语法翻译教学法的现实价值

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浅析语法翻译法_情景法和听说法

浅析语法翻译法、情景法和听说法摘要: 语法翻译法、情景法和听说法是3种非常重要的外语教学方法, 对我国外语教学产生了深远影响。

但每种教学方法都有其不同的理论基础, 都有其各自的优点和缺点。

将从背景、理论与模式等方面对此3 种教学方法进行分析与讨论, 以便能对我国的外语教师有一定的启示作用。

关键词: 语法翻译法; 情景法; 听说法在外语教学理论研究中, 有关教学法的讨论非常多, 关于不同的教学法的优缺点的争论也非常热烈。

众所周知, 教学法会直接影响到我们的教学效果, 两种不同的教学法可能会导致完全不同的教学效果, 所以怎样才能探究到一种合理、有效的外语教学法是所有外语研究者、教师和学习者都非常关注的问题。

外语教学法是一门研究外语教学的学科, 它既要有一定理论基础, 又要密切联系教学实践, 同时更要贯穿于整个教学过程给予一定的规范和指导。

长期以来, 众多的专家、学者和教师一直在不断的进行尝试和探索, 他们依托重要的外语教学理论, 借鉴和吸取国外的有效教学法, 同时又充分结合中国的外语教学现状, 试图找到一种最为行之有效的教学方法。

于是, 有关各种教学法的讨论与比较纷纷呈现。

其中, 语法翻译法、情景法和听说法都对我国的外语教学产生了重要的影响, 本文将从背景、理论与模式等方面对此三种教学法进行阐述。

1 语法翻译法、情景法和听说法1 . 1 产生背景语法翻译法起始于18 世纪晚期的欧洲, 在外语教学史上具有悠久的历史, 同时也是我国外语教学史上使用范围最广, 而又最具有生命力的教学方法之一。

在18 世纪, 教学的主要目的就是学习书面拉丁语, 阅读文学作品, 而这正是语法翻译法的特点之一。

语法翻译法最早是由德国学者麦丁格( J o h a n n V al e n t i n M e i d i n g er ) 和费克( J oha nn Ch r i sti a n F i c k )倡导并提出的。

在我国早期的大学英语教学中, 主要也是采用了此种教学法。

论语法翻译法在我国外语教学中的适用性

如果因为教学方法的问题而让一部分学习者失去对外语学习的兴趣，不仅会造成教育上的浪费，会影响素更
质教育的彻底实施。四、语法翻译法在我国外语教学中的适用性
这种文字写成的各种经典作品和官方文书，于是阅读成了当时外语教学的首要任务。在当时，典语言教古学的另一个目标就是对学习者进行智力和思维训练。
为物质外壳存在的。现代社会的国际交往Ｅ渐加强，ｔ急需大量的口语人才。显然单纯的语法翻译法无法完
成这一教学任务。语法翻译法的另一缺陷就是学习者容易丧失外语学习的积极性。在教学过程中，语法翻译法是通过大童机械练习来巩固学习效果的。单调乏味、至是为了语法项目而人为创造的一些无意义的甚练习，很容易挫伤学习者的学习热情。除了一些有耐心的学习者外，好些人因为忍受不了这种枯燥的教学
继续教育研究
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ｊＸａｕｙｎｊｉｌｊｏｙａｉｌｉｕ
２１００年第３期
论语法翻译法在我国外语教学中的适用性
常宏
（尔滨师范大学，龙江哈尔滨１０８）哈黑５００摘要：期以来在中国英语教学方面占主导地位的是语法翻译法，自２长而０世纪７０年代末传人了交际法后，
外语教的核心概念，交际能力的培养作为外语教学的主要目的写人各级教学大纲。在提倡素质教育的今

语法翻译法在基础英语教学中的合理运用

语法翻译法在基础英语教学中的合理运用语法翻译法虽然受到了众多质疑，却也在多年的实践中不断发展和完善。

在英语专业基础阶段的课堂上，使用语法翻译法可简化语法规则讲解、帮助学生了解英汉语言差异、展现中西文化对比以及启蒙学生的翻译技巧意识，为学生在高年级阶段的翻译技能训练打好坚实的基础。

标签：语法翻译学；基础英语；教学doi：10.19311/ki.16723198.2017.25.0721 语法翻译法的历史和发展语法翻译法（Grammar-Translation Method），亦叫作翻译法，是外语教学法中最古老而又最有生命力的一种外语教学法。

1793年，语法翻译法随着第一本英语“语法-翻译”教程在德国的出版而成型，这大大促进了其在欧洲国家语言教学中的应用。

在我国，语法教学法则起步于19世纪中叶，盛行于晚清，其目的是满足晚清各种考试制度的需要以及当时社会急需翻译人才之需。

即是满足考试制度的需要，那么为了避免评价价值标准的随性和主观性，当时的语法翻译法强调书面表达的完整性和准确性。

该方法的优点显而易见：（1）打好语言基础，建立完整的语法体系；（2）培养学生的阅读能力和获取信息的能力以及翻译能力；（3）增强学生书面交际能力。

但是也存在着明显弊端，如以教师为中心的单向灌输，忽视语音语调教学，忽视听说教学，忽视语言教学中的文化因素等。

这些弊端的存在具有明显的时代特征，因此人们也将当时的语法翻译法统称为“传统的语法翻译法”。

但是随着社会的进步和时代的发展，历史悠久的教学法也在社会需求的变化中不断总结和吸取新的经验，尤其是在语言教学进入教学的“后方法时代”。

“后方法时代”虽然提出“没有一种教学法是万能的”，但传统教学方法的概念并未消亡，他们所失去的只是在教学实际中的主导支配地位，其服务教学的实际效用依然明显。

因此，对于一百多年来一直活跃在中国外语课堂上的语法翻译法，虽然收到了众多质疑，认为其“过时”、“弊多利少”，但是从上世纪80年代起就有不少外语学界的研究者为这个“最传统、最早出现的却最基本、最有用的东西”平反或寻求新的突破，主要体现在三个方面：（1）语法翻译法与其他教学法的结合并用，如交际教学法，折中法；（2）语法翻译法自身的调整和改革；（3）淡化语法翻译法的概念，强化教学中翻译活动的概念。

语法翻译法在高校英语语法教学中的合理应用

语法翻译法在高校英语语法教学中的合理应用作者：刘冲来源：《科教导刊》2014年第19期摘要语法翻译法是外语教学中一种很传统的教学方法，在语法教学中经常被使用，虽然它本身存在着一定的局限性，而且受到各种新型教学方法的挑战，但是在目前高校的语法教学中仍然有它的一席之地。

本文首先对语法翻译法的产生背景和发展历程进行了论述，在此基础上阐述了语法翻译法的特点和在我国高校英语语法课堂上的应用，最后还针对它的局限性，提出了一些改进的建议。

关键词语法翻译语法教学应用中图分类号：G424 文献标识码：AReasonable Application of Grammar Translation Methodin College English Grammar TeachingLIU Chong（Foreign Language Department， Tonghua University， Tonghua， Jilin 134000）Abstract Grammar Translation Method is a very old foreign language teaching teaching methods， teaching grammar is often used， although it itself， there are some limitations， but also a variety of new teaching methods to be challenged， but in the current university teaching grammar still has its place. Firstly， the background and development process of the grammar-translation method are discussed， elaborated on the basis of the characteristics of grammar-translation method and its application in the college classroom of English grammar， and finally for its limitations，made a number of improvements recommendations.Key words grammar translation； grammar teaching； application1 语法翻译法的发展历程语法翻译法距今已有三百多年的历史，在外语教学中是一种很古老、很传统，影响也很深远的教学方法，简称为翻译法。

语法翻译法在我国大学英语教学中的存在价值及其创新

语法翻译法在我国大学英语教学中的存在价值及其创新摘要:近年来，随着外语教学法的不断发展，语法翻译法的主导地位受到了挑战，但是它具有其他外语教学法不可比拟的优势。

就当前中国这个特定的环境来说，语法翻译法有其存在合理性和有效性，这也证明了它在我国大学英语教学中的存在价值，同时针对它的缺点和不足，我们需要不断地改进和创新。

关键词:语法翻译法合理性有效性价值创新中图分类号：g642 文献标识码：a文章编号：1004-4914（2012）05-120-02随着外语教学理论的发展，像交际法等新的教学方法相继出现，它们的优点也逐渐地被人们认识、接纳和借鉴。

在人们致力于推广新的教学法的情况下，像语法翻译法这种传统的教学法应被置于何种地位也成为外语教学者们探讨的课题。

但是中国的语言学习环境决定了语法翻译法的适用性及其存在价值。

如果没有掌握起码的语法规则，我们就不能有效而清楚地表达自己，也就不可避免地影响听、说、读、写的掌握和提高(夏章洪等,2005)。

本文从语法翻译法的现实意义以及与其他教学法的互补性入手，探讨语法翻译法的必要性及其存在价值。

一、语法翻译法的概念与特点语法翻译法是在教学中以翻译为基本手段，以语法讲解为核心，使用母语教授外语的一种方法。

jack c.richards和theodores.rodgers在《语言教学的流派》一书中把语法翻译法的特点归纳为：1.强调语法规则分析，以语法为中心翻译为方式进行两种语言的互译。

2.以阅读和写作为中心，忽视听说。

3.词汇的选择完全以所学的课文为基础，通过双语词汇表来实现。

4.句子是语言教学和实践的基本单位。

5.强调准确性。

6.用演绎法进行语法教学。

7.本族语是进行教学的媒介（jack c.richards &theodore s.rodergers,2010:p.5-6）。

二、语法翻译法的国内外发展状况语法翻译法始于16世纪的欧洲，是欧洲人学习希腊文和拉丁文所采用的方法。

对语法翻译教学法利弊的再评估

对语法翻译教学法利弊的再评估论文关键词:语法翻译教学法利弊再评估论文摘要:语法翻译教学法曾是我国外语教学的主要方法,由于交际法、自然法和听说法等教学理论的出现,语法翻译法教学受到了排斥。

文章就语法教学状况,从语法的本质,语法能力和交际能力的关系,传统语法教学的弊病及发展趋势等方面,对语法教学的必要性和可行性进行探讨。

一、对语法翻译教学法的回顾及评析语法翻译教学法(Grammar-Translation Method)是外语教学实践中历史最悠久的教学法,它产生于一千多年前,兴盛于第二世界大战前,在后一百年的历史中,随着语言学、心理学的发展,从理论上奠定了语法翻译教学法的科学基础,直到上世纪60年代前一直是外语教育与学习的主要方法。

在我国70年代以前培养出的一大批英语工作者、精通英语的专业技术人才,他们大多受益于语法翻译教学法。

语法翻译教学法主要是通过对文法的理解,通过翻译手段进行教学。

从中世纪为读懂用拉丁语写的着作而使用了翻译教学法,到18、19世纪,人们沿用此法教授英语和法语,形成了完整的教学体系。

当初人们学习语言的目的主要是为了阅读和翻译希腊文和拉丁文的书籍,因此在课堂上借助母语进行教学,通过翻译来学习这两种语言就显得非常必要,而且也非常有效。

语法翻译教学法“在很大程度上符合并顺应了人们认识和学习目的语的客观规律,有利于学习者掌握好目的语的语法体系”[9]。

人们对语言学的研究也为语法翻译教学法提供了理论依据。

首先,语言学关注的是语言的整体,为具体的语言教学提供科学的方法。

18世纪的语言学家对词类的研究和划分为语法翻译教学法的形成打下了重要的基础。

语法翻译教学法正是依赖这些语法术语和词类划分对课文进行分析和讲解;同时语言学家还认为学习者应该通过学习书面语来掌握语言,因此这一认识为语法翻译教学法的教学内容确定了相应的范畴;而语法被语言学家看作是粘合剂,语言学习者只要掌握语法就可以表达思想,从而掌握语言。

正确认识语法翻译教学法

method) 。根据英语语言教学史的记载，现代语言教学是在中
3.语法翻译法较好地体现了外语学习的本质功能，即两种语言形式的转换，进而达到语际信息交流的实际目的。它在一定的程度上验证了学习语法和词汇是一种有效的途径，同时翻译是实现信息交流的一种非常有效的手段。 4，语法翻译法重视词汇和语法知识的系统传授，它有利
摘要:随着新一轮大学英语教学改革开展，采用交际法的呼声越来越高，而语法翻译法受到攻击与挑战，受到了不公正的待遇。但语法— 翻译法有极大的优势。本文扼要地回顾了语法翻译教学法产生的背景，阐述了中国外语教学的环境决定了语法翻译法的价值及适用性，它在外语教学中将显示出更为广阔的运用前景。关键词:语法— 翻译教学法;大学英语教学;优势;价值中图分类号二 G642.0 文献标识码:A 文章编号:1672-3325(2006)02-( 070-02
50 年来争论比较多的一种教学方法。 (一) 产生背景中世纪希腊语和拉丁语在欧洲盛行，拉丁语是当时欧洲文化教育、著书立说的国际语言、及教会和官方语言，因此拉丁语是学校里必修的一门课，当时就使用传统教学法. 在外
语教学史上也称为语法— 翻译法( gram a 一translat on m r i
一、引言
《大学英语课程教学要求(试行)》及大学英语四、六级考试改革方案的颁布，掀起了新一轮大学英语教学改革。如何提高英语教学的质量和效率，在高校英语教师中引起热烈的
讨论。其中教学模式的改革及对外语教学的理论和实践的反思，已成为外语界研究新热点的趋势。
说。由于他们学习语言的主要目的是为了阅读和翻译，因此在课堂上借助文法进行教学，通过翻译来学习希腊文和拉丁文则显得非常有必要，而且颇有成效。后来，德国语言学家奥朗多弗等学者总结过去运用语法一翻译法的实践经验，并在当时机械语言学、心理学的影响下，给语法一翻译法作了理论上的解释，使语法一翻译法成为一门科学的外语教学体

略论语法翻译法在我国中学英语教学中的积极意义_阮永华

学生进行语法知识传授的批评。

那么，在现行的《英语课程标准》框架下，传统的语法翻译法是否还有积极意义？以及有何积极意义？结合自己从事中学英语教学多年的经验，笔者试从分析我国英语教学的具体情况入手，对该问题进行简要论述。

一、我国英语教学的具体情况理解任何一种教学方法的优劣，不能离开具体的语言教学背景，包括社会期望、教学目标、师资力量、外语交际机会、所学外语特点及其与母语的差异等等。

在我国中学英语教学中，任何教学实践者都无法回避：（１）升学压力。

无论怎样改革，学生必须应对中考或高考，而新批准的江苏省高考方案已经将外语提升到与数学、语文三足鼎立的位置；（２）平时自由发挥、进行外语交流的时间不多。

绝大部分学生都没有机会与外国人交流，更不谈似欧盟国家中学生那样可以自由进行假期跨国旅行，有机会利用外语交际；（３）城乡学校师资、生源差别较大，难以一刀切；（４）语法翻译法教与学均有良好的传统，进行理论上的批评并不困难，但要真正根除某一教学传统，则绝非易事。

二、中学英语学习的特点及语法翻译法的积极意义１．多目标。

除了听、说这些要求以外，读、写、译能力的培养同样重要。

仅仅靠交际法、直接法无法有效实现教学目标。

依靠简单的口语（ｓｐｏｋｅｎＥｎｇｌｉｓｈ），甚至是蹩脚的英语（ｂｒｏｋｅｎ略论语法翻译法在我国中学英语教学中的积极意义阮永华江苏大丰市第二中学２２４１００　从外语教学发展的历史来看，语法翻译法（Ｇｒａｍｍａｒ－ＴｒａｎｓｌａｔｉｏｎＡｐｐｒｏａｃｈ）不仅是我国外语教学的主要方法，也是西方外语教学特别是拉丁语教学长期占据主导地位的教学方式，但其总受不时发生的教学改革的批评，如１７世纪教育家夸美纽斯即断言“所有语言经由实践都比来自规则易学（Ａｌｌｌａｎｇｕａｇｅ　ａｒｅ　ｅａｓｉｅｒ　ｔｏ　ｌｅａｒｎ　ｂｙ　ｐｒａｃｔｉｃｅｔｈａｎ　ｆｒｏｍ　ｒｕｌｅｓ）”，［１］可谓开批评语法翻译法之先河。

２０世纪初，随着实验心理学、语言教学论以及教学方法分析的成熟，交际法、直接法兴起，批评语法翻译法更是一种时尚，并在改革开放后影响到我国外语教学的教学理念、教学方法、大纲制订、教材编写以及学生对语言习得的态度等多个方面，对我国中学英语教学也产生直接的影响，特别是教育部颁布的新《英语课程标准》的逐步实施以来，所谓“改变了教师‘满堂灌’、‘填鸭式’教学等陈旧的教学模式，不再把语言课作为知识课来教”［２］的评述，实际上不免暗含对于英语教师向Ｅｎｇｌｉｓｈ），实现言语交际并非不可能，但与学好英语、达到地道英语（ｉｄｉｏｍａｔｉｃ　Ｅｎｇｌｉｓｈ）的地步完全是两回事。

语法翻译法（THEGRAMMARTRANSLATIONMETHOD）

对中国产生过影响的教学法流派及其优缺点一、语法翻译法(the Grammar Translation Method)语法翻译法对近代和当代语言教学产生重大影响，对中国外语教学的影响达数十年。

语法翻译法也叫古典法，它因曾经用来教授古典语言希腊语和拉丁文而得名。

16 ～17 世纪，处于文艺复兴中心的欧洲人崇尚古典文化，学习拉丁文，通过阅读来继承文化遗产。

18 世纪以后，以英语和法语为代表的现代语言作为外语取代拉丁文，但其教学方法仍然沿用教授拉丁文时的方法，因为当时的语言学家认为：世界上大多数语言源于同一种语言，词汇概念和语法结构都是相同的，通过“等值翻译”可以实现不同语言之间的理解和沟通。

语法翻译法以翻译作为手段来处理课文教学：课堂上用母语来组织教学，用外语或母语来回答问题，将课文逐句翻译成本族语，培养学生阅读外语原文的能力；用演绎法处理语法，句子是教学与练习的基本单位，要求学生背诵语法规则和例句，通过母语和外语之间的比较来理解抽象词汇、句子意义和句法结构；用书面形式来设疑答问，问题的设计停留在语言的表层结构，答案直接从课文中找到；用直觉思维来应对检测，句子是练习的基本单位，借助“题海战术”进行单一的形式练习，就能获得“满意”的成绩。

语法翻译法从20 世纪初就开始影响我国的外语教学，经过几十年的实践运用，我国教师运用“语法翻译法”颇有心得，将其总结为“八字诀”，即“读( 课文) ”、“译( 句子) ”、“讲( 语法规则) ”、“问( 提问) ”、“背( 规则) ”、“练( 习) ”、“记 ( 单词) ”、“测 ( 试) ”。

上课之初，每个学生都有可能被要求朗读课文中的几行文字，然后将所读的内容逐句译成汉语。

当学生阅读完段落并将其翻译为母语之后，学生举手就所存在的问题提问，老师回答，讲解或造句示范。

解决学生存在的问题之后，教师开始讲解课文中重要的语法点，要求学生背记规则。

接着做课文后的练习题，练习的内容就课文设计的问题进行书面答问，英汉、汉英翻译练习，填空选择练习等，或是要求学生抢记单词，最后进行分课小测验。

对语法翻译法在中学英语课堂教学中的再认识

校园英语 / 基础教育对语法翻译法在中学英语课堂教学中的再认识北华大学/孙世艳【摘要】语法翻译法在我国外语教学中具有最悠久的历史。

笔者将综合前人的研究成果，对该教法进行研究：首先是语法翻译法的历史回顾，其次是语法翻译法的时代贡献及局限性，最后是对语法翻译法在我国中学英语课堂教学中发展现状的分析。

【关键词】语法翻译法中学英语课堂教学一、语法翻译法的历史回顾外语教学方法是一定历史条件的产物，它的产生及发展有其自身独特的客观规律。

语法翻译法亦是如此。

1.语法翻译法的形成背景。

在所有的教学流派中语法翻译法具有最悠久的历史。

它最早起源于15世纪的欧洲。

中世纪末出现的现代语言教学产生的历史背景加速了语法翻译法的出现。

1862年清政府开办的第一所外语专门学校—京师同文馆标志着我国外语教学的正式开始，当时外语教学的目的是培养翻译和洋务人才。

19世纪末，开展外语教学较早的教会学校中，翻译教学法被广为应用，直至晚清和民国时期它才取得了在中国的绝对的统治地位。

2.语法翻译法的定义及其教学模式。

根据《语言教学及应用语言学辞典》的解释，语法翻译法( Grammar- translation Method)，又叫语法翻译教学法，是指外语或第二语言教学的一种方法，是一种以翻译和语法学习为主的教学活动。

在教学过程中主要借助母语来教授外语，翻译和机械练习是教学的基本手段，对语法的学习是其入门途径，强调了语法在教学中的中心地位。

语法翻译法的教学模式为: 阅读-分析-翻译-讲解-背诵，在教学过程中，教师要先安排学生阅读课文。

然后，教师将对课文进行语法分析，通过逐句翻译进行讲解，讲解主要围绕句子结构、语法以及两种语言的互译进行。

最后，教师会要求学生背诵相关段落以及熟记所学的词汇和语法规则。

二、语法翻译法的时代贡献及局限性语法翻译法适应当时时代的需要，其主要特点是：在外语教学过程中母语与所学外语并用，借助母语与外语的互译来培养学生的外语能力。

浅议语法翻译教学方法在中等专业学校英语教学中的地位

浅议语法翻译教学方法在中等专业学校英语教学中的地位【摘要】一种教学方法的存在必然有它存在的理由。

语法翻译教学法因它不利于培养学生的交际能力而受到批评，甚至被边缘化；但又因这种方法的直观、易懂，在形成可理解的的输入方面更是直接、实用。

中等专业学校的英语教学其教学方法又回到传统的语法翻译教学法是怀旧、倒退，还是理性的回归，笔者就此作了简要的分析。

【关键词】语法翻译英语教学英语应用能力1.引言在中等专业学校的英语教学中，引入的教学方法可以说是异彩纷呈，如语法翻译教学法、直接法、听说法、视听法、交际法、认知法、情景法、立体化教学法、全身反应法、三位一体教学法、张思忠16字教学法、任务型教学法等等不一而足，每种教学法都有自己的优点，但都不是万能的。

由于教学对象的不同，教学要求的差异，每一种教学方法的应用持续时间都不一样。

在中等专业学校的英语教学中，除了在公开课、示范课上使用一些新颖的教学法外，在平时的实际教学中，教师使用最多，时间最长，最受青睐的还是饱受争议和诟病的语法翻译教学法。

那么是什么原因导致了在中等专业学校中英语教学的这种现状呢？2.中等专业学校英语教学的现状分析《中等职业学校英语教学大纲修订说明》（2009）中分析到了中等职业学校英语教学的现状。

“中等职业学校英语教学的现状不容乐观。

调研发现超过三分之二的中职学生入学时英语水平没有达到九年义务教育课程标准所规定的初二年级的要求，学生对英语学习缺乏兴趣，学习动机不足，没有养成良好的学习习惯，学习方法较差；英语教学普遍存在效率低下，学生厌学，教师厌教教学现象。

”笔者所在的昆明市财经商贸学校英语教学现状与《说明》的分析有过之而无不及。

该校的大部分学生来自农村，中考成绩不理想，基本上都是报考二级完中没被录取的学生。

不少学生单词不会读，句子不会写，听不懂，说不出，考试只做选择题。

他们的英语学习具体说来有如下几个方面存在问题。

2.1 词汇量较小。

从学生的作业来看，尤其是句子翻译（汉译英）和短文写作，学生记不住单词，更不习惯记词性，写出的句子是词不达意，错误百出。

语法翻译法对高中英语教学的实际意义

语法翻译法对高中英语教学的实际意义作者：申蕾路思遥张静来源：《青年与社会》2018年第16期【摘要】语法翻译教学法始于十七世纪的欧洲，距今已有三百多年历史。

目前，我国各级各类的外语课堂都在或多或少地使用这一传统教学方法。

本文首先分析了语法翻译教学法的内涵和特征。

然后，基于高中英语教学的现状，本文论述了语法翻译法对高中英语教学的实际意义。

【关键词】语法翻译法；高中英语；实用性；经济性“语法翻译教学法始于十七世纪的欧洲，并盛行于1840-1940年”。

上世纪90年代以前语法翻译法在我国各级各类的外语课堂始终处于“一统天下”的地位。

随着90年代初期交际法引入我国，语法翻译教学法受到了许多专家学者的质疑，甚至有人提出“让语法走出课堂”。

然而，我国外语教学界经过将近三十年的论战，似乎又重新认识到这一传统语言教学方法对缺少外语习得环境的中国学生来说具有非同小可的意义。

本文从中学一线教师的视角出发分析了语法翻译法的内涵和特征并论述了其对高中英语教学的实际意义。

一、语法翻译法的内涵和特征“所谓语法翻译教学法是指在语言教学过程中，教师将语法学习摆在核心位置，通过使用母语对目的语语法规则进行讲解并让学生进行大量双语翻译练习，使其能够流利地阅读目的语著作及使用目的语进行写作。

”语法翻译教学法具有以下三方面特征：首先，以母语为授课语言。

语法翻译法使用过程中，教师主要使用母语教授目的语语法知识。

母语的使用对教师自身语言水平的挑战较小，因此该方法在教育力量薄弱地区广受欢迎。

具体而言，教师首先用母语讲解目的语语法规则，之后再配以大量的书面语例句。

整个授课过程是演绎式的，学生首先学习抽象的语法规则，之后再分析这些规则在具体例句中是如何运用的。

其次，以翻译为教学手段。

这里的翻译主要指笔译，不包含口译。

教学中，学生进行翻译的基本单位首先是词和短语，之后过渡到句子，最后是篇章。

此外，在授课过程中，教师经常通过翻译训练对母语和目的语进行语法结构方面的比较。

语法翻译法存在的价值

语法翻译法存在的价值The Value of Grammar-Translation Method in College English Teaching语法翻译法存在的价值[Abstract]With the rise of communicative approach in the XXXXs, the dominant position of grammar-translation method has been challenged and questioned. In view of the current situation of English teaching in China, grammar translation still plays an irreplaceable role. So far, grammar translation method still has its reality, but in view of some shortcomings and disadvantages of grammar translation method, we need to constantly reform and innovate so as to better serve our English teaching.[Key Word]Grammar Translation Method;Reality;Reform ;InnovationI.IntroductionIn the long history of foreign language teaching, grammar translation is the oldest teaching method.Vocabulary and grammar are the main contents of teaching. Since the XXth century, with the development of science and technology and the progress of linguistics, people have come to realize that language teaching is not only to impart linguistic knowledge and skills, but also to cultivate communicative competence. Language is a tool of communication. In this case, communicative teaching methods such as listening and speaking, systemic response and silence have sprung up. Grammar translation method has been questioned and criticized gradually because of its own shortcomings and drawbacks. However, communicative approach has not replaced the dominant position of grammar-translation approach in practical teaching until today. The present situation of English teaching in China provides a living space for grammar translation.First, the necessity of English grammar teaching emphasizes the necessity of grammar teaching. Widdowson is the representative of foreign scholars. He believes that “language teaching is e ssentially to learn how to eXpress meaning through grammar.”If you hold other views, theyare all wrong (XXXX:XX). Ellis (XXXX) pointed out that when students only accept communicative language teaching courses but not grammar knowledge points, their accuracy of using language will be greatly reduced. Cook (XXXX:XX) argues that the question of whether grammar should be taught must be raised again, not for the last time. First language learning and second language learning are completely different. Children naturally acquire a first language without conscious first language learning, which does not mean that adult learners cannot learn a second language in such a way. Conscious eXplanation is also a way of teaching language. Chinese scholar Wang Zongyan (XXXX) pointed out that “learning English must acquire grammatical knowledge, do not understand grammatical knowledge, listen to English, read English cannot understand, speak English, write English cannot start.”Scholars who oppose grammar teaching are represented by Krashen. Krashen.(XXXX) believes that grammar can be acquired naturally, so grammar teaching is not necessary. College English teaching in our country hasundergone reforms. In the past, most of the college English teaching aims at eXaminations and pays attention to grammatical basis. However, students often show dumb English, which can only do questions and cannot communicate with each other. Nowadays, College English classes focus more on the cultivation of students’communicative competence, which weakens the basic position of grammar. If students do not have a systematic and solid grammar learning, it will greatly reduce the accuracy of oral or writing. “Requirements for College English Teaching”summarizes that the goal of College English teac hing is “to cultivate students’comprehensive English application ability, especially listening and speaking ability, so that they can communicate effectively in English in their future study and social intercourse, at the same time, to enhance their autonomous learning ability and improve their comprehensive cultural literacy so as to meet the needs of social development and international communication in China.”In order to achieve this goal, College English teaching should be based on theteaching of language grammar and pay attention to the cultivation of students’communicative competence. Therefore, grammar learning is absolutely necessary. With a solid foundation of grammar, students’language skills can be effectively improved.II.The Reality of Grammar-Translation Method in College English Teaching in ChinaTeaching methods are carried out indoors. Teachers usually use both Chinese and English to teach in class. In view of this situation, if communicative teaching method is adopted, most students have no chance to speak English in class. When enrolling students in Colleges and universities, the students’foundations are uneven, the “dumb English”education is deeply rooted in the hearts of most students, and the sit uation of “high marks and low abilit ies”is common. In this case, grammar translation method is used to help teachers better manage the classroom and successfully complete the teaching objectives X. Teachers’factors. Communicative teaching method came into being in the XXXXs. Most foreign language teachers inColleges and universities are over XX years old and have received grammar translation method education since childhood. They lack the understanding of communicative teaching method. The communicative teaching method requires more teachers than the mother tongue. Teachers should design a large number of situations for students to practice and guide and adjust them when appropriate, which has a high demand for teachers’own theoretical basis and oral ability. In addition, the communicative teaching method also has higher requirements on the technical equipment of schools. The communicative teaching method breaks the traditional teaching mode of “a chalk, a ruler, a teX tbook”. The equipment and equipment of most colleges and universities can not meet the requirements of communicative teaching method, so it is difficult to carry out communicative teaching method. In view of the current situation of teachers in Colleges and universities, grammar translation method eliminates the obstacles of communication between teachers and students. Teachers can use their mother tongue to teach smoothly, and this methodcan also be implemented smoothly when the equipment and technology are not advanced enough.X. The present situation of eXamination-oriented education. Based on the most realistic point of view, although the College Entrance EXamination, CET-XX, CET-XX and Graduate EXamination have undergone several reforms, the eXamination of language knowledge is still the central content of the test. If students want to go to school, pass the eXam and take the postgraduate entrance eXamination, it is an insurmountable barrier to take the eX am. “For ordinary colleges and universities, it is imperative to stimulate students’learning motivation through CET-X and impart them the necessary language knowledge, otherwise the cultivation of communicative competence will be empty talk.”In order to pass the eXam smoothly and achieve good results in the eXam, grammar translation method is the most direct, realistic and labor-saving method X. Students’own factors. English is a foreign language rather than a second language in our country. The transfer of mother tongue to foreign language always eXists. Everyhuman language has a system with its structure and rules, and grammar is the summary of language structure and rules. Chinese students generally begin to learn English when their mother tongue is mature, but the English language environment is often unsatisfactory. Chinese students have been receiving grammar translation teaching from elementary school to junior high school and then to senior high school. The traditional methods are deeply rooted, which makes the communicative approach lack a solid foundation. Grammar-translation method, with its own advantages and characteristics, is still playing an important role in today’s foreign language teaching. Based on the reality of foreign language education in Colleges and universities in China, grammar translation method has great vitality and will continue to be popular for a long time. However, things are constantly changing and developing. There are no invariable methods in foreign language teaching. Any method has its drawbacks and shortcomings. On the contrary, we should take the essence and dregs of the traditional methods and constantly reformand innovate to make them better serve our English teaching.III.The innovative application of Grammar-Translation Method in College English teaching in China.The traditional grammar translation method is teacher-centered, and the teacher is the organizer and decision maker of the classroom. “Teachers are encouraged and punished by compulsory teaching methods Punishment, coordination of interaction with students, and ultimately to achieve the goal of imparting knowledge and skills to students. The status of students is more passive, only as the imaginary object of teacher preparation, as well as the object of teaching in class, students adopt more adaptive and passive behavior. In the long run, it will lead to dull classroom atmosphere and low enthusiasm of students. Therefore, in teaching, we should take students as the center, respect students’principal position, change the “cramming”teaching mode, pay attention to students’learning needs, and cultivatestudents’learning initiative and self-learning ability. Foreign languages are not only instrumental, but also humane. Traditional teaching emphasizes on the cultivation of students’English language knowledge while ignoring the education of communicative competence and cultural awareness. In the process of foreign language teaching, teachers should pay attention to the cultivation of students’humanistic quality, not only to enable students to master basic language knowledge, but also to cultivate students’cross-cultural awareness, correct values, patriotism and innovation ability, so as to truly achieve the unity of instrumentality and humanism. XX Foreign language teaching methods are flourishing, and none of them can be applied everywhere. Grammar translation helps students to form a complete grammar system, help students form solid grammar knowledge, students have a higher level of reading and translation, and teachers test teaching methods are relatively simple. However, the grammar-translation method neglects oral English teaching. Although students master grammar and vocabulary knowledge,their general grammar ability is weak. Overemphasizing teachers’thematic status in the classroom is not conducive to the cultivation of stude nts’autonomy. These shortcomings of grammar-translation method can be remedied by communicative approach. If we combine the two methods, make full use of their advantages, absorb their essence and dregs, we can better serve foreign language teaching. X.D evelop students’practical language ability, use reasonable memory correctly and oppose rote memorization. Recitation and memory play a very important role in language learning. Mr. Ye Yinsheng, a famous linguist and professor of the Chinese Department of Peking University, said in an interview with students at the University of Macau: “To learn a language, we must read, speak and recite more. I like to recite in Chinese, English or other languages, because recitation is one of the ways to help me get through. Grammar translation method pays attention to the memory of grammar rules and vocabulary and tends to go to the eXtreme of rote learning, which is the weakness of grammar translation law. Nevertheless, we cannot denythe importance of reciting memory in foreign language learning. Reasonable memory recitation can not only improve students’discourse ability and language perception ability, but also improve students’humanistic literacy and interest in learning. Therefore, at this stage, reasonable memory should still be strongly advocated.IV.ConclusionIn a word, grammar translation still plays an important role in college foreign languages in China because of its unique advantages. However, long-term eXistence does not mean perfect, any method must have its advantages and disadvantages. Therefore, we should absorb its essence while absorbing the advantages of other teaching methods. We should constantly reform and innovate according to the characteristics of the teaching subject, so that it can better serve our English teaching.。

语法翻译法存在的价值

The Value of Grammar-Translation Method in College EnglishTeaching语法翻译法存在的价值[Abstract]With the rise of municative approach in the 1980s, the dominant position of grammar-translation method has been challenged and questioned. In view of the current situation of English teaching in China, grammar translation still plays an irreplaceable role. So far, grammar translation method still has its reality, but in view of some shortings and disadvantages of grammar translation method, we need to constantly reform and innovate so as to better serve our English teaching.[Key Word]Grammar Translation Method; Reality; Reform ;InnovationI. IntroductionIn the long history of foreign language teaching, grammartranslation is the oldest teaching method. Vocabulary and grammar arethe main contents of teaching. Since the 20th century, with the development of science and technology and the progress of linguistics, people have e to realize that language teaching is not only to impart linguistic knowledge and skills, but also to cultivate municative petence. Language is a tool of munication. In this case, municative teaching methods such as listening and speaking, systemic response and silence have sprung up. Grammar translation method has been questioned and criticized gradually because of its own shortings and drawbacks. However, municative approach has not replaced the dominant position of grammar-translation approach in practical teaching until today. The present situation of English teaching in China provides a living spacefor grammar translation.First, the necessity of English grammar teaching emphasizes the necessity of grammar teaching. Widdowson is the representative offoreign scholars. He believes that “language teaching is essentially to learn how to express meaning through grammar.”If you hold other views, they are all wrong . Ellis pointed out that when students only accept municative language teaching courses but not grammar knowledge points,their accuracy of using language will be greatly reduced. Cook argues that the question of whether grammar should be taught must be raised again, not for the last time. First language learning and second language learning are pletely different. Children naturally acquire a first language without conscious first language learning, which does not mean that adult learners cannot learn a second language in such a way. Conscious explanation is also a way of teaching language. Chinese scholar Wang Zongyan pointed out that “learning English must acquire grammatical knowledge, do not understand grammatical knowledge, listen to English, read English cannot understand, speak English, write English cannot start.”Scholars who oppose grammar teaching are represented by Krashen. Krashen. believes that grammar can be acquired naturally, so grammar teaching is not necessary. College English teaching in our country has undergone reforms. In the past, most of the college English teaching aims at examinations and pays attention to grammatical basis. However, students often show dumb English, which can only do questions and cannot municate with each other. Nowadays, College English classes focus more on the cultivation of students’municative petence, which weakens the basic position of grammar. If students do not have a systematic and solid grammar learning, it will greatly reduce the accuracy of oral o r writing. “Requirements for College English Teaching”summarizes that the goal of College English teaching is “to cultivate students’prehensive English application ability, especially listening and speaking ability, so that they can municate effectively in English in their future study and social intercourse, at the same time, to enhance their autonomous learning ability and improve their prehensive cultural literacy so as to meet the needs of social development and international munication in China.”In o rder to achieve this goal, College English teaching should be based on the teaching of language grammar and pay attention to the cultivation ofstudents’municative petence. Therefore, grammar learning is absolutely necessary. With a solid foundation of grammar,students’language skills can be effectively improved.II. The Reality of Grammar-Translation Method in College English Teaching in ChinaTeaching methods are carried out indoors. Teachers usually use bothChinese and English to teach in class. In view of this situation, if municative teaching method is adopted, most students have no chance to speak English in class. When enrolling students in Colleges and universities, the students’foundations are uneven, the “dumb English”education is deeply rooted in the hearts of most students,and the situation of “high marks and low abilities”is mon. In this case, grammar translation method is used to help teachers better manage the classroom and successfully plete the teaching objectives 2. Teachers’factors. municative teaching method came into being in the 1970s. Most foreign language teachers in Colleges and universities are over 30 years old and have received grammar translation method education since childhood. They lack the understanding of municative teaching method. The municative teaching method requires more teachers than the mother tongue. Teachers should design a large number of situations for students to practice and guide and adjust them when appropriate, which has a high demand for teach ers’own theoretical basis and oral ability. In addition, the municative teaching method also has higher requirements on the technical equipment of schools. The municative teaching method breaks the traditional teaching mode of “a chalk, a ruler, a textbook”. The equipment and equipment of most colleges and universities can not meet the requirements of municative teaching method, so it is difficult to carry out municative teaching method. In view of the currentsituation of teachers in Colleges and universities, grammar translation method eliminates the obstacles of munication between teachers and students. Teachers can use their mother tongue to teach smoothly, andthis method can also be implemented smoothly when the equipment and technology are not advanced enough.3. The present situation of examination-oriented education. Based on the most realistic point of view, although the College Entrance Examination, CET-46, CET-48 and Graduate Examination have undergone several reforms, the examination of language knowledge is still the central content of the test. If students want to go to school, pass the exam and take the postgraduate entrance examination, it is an insurmountable barrier to take the exam. “For ordinary colleges and universities, it is imperative to stimulate students’learning motivation through CET-4 and impart them the necessary language knowledge, otherwise the cultivation of municativepetence will be empty talk.”In order to pass the exam smoothly and achieve good results in the exam, grammar translation method is the most direct, realistic and labor-saving method 4. Students’own factors. English is a foreign language rather than a second language in our country. The transfer of mother tongue to foreign language always exists. Every human language has a system with its structure and rules, and grammar is the summary of language structure and rules. Chinese students generally begin to learn English when their mother tongue is mature, but the English language environment is often unsatisfactory. Chinese students have been receiving grammar translation teaching from elementary school to junior high school and then to senior high school. The traditional methods are deeply rooted, which makes the municative approach lack a solid foundation. Grammar-translation method, with its own advantages and characteristics, is still playing an important rolein today’s foreign language teaching. Based on the reality of foreign language education in Colleges and universities in China, grammar translation method has great vitality and will continue to be popularfor a long time. However, things are constantly changing and developing. There are no invariable methods in foreign language teaching. Any method has its drawbacks and shortings. On the contrary, we should take the essence and dregs of the traditional methods and constantly reform and innovate to make them better serve our English teaching.III. The innovative application of Grammar-Translation Method in College English teaching in China.The traditional grammar translation method is teacher-centered, and the teacher is the organizer and decision maker of the classroom. “Teachers are encouraged and punished by pulsory teaching methods Punishment, coordination of interaction with students, and ultimately to achieve the goal of imparting knowledge and skills to students. The status of students is more passive, only as the imaginary object of teacher preparation, as well as the object of teaching in class,students adopt more adaptive and passive behavior. In the long run, it will lead to dull classroom atmosphere and low enthusiasm of students. Therefore, in teaching, we should take students as the center, respect students’principal position, change the “cramming”teaching mode, pay attention to studen ts’learning needs, and cultivatestudents’learning initiative and self-learning ability. Foreign languages are not only instrumental, but also humane. Traditional teaching emphasizes on the cultivation of students’English language knowledge while ignoring the education of municative petence andcultural awareness. In the process of foreign language teaching, teachers should pay attention to the cultivation ofstudents’humanistic quality, not only to enable students to master basic language knowledge, bu t also to cultivate students’cross-cultural awareness, correct values, patriotism and innovation ability, so as to truly achieve the unity of instrumentality and humanism. 85 Foreign language teaching methods are flourishing, and none of them can be applied everywhere. Grammar translation helps students to form a plete grammar system, help students form solid grammar knowledge, students have a higher level of reading and translation, and teachers test teaching methods are relatively simple. However, the grammar-translation method neglects oral English teaching. Although students master grammar and vocabulary knowledge, their general grammar abilityis weak. Overemphasizing teachers’thematic status in the classroom is not conducive to the cultivation of stu dents’autonomy. These shortings of grammar-translation method can be remedied by municative approach. If we bine the two methods, make full use of their advantages, absorb their essence and dregs, we can better serve foreign language teaching. 3. Develop students’practical language ability, use reasonable memory correctly and oppose rote memorization. Recitation and memory play a very important role in language learning. Mr. Ye Yinsheng, a famous linguist and professor of the Chinese Department of Peking University, said in an interview with students at the University of Macau: “To learn a language, we must read, speak and recite more. Ilike to recite in Chinese, English or other languages, becauserecitation is one of the ways to help me get through. Grammartranslation method pays attention to the memory of grammar rules and vocabulary and tends to go to the extreme of rote learning, which is the weakness of grammar translation law. Nevertheless, we cannot deny the importance of reciting memory in foreign language learning. Reasonable memory recitation can not only improve students’discourse ability and language perception ability, but also improve students’humanisticliteracy and interest in learning. Therefore, at this stage, reasonable memory should still be strongly advocated.IV. ConclusionIn a word, grammar translation still plays an important role in college foreign languages in China because of its unique advantages. However, long-term existence does not mean perfect, any method must have its advantages and disadvantages. Therefore, we should absorb its essence while absorbing the advantages of other teaching methods. We should constantly reform and innovate according to the characteristics of the teaching subject, so that it can better serve our English teaching.。

论语法翻译法的适用性及其存在价值

论语法翻译法的适用性及其存在价值王东波【摘要】近年来,在我国英语教学中,采用交际教学法的呼声越来越高,传统的语法翻译法的主导地位受到了挑战,但语法翻译法有着其他教学法所不可比拟的优势.语法翻译法的内涵及其特征表明,语法翻译法在中国外语教学中具有一定的适用性.中国的语言学习环境决定了语法翻译法的存在价值.【期刊名称】《山东大学学报（哲学社会科学版）》【年(卷),期】2004(000)004【总页数】4页(P52-55)【关键词】语法翻译法;适用性;存在价值【作者】王东波【作者单位】山东大学,外国语学院,山东,济南,250100【正文语种】中文【中图分类】H314;H319.3语法翻译法(Grammar-Translation Approach)是以讲授语法、句子互译为主的教学方法。

这种教学方法长期以来在中国英语教学中占据主导地位。

但自20世纪70年代末交际教学法传入中国后，随着它的传播，交际能力的培养成为外语教学的主要目的，交际教学法受到越来越多人的推崇。

但是，交际教学法并不完全适合中国国情，中国的语言学习环境决定了语法翻译法的适用性及其存在价值。

一、语法翻译法的内涵及其特征在英语教学中，具有代表性的教学法主要有语法翻译法、直接法、听说法、视听法、认知法、交际法，其中语法翻译法历史最为悠久并且在我国的英语讲坛上占据着主导地位。

据有关史料记载，我国英语教学正式开始于1862年清政府开办的中国第一所新式学校——京师同文馆。

从1862年至今，语法翻译法占据中国英语教学讲坛140多年，这无疑说明了其顽强的生命力和存在的合理性。

而在国外，语法翻译法存在的历史更悠长，已达数千年。

顾名思义，语法翻译法是以讲解语法为核心、以翻译为手段的一种教学方法。

翻译离不开母语，翻译既是教学手段，又是教学目的。

因此，语法翻译法强调学生的母语在教学过程中的重要作用，强调母语和目标语言的共同使用。

通过对两种语言的比较和分析，学生可以了解到两种语言的共性和差异。

从语法翻译法论外语教学

从语法翻译法论外语教学引言近年来随着全球化的发展，不管是出于工作、学习还是旅游等原因，世界各国人民对外语学习的需求和热情都在不断增加，外语教学因此成为炙手可热的话题。

长时间以来出现了各种关于外语教学的流派和方法，经历了长期的发展和演变历程，国内外教学界的外语教学法呈现出百花齐放，百家争鸣的态势。

目前外语教学界存在着多种教学流派，每种教学方法都各具特色、各有所长，并且各自的理论体系也随着社会的进步在不断得以完善和规范。

作为外语教师，对外语教学领域现存的各种外语教学方法和流派的深入探讨，有利于寻求最适合我国外语教学的方法，并将其更好的运用于外语教学实践。

一、语法翻译法的运用历程语法翻译法最早可以追溯到中世纪欧洲的拉丁语教学。

当时拉丁语是欧洲文化教育、著书立说的国际语言及教会官方语言，大部分的书籍都是以拉丁语呈现。

为了学习和吸收中世纪及以前的古典文化，训练人们心智，提高人文科学素质，人们学习的外语多是拉丁语。

拉丁语的语法结构极其复杂，为应对拉丁语的学习，只重语法翻译的外语教学法就逐渐兴起并成为当时欧洲进行外语教学的主要方法。

到十八、十九世纪，英语、法语和意大利语的兴起，人们开始学习除拉丁语以外的外语，此时，由于找不到新的教学方法，仍采用语法翻译法进行外语教学，这种教学方法也随着时间的推移和外语教学的扩大在不断地发展和进步。

二、语法翻译法的概念及特点语法翻译法是为培养阅读能力服务的教学法，其教學过程是先分析语法，然后把外语译成本族语，主张两种语言机械对比和逐词逐句直译，在教学实践中把翻译当成教学目的，又当成教学手段。

语法翻译法的主要特点有：学生学习外语的目的是培养阅读能力，方法是背诵和记忆语法规则、句型结构，主要侧重点是阅读和写作，忽视听说能力的发展。

使用双语词汇表。

详细分析和教授语法规则，通过翻译练习来巩固其所学知识。

课堂上使用两种语言，以学习者的母语为中介，通过母语教授外语。

三、语法翻译法的优缺点语法翻译法注重外语教学课题中的词汇、语法句型的分析，对学生在阅读、写作、翻译等方面训练较多，因此，学生对所学外语的语法知识掌握较为牢固，能够为以后长期的外语学习打下基础，也能适应许多国家目前的联盟外语考试制度和考核标准。