduction, induction and deduction-inductive method. As Chinas comprehensive national strength in the international situation is rising, especially the development of the countrys economy, China has been involved in more and more division of labor and cooperation of international technology, economy and trade so that Chinas foreign language education is being faced with a new taskto improve average level of the proficiency of the entire nation foreign language. However, at present, the situation of foreign language education in China is lagging far behind Chinas social development situation. Therefore, in recent years, some of our foreign language educators have been studying these methods, analyzing our country situation and trying to find out the most scientific foreign language teaching methods. They hope that they can make contribution to our countrys foreign language teaching and discover a more suitable method to promote the development of Chinas foreign language education. Among these methods they attached particular importance to the inductive and deductive methods in the application of foreign language teaching. Since we will soon become a foreign language teacher, we need pay more attention to the application of induction and deduction in foreign language teaching. In Chinas education sector, the role of foreign language education should not be underestimated, so we need do some more deeply study so that we can better improve foreign language education.1 Deduction and Induction In this part, the definition, relationship and history of induction and deduction will be described. As we all know, deduction and induction are the important methods in the foreign language teaching methods.1.1 The Definitions and Relationship of Induction and Deduction According to the process of thinking in different directions, the reasoning can be divided into deductive reasoning, inductive reasoning and analogical reasoning. Deductive reasoning refers to the reasoning that it looks general knowledge as precondition and the conclusion is the inference of knowledge of the individual (or special). Inductive reasoning refers to the reasoning that it regards the knowledge of the individual (or special) as precondition and the conclusions is the knowledge of general knowledge. (孙仁生，任书来，林新年，2004:54) On the one hand, inductive method and deductive method have both connections. On the other hand, the two ways of thinking are different. The manner that deduction thinks about things is from individual things to universal rules but the manner of inductive thinking is on the contrary. Besides, the inductive reasoning form is commonly not universal effective formula. However, the deductive reasoning form is commonly universal effective formula. (姜全吉，迟维东，2004:211-212) 1.2 History of the Development of Induction and DeductionAncient Greek philosopher, Aristotle, in his logicOn the Method of Reasoning Thought, advocated using deductive reasoning. British empirical science originator, Francois Bacon, from the epistemological point of view, pointed out the shortcomings of the deductive method and did a study of scientific induction. But with the prevailing of Poppers falsification theory, deductive way of thinking attracted crowds attention again, and he believed that the discovery of scientific theory was not the process of induction but the process of deduction. Engels said that induction and deduction, similar to the analysis and synthesis, were inevitably interlinked and we should not sacrifice one but push another to the peak and should put each one used in the fit place.2 The Embodiment of Deduction and Induction in Foreign Language Teaching SchoolsThe embodiment of deduction and induction plays an important role in the foreign language teaching schools. Thus we should have clear cognition on these foreign language teaching schools and the application of induction and deduction in these schools. In this part, we will briefly introduce the knowledge points. 2.1 Brief Introduction of Foreign Language Teaching SchoolsForeign language teaching theory came into being on the basis of comparative linguistics in the 19th century. And since then, it underwent two major stages: the stage before 1960s and the stage after 1960s. The grammar-translation method, direct method and the audio-lingual method are the representative of the previous stage of foreign language teaching theory. After the 1960s, the rise of the cognitive, communicative approach prompted a series of new teaching methods coming to the fore, such as task-based teaching methods. Whats more, any teaching method comes into being in certain historical conditions, and each has their own teaching characteristics, advantages and limitations.Grammar-Translation Method is one of the longest history methods, and is widely used in the foreign language teaching. No matter in China or abroad, early foreign language teaching commonly used the Grammar-Translation Method. Its teaching purpose is to train students to read foreign passages and imitate the foreign passages to cultivate writing ability. It attaches great importance to reading, translation ability and the teaching of knowledge of grammar. Teachers are the teaching authority of the classroom. Teaching is one-way behavior that teachers impart knowledge to students. Students rarely ask any question and there is little communication among students in class. Most of the teaching languages use the mother tongue. Grammar-Translation Method in foreign language teaching has both good aspects and bad ones. The good aspects are that students master clear grammatical concepts and the exact understanding of words meaning. Reading ability and writing ability are cultivated. However, the drawback is that the absolute authority position of the teacher hinders a student studying on his own initiative, so it can not fully foster students foreign language skills, especially oral communication abilities.The direct method is the antithesis of the grammar-translation method, coming into being in the second half of the nineteenth century. It is the notion in teaching that the language which is being taught is only used to construct a direct association of perception and thought with the foreign speech and sound. It advocates spoken material as the course content, emphasizing imitation. The foreign language teaching should rule out the interference of mother tongue and directly combine the foreign language and physical, pictures, gestures, facial expressions. And it is requirement that teachers should be native speakers of a foreign language. Students should learn speaking by speaking. The target language is only used in the process of teaching. Grammar was dropped completely unimportant position. The advantage of this approach is that it is able to force students to actively participate in classroom teaching, and have access to and use a large number of natural language by listening, speaking activities. It is conducive to enhancing sense of language of the foreign language, and can improve foreign language practicing ability, especially listening and speaking ability. Disadvantages are that it has difficulty in teaching complex and abstract language content and structure. And it completely rules out