Lecture 2 The Grammar-Translation Method
English teaching method
The Grammar-Translation Method1.DefinitionThe Grammar-translation Method is a foreign or second language teaching, which uses translation and grammars study as the main teaching and learning activities. At one time it was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.2.BackgroundThe history of the Grammar-translation Method is not fully and carefully documented.(1) There is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century when modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. The modern languages provided one of the conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.(2) The second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. The main purpose of learning Latin was it studies the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means in studying foreign culture through literary works.(3) Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms, and translation between languages.Only in the late 18th century did the regular combination of grammar rules with translation into the target language become the principal practice technique. Therefore, it is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 18th century. In the 19th century, more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-TranslationMethod became the principal method of teaching modern languages in schools.3. Theory1). Theory of language(1). All languages originate from one language and are ruled by a common grammar.(2). The written form of the language is superior to the spoken form.The Grammar-Translation Method belongs to the school of traditional linguisticswhich believed that the written form and took words as their starting point. When discussing the rules of language, they emphasized such matters as correctness, thepurity of a language and literary excellence.(3) The students’ first language is the reference system in the learning of the target l anguage.In foreign language teaching, the target language is primarily interpreted as a system of rules to be observed in texts and sentences and to be related to the first language rules and meaning. The students’ first language is the reference syst em in the leaning of the target language.2) Faculty Psychology(1). The mind of human being has various faculties that can be trained separately.(2). Understanding and memorization of complicated grammatical rules of language help to develop mentality.(3). Latin grammar is the most logical and well-organized grammar.(4).The language was a boy of knowledge to be learned, with an emphasis on intellectual rigor.4. Teaching ProceduresThe main procedures for a typical lesson with the Grammar-Translation Method can be divided into three phases. The activities in each phase are described below:1). Phase oneA. The teacher reads and explains the new words and expressions in the first language.B. The teacher teaches the new grammar with deductive method.2). Phase twoA. Students are asked to read a few sentences out aloud and translate them intothe first language.B. The teacher analyses some difficult sentence and translates them into their native language first literally and then freely.C. Students read the studied part of the passage silently and ask the teacher questions they cannot answer by themselves.3). Phase threeA. Students are asked to write the answers to the questions about the reading passage.B. Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.5. Teacher Roles in the FrameworkThe Grammar-Translation Method makes few demands on teachers although itoften creates frustration for students.1).Controller The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and organize tasks that students can perform in the class.3). Assessor The teacher is to assess the students work and correct their grammar mistakes .4).Resource-provider The teacher is to provide the grammar rules for the students.6. The Principle Characteristics(1). Grammar is the core of language, and language materials are arranged according to the grammar system.(2). The main teaching activities are analysis, explanation and translation.(3). The major practice is translation from and into the target language.(4) The teaching focus is reading and writing.(5)First language is the main medium of instruction.(6)The sentence is the basic unit of language teaching and learning.(7)Language accuracy is emphasized.The Direct Method1.DefinitionThe direct method is a method of foreign or second language teaching , which emphasizes that “ a foreign language can be taught without translation or the use of the learners” native language if the meaning is to be conveyed directly in the target language through the use of demonstrations and visual aids , with no use of resource to the students’ native language .2.BackgroundTowards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teaching. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching language. Basically, teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition. It incorporated techniques designed to address all the areas that the Grammar Translation did not - namely oral communication, more spontaneous use of the language, and developing the ability to think in the target language. Perhaps in an almost reflexive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the language of instruction, memorizing grammatical rules and lots of translation between L1 and the target language.The appearance of the "Direct Method" thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned. The method became very popular during the first quarter of the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the most famous advocates of the Direct Method was the German Charles Berlitz, whose schools and Berlitz Method are now world-renowned.Still, the Direct Method was not without its problems. As Brown (1994:56) points out, "(it) did not take well in public education where the constraints of budget, classroom size , time , and teacher background made such a method difficult to use." By the late 1920s, the method wasstarting to go into decline and there was even a return to the Grammar Translation Method, which guaranteed more in the way of scholastic language learning orientated around reading and grammar skills. But the Direct Method continues to enjoy a popular following in private language school circles, and it was one of the foundations upon which the well-known "Audio-lingual Method" expanded from starting half way through the 20th century.3.Teacher Roles in the Framework1).Controller The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and organize tasks that students can perform in the class.3). Assessor The teacher is to assess the students work and correct their grammar mistakes .4).Resource-provider The teacher is to provide the grammar rules for the students.5). Facilitator4.The Principle CharacteristicsRichards and Rodgers (1986:9-10) summarize the key features of the Direct Method thus:(1) Classroom instruction is conducted exclusively in the target language.(2) Only everyday vocabulary and sentences are taught.(3) Oral communication skills are built up in a carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.(4) Grammar is taught inductively.(5) New teaching points are taught through modeling and practice.(6) Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.(7) Both speech and listening comprehension are taught.(8) Correct pronunciation and grammar are emphasized.The Audio-lingual Method1.DefinitionThe Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.2.BackgroundThe Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. Thus the Army Specialized Training Program (ASTP) was established in 1942.The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages. The method used was known as the “informant method”, since it used a native speakers of the language, the informant , and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. The intensive system adopted by the army achieved excellent results.Linguists and applied linguists during this period were becoming increasingly involved in the teaching of English as a foreign language. In 1941 the first English Language institute in the U.S. was established to in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguists to language teaching. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to foreign language teaching in the U.S. towards the end of the 1950s.The need for a radical change and rethinking of foreign language teaching methodology made language teaching specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They drew on the earlier experience of the army programs and the Aural-Oral or structural Approach developed by Fries and his colleagues, adding insights takenfrom behaviorist psychology. This combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the Audio-lingual Method, which was widely adopted for teaching foreign languages in North American colleges and universities.3.TheoryAccording to the audiolingualism, language is basically a process of mechanicalhabit –formation . It’s through a lot of pattern drills that such mechanical habits can beformed .1)Theory of language(1). Elements in a language are produced in a rule-governed (structural) way.(2).Language samples could be exhaustively described at any structural level of description.(3). Language is structural like a pyramid, that is, linguistic level is system within system.(4). Language is speech, not writing.(5).Languages are different.2) Theory of learning(1). Behaviorist psychology(2). The three crucial elements in learning: a stimulus, a response and reinforcement.(3) The application of this theory to language learning(4) Language learning: a mechanical process of habit formation4.Teaching ProceduresIn a typical audio-lingual lesson the following procedures will be observed:(1). Recognition : Students first hear a model dialogue (either read by the teacheror on the tape) containing the key structures that are the focus of the lesson and try to understand the meaning of the dialogue with the help of the teacher’s gestures, mime,and context or situation established in advance.(2). Imitation and repetition：The students repeat each line of the dialogue, individually and in chorus. The students must imitate the right pronunciation, intonation and fluency.(3) . Pattern drills：Certain key structures from the dialogue are selected and usedas the basis for pattern drills of different kinds.(4). Follow-up activities：The students now are allowed to look at their textbooks. They are usually asked to do some follow-up reading, writing or vocabulary activities. This will guide their use of the language.5.Teacher Roles in the FrameworkIn audiolingualism, the teacher’s role is central and active ; it is a teacher –dominated method . The teacher models the target language ,controls the direction and pace of learning ,and monitors and corrects the learners’ performance . The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures . Language learning is seen to result from active verbal interaction between the teacher and the learners . Failure to learn results only from the improper application of the method .6.The Principle CharacteristicsThe Audio-lingual Method formed its own distinctive characteristics. There aremainly five of them:(1). Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing;(2). Use of dialogues as the chief means of presenting the language;(3). Emphasis on certain practice techniques: mimicry, memorization and patterndrills;(4). Discouraging the use of the mother tongue in the classroom;(5). Use of language lab.The Communicative Approach1.DefinitionThe Communicative Approach is an approach to foreign or second LT which emphasizes that the goal of language teaching is communication competence. The Communication Approach is also called Communication Language Teaching.2.Background1). Towards the end of the 1960s there went on a growing dissatisfaction among FL teachers and applied linguists with the dominating LT method of the time. First, the criticism was that this kind of teaching produced structurally competent students who were often communicatively incompetent. Another reason for this dissatisfaction was undoubtedly for international communication, professional cooperation and travel. Meanwhile, some theoretical linguists had become conscious of the fact that in linguistic research meaning and context were neglected. By the late 1960s, people began to consider semantics to be basic to any theoretical model of language. Meaning was seen to depend to a large degree on the socio cultural contexts in which speech acts occurred. Socio cultural aspects of language in use had been particularly stressed by the functionalists, who considered the purposes language serves in normal interaction to be basic to the determination of syntactic functions.2). All this was reflected in some proposals to reconstruct the language syllabus so that learning communicative conventions would become as important as learning grammatical conventions. 3). D.A. Wilkins was the main figure in setting out the fundamental considerations for a “ functional-notional “ approach to syllabus design based on communicative criteria.4). The distinguishing characteristics of the Notional-Functional Syllabus (NFS) were its attention to function as the organizing elements of English language curriculum, and its contrast with a structural syllabus in which sequenced grammatical structures served as the organizers. Reacting to methods that attended too strongly to grammatical forms, the NFS sought to focus on the pragmatic purposes to which we put language.5). Wilkin’s book Notional Syllabuses had a significant impact on the development of Communicative Language Teaching. Courses for different languages were then developedbased on his semantic / communicative analysis. The NFS did not necessarily develop communicative competence in learners. First of all, it is not a method. It was a syllabus. However, by attending to the functional purposes of language, and by providing contextual (notional) settings for the realization of those purposes, it provides a link between a dynasty of methods that was now perishing and a new era of language teaching------Communicative Language Teaching.6). The Communicative Approach is essentially a manifestation of the 1970sm, in the sense that this was the decade when the most explicit debate took place, especially in the U.K. The subsequent period has been characterized by explorations of other, related possibilities for the design of materials and methods. More importantly, teachers in many parts of the world are finding that they need to come to terms with changes in their role, as communicative principles in language teaching become central goals of their educational systems. These educational perspectives evolved alongside, and to some extent were derived from, significant developments in linguistics, sociolinguistics and psychology.3.TheoryThe Communicative Approach has a theory of language rooted in the functional school. Functional linguistics is concerned with language as an instrument of social interaction rather than a system that is viewed in isolation. In addition to talking about language function and language form, there are other dimensions of communication to be considered if we are to be offered a more complete picture.According to Krashen, language learning comes about through using target language communicatively. Some contemporary researchers and language educators believe that fully successful language acquisition is a by-product of communication, of negotiating meaning, so that the traditional attitude to language learning and teaching has to be completely reversed.4.Teaching ProceduresThe Communicative Approach usually uses the following procedures in teaching:1).Presentation and comprehension (Students listen, then answer questions.);2).Demonstration of functional patterns (The teacher exemplifies each functional patterns.);3).Practicing functional patterns (Students practice the dialogue in pairs.);4). Free production (Students make mini-dialogues of their own.);5).Creative production (Students work in groups.);6).Checking students’ work;7).Reading new materials (integrating reading and writing);8).Writing based on reading.5.Teacher Roles in the Framework1). a facilitator of students’learning;2). a manager of classroom activities;3). an advisor of students’ questions;4). a co-communicator in the communicative activity.In a communicative classroom, the teacher is a facilitator of her students’ learning. As such, she/he has many roles to fulfill. She/he is a manager of classroom activities. During the activities she acts as an advisor, answering students’ questions and monitoring their performance. At other times she might be a “co-communicator” --engaging in the communicative activity along with the students.6.The Principle Characteristics1). Communication principle: Activities that involve real communication promote learning ;2). Task principle : Activities in which language is used for carrying out meaningful tasks promote learning ;3). Meaningful principle : language that is meaningful to the learner supports the learning process.David Nunan (1991) offers five points to characterize the Communicative Approach:1). According to the Communicative Approach, an emphasis on learning to communicate through interaction in the target language.2). The introduction of authentic texts into the learning situation.3). The provision of opportunities for learners to focus, not only on language but also on the learning process itself.4). An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.5). An attempt to link classroom language learning with language activation outside the classroom.Task –based Language Teaching1.DefinitionTask –based language teaching is , in fact, a further development of Communicative Language Teaching . It shares the same beliefs , as language should be learned as close as possible to how it is used in real life . However it has stressed the importance to combine form-focused teaching with communication-focused teaching.2.Teaching Procedures1). Think about students’ needs , interests and abilities2). Brainstorm possible tasks Brainstorm a list of communicative tasks for the topics listed in your textbooks that students may be interested in doing . Bear in mind that a task should have a communicative purpose and should be goal-oriented .3). Evaluate the list------educational value------appropriateness to the students’ needs , interests and abilities-------availability of suitable resources-------time available4). Choose the language items5). Preparing materials3.Teacher Roles in the Framework1). a facilitator of students’learning;2). a manager of classroom activities;3). an advisor of students’ questions;4.The Principle Characteristics1). The authenticity principle The linguistic data that learners work with are authentic ;The relationship between linguistic form and communicative function are clear to the learner2). The form-function principle Teaching language in ways that make form and functionrelationships transparent .The Humanistic ApproachIntroduