语法翻译法,直接法,听说法

1、.,ThreeMethods,1204021202005陈笑,TheGrammar-translationMethod,Backgroundthereisevidencethatgrammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteachingfromthe16thcentury.threeimpetus：(1)themodernlanguagesprovidedoneoftheconditionsforgrammaranalysisandtheapplicationofgrammaticalrul

2、esintranslationexercisesinteachingLatin.,(2)thesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincamefromthesocialneedsofEuropeancountries.(3)inthe19thcentury,moreexpertsofforeignlanguagesteachingadoptedthestrategyofcombininggrammarruleswithtranslation.,TheoreticalBasis(1)th

3、eoryoflanguageThetheoryoflanguageunderlyingtheGrammar-translationMethodwasderivedfromComparativeHistoricalLinguistics.(2)theoryoflearningThetheoryoflearningunderlyingtheGrammar-translationMethodwasFacultyPsychology.,BasicPrinciples(1)mainfeaturesReadingandwritingarethemajorfocus.Littleornosystematic

4、attentionispaidtospeakingorlistening,becauseliterarylanguageisconsideredsuperiortospokenlanguageandisthereforewhatlanguagestudentsshouldlearn.Theteacherusesthenativelanguageofthestudentsasthemainmediumofinstruction.Theteacheremphasizesaccuracyratherthanfluency.,(2)Objectivestoenablethelearnerstoread

5、andtranslateitsliterature.toprovidestudentswithgoodmentalexercisethathelpsdeveloptheirminds.togainabetterunderstandingofthefirstlanguage.,(3)Techniquesreadingtranslationdeductiveteachingofgrammaranalysisandcomparisonmemorizationreadingcomprehensionquestionswrittenwork,(4)ExemplificationThemainproced

6、uresforatypicallessonwiththeGrammar-translationMethodcanbedividedintothreephases.PhaseOne:Readandexplainthenewwordsandexpressionsinthefirstlanguage.Teachthenewgrammarwithdeductivemethod.PhaseTwo:reading/translation/analysis/askquestionsPhasethree:writeanswers,.,SummaryandComments(1)mainadvantageshav

7、eabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.fosterstudentsabilityforreadingcomprehensionandgrammaticalproduction.readingandwritingabilitiesarewelltrained.makefewdemandsonteachers.,.,(2)Disadvantagesneveremancipatethelearnersfromdependenceonthefirstlanguage.cannotnotsureth

8、atstudentscanusethemappropriatelyinrealcommunicativesituation.oftendoesntmeetthepracticalneedsofthelearners.doesnotmotivatestudentstoactivelycommunicateinthetargetlanguage.,.,TheDirectMethod,Thedirectmethodisamethodofforeignorsecondlanguageteachingwhichinsiststhatonlythetargetlanguageshouldbeusedinc

9、lassandmeaningsshouldbecommunicated“directly”byassociatingspeechformswithactions,objects,mime,gestures,andsituations.Itbelievesinthenaturalprocessoflanguagelearningandintheinductiveteachingofgrammar.,.,BackgroundTheDirectMethodgotitsnamefromtheassumptionthatmeaningaretobeconnecteddirectlywithtargetl

10、anguage,withoutgoingthroughtheprocessoftranslatingintothestudentsnativelanguage.(1)Inthemidandlate19thcentury,Europeanpoliticalandeconomicreasonsinternationalexchangesincreasesmuchfasterthaneverbefore.,.,(2)Therapiddevelopmentoflinguistics,psychologyandeducationgreatlystimulatedtheestablishmentofthe

11、DirectMethod.HermanPaul,formedthemainlinguisticsbaseW.M.Wundt,laidthepsychologicalfoundationJ.A.Comenius,ideasontheeducationjustifiedtheviewsonlanguageteachingwiththeDirectMethod,.,TheoreticalBasis(1)Itnegatesthedominantroleoftranslationintraditionalmethodandoffersanimpetusthatthedirectmeansshouldta

12、ketheplaceoftranslationasthemaintechniqueinforeignlanguagelearning.(2)Speechpatternsratherthangrammarshouldbethefundamentalelementsoflanguage.(3)Traininginphoneticswillenableteachersandstudentstopronouncethelanguageaccurately.(4)Thoughtsandcorrespondingutterancescomeinsequencesandends-meansseries.Th