the possibility of the mother tongue and translation exercises, and students have difficulty in mastering complex concepts.The Audio-lingual Approach is the Foreign Language Teaching Method, which formed in the United States in the late 1940s. It emphasizes speech and spoken language training and advocates that the listening ability is the first and reading and writing is then taught. In class, a large number of recordings and electronic teaching materials should be used and be regarded as a stimulus and use both much more analog and mechanical exercises. Sentence pattern drill is one of its basic characteristics. Correcting every wrong can help to overcome the interference of the first language. The Audio-lingual Approach can help to train the practical ability of students foreign language and learn standardized language structure. However, this method is not conducive to the development of students creative thinking.The Cognitive Approach is a foreign language teaching method which was proposed for the audio-lingual approachs defects in the 1960s. It attaches importance to playing the role of students intellectual and training the actual ability of using language. The teaching purpose is to make students language skills close to the level of native speakers of the target language. It advocates that students gain the language ability of the properly using by the adoption of conscious, organized practice. Besides, it focuses on cultivating students right learning motivation, and good study habits and emphasizes on developing students intellectual, fully mobilizes the enthusiasm and initiative spirit of the students. Above all, it advocates that foreign language teaching should apply the deductive method to the grammar teaching, which makes sure the comprehensive development of listening, speaking, reading and writing. But it totally negates the mechanical drills, and there is no emphasis on developing the students communication ability.Since the 1980s, communication theory had gradually become the preferred language teaching theory in the international Conference on FLT communities. The communicative approach, as a teaching approach, was based on communication. This method claimed that the purpose of language teaching was to train students the ability of using the target language communication and it was in favor of the combination use of sentence patterns plus scene to learn the language. It made the best use of inductive method of teaching. Its advantage was of great importance to students communicative ability. But it was lack of a system of teaching framework and led to its deviation from application of teaching.2.2 The Embodiment of Induction and Deduction in Foreign Language Teaching SchoolsInduction and deduction is a pair of philosophical concepts, but many scholars link them to the foreign language teaching. In class, teachers explain texts and teach grammar to the students, analyze the problem-solving ideas, etc. These are the application of the deduction in foreign language teaching. These analytical methods and introductions of the rules of grammar, as well as problem-solving ideas, learning skills can be seen as the original assumptions of deduction while it begins. These original assumptions can be always playing a good role in guiding and helping students to find a breakthrough in learning English as soon as possible, and avoid detours. Grammar-Translation Method introduces clear grammatical concepts that are the use of the deductive method. Andersons cognitive theory suggests that when learning content grouped into a general concept, learners are able to have a better understanding of knowledge. He believes that the quality of learning depends on the general concept-oriented. Therefore, we infer that he adequately recognizes the importance of the deduction. In addition, Larsen-Freeman & Long, and Ellis pointed out that standardized grammar teaching is essential for learners to master the language. It can enhance learners awareness of the structural characteristics of the target language to help learners to internalize the grammatical structure and construct the meaning of language and help learners the development of comprehensive ability. They certainly issued the position of the grammar-translation. Moreover, Lee, & Wang did a study in Taiwan and Rosemary did a study in New Zealand. Both of their results show that deductive teaching method in the aspect of grammar recognition and writing tasks is better than inductive teaching. And this method has obvious advantages in the understanding and the outputs are more suitable for the teacher-centered language learning environment.Modern foreign language teaching praises highly communicative approach which has been regarding induction as its guiding ideology. It encourages students to learn English in a specific communication, form the sense of language, and sum up the cultural knowledge of the relevant foreign. Students are subjects of learning and the teachers just play a classroom organizer role. The attention of school is paid to teachers teaching experience not the teachers theoretical basis of the background. These opinions are due to the influence of inductive thinking. In 2005, Tianjin Ping did an experiment of the English clauses in mainland China. The results showed that the inductive method of teaching and deduction was no significant difference in the written test results but in the aspect of oral performance the induction of teaching was significantly higher than the deductive teaching. Therefore, induction could improve students oral ability. Spada, N. and P.M. Lightbown believe that only when students participate in classroom learning activities, can thinking skills be effectively exploited. They believe that the learners should be inspired by the teachers and then they themselves generalize the knowledge of foreign languages in order to experience the process of the creative thinking. At present, foreign language teaching profession tends to the return of traditional teaching methods. Many scholars believe that the communicative approach which negates the grammar teaching is an extreme act. Therefore, foreign language teaching should combine the communicative teaching with traditional grammar teaching, that is, the combination of induction and deduction. Whats more, many foreign language grammar teaching can make the input language material easier to accept, more conducive to the cultivation of interpersonal skills. A lot of expositions implied the relationship between the language competence and interpersonal skills, for example: if there are no language skills, it is impossible to have solid foundation of interpersonal skills; without the basis of language skills, interpersonal skills will become a forest without trees. All these indicate that language competence and interpersonal skills are mutually reinforcing. Language skill is the basis of communicative competence. Therefore, we must cultivate communicative competence on the basis of language skills in the foreign language teaching. In fact, mutual combination of language competence and interpersonal skills means the combination of induction and deduction. Therefore, we can draw a conclusion that induction and deduction