13、everbalexpressionofaneventisnotjustawordbutasentence.,.,BasicPrinciples(1)mainfeaturesThismethodaimsatdevelopingthestudentsabilitytocommunicateinthetargetlanguage.Grammarislearnedinductivelythroughlisteningandspeakingactivities.Theunitinalanguageisthesentence.,.,（2）ObjectivesTofosterthestudentsabili

14、tytocommunicateinthetargetlanguage.Toenablethestudentstothinkinthetargetlanguage.Pronunciationispaidattentiontoinordertoformthebeginningofacourse.Vocabularytakesprecedenceovergrammar.,.,（2)Techniquesdirectassociationquestionsandanswerexercisesconversationpracticeerrorcorrectiondictation,.,(4)Inducti

15、veteachingofgrammarGrammarisbynomeanstakenforgrantedbymostpractitionersoftheDirectMethod.Instead,itlearnedinductivelythroughlisteningandspeakingactivities.listeningcomprehensiontasksgradedcomposition,.,ExemplificationClassroomproceduresintheDirectMethodcanberoughlydividedintothreephases:presentation

16、bydirectassociationoralpracticeinthetargetlanguageconsolidationwithwrittenwork,.,SummaryandComments(1)advantagescontributesgreatlytoformingthehabitofthinkinginthetargetlanguage.achievesautomaticityofusingthetargetlanguage.specialattentionpaidtopronunciationandintonationisadesirableinteachingspokenla

17、nguage.fosterfourskillsstrategically.theunit,sentence,canbeeasilyacceptedbystudents.,.,(2)disadvantagesitteachesthestudentsabstractconceptswithoutexplicitgrammarexplanation,studentslackanecessaryknowledgeofthetargetlanguage.itplacesahighdemandontheteachers.,.,TheAudio-lingualMethod,BackgroundDuringt

18、heWWII,therewasaneedforpeopletolearnforeignlanguagerapidlyformilitarypurposes.LinguistsandappliedlinguistsduringthisperiodwerebecomingincreasinglyinvolvedintheteachingofEnglishasaforeignlanguage.IthadbecomeAudio-lingualismby1950s.,.,Basis(1)theoryoflanguageThetheoryoflanguageunderlyingAudio-linguali

19、smwasderivefromaviewproposedbyAmericanlinguistsinthe1930sandthe1940s.Elementsinalanguageareproducedinarule-governedway.Languagesamplescouldbeexhaustivelydescribedatanystructurallevelofdescription.Theyarguedthelanguageisprimarilywhatisspokenandonlysecondarilywhatiswritten.,.,(2)theoryoflearningAmetho

20、dofteachingisnotonlybasedonatheoryoflanguage,butalsoneedstorefertothepsychologyoflearningandtoalearningtheory.Behavioristpsychologystatesthathumanandanimalbehaviorcanandshouldbestudiedintermsofphysicalprocessesonly.stimulus,response,reinforcement,.,Theyreflecttheinfluenceofstructurallinguisticsandbe

21、havioristpsychologyinlanguageteaching.Languageisspeech,notwriting.Alanguageiswhatitsnativespeakerssay,notwhatsomeonethinkstheyoughttosay.Languagesaredifferent.Alanguageisasetofhabits.Teachthelanguage,notaboutthelanguage.,.,BasicPrinciplesBystructurallinguisticsandbehavioristpsychology,thismethodhasf

22、ivefeatures.Emphasisontheteachingoflisteningandspeakingbeforereadingandwriting.Dialoguesarethemainpresentation.Mimicry,memorizationandpatterndrills.Discouragingtheuseofthemothertongueintheclassroom.Useoflanguagelaboratory.Taperecordersandotheraudiovisualequipmentoftenhavecentralrolesinanaudio-lingua

23、lclassroom.,.,Objectstoenablethestudentstousethetargetlanguagecommunicatively.readingandwritingmaybetaught,buttheyaredependentuponoralskillsaspriority.Brooksshort-range:beginwithlisteningandspeaking,andusingthesebasisforteachingandwriting.long-range:todevelopinthestudentsthesametypesofabilitiesthatn

24、ativespeakershave,touseitautomaticallywithoutstoppingtothink.,.,TechniquesRepetitiondrillSimplesubstitutiondrillProgressivedrillTransformationdrillQuestion-and-answerdrillExpansiondrillClausecombinationdrillBackwardbuild-updrillChaindrillMini-dialogue,.,ExemplificationRecognitionImitationandrepetitionPatterdrillsFollow-upactivities,.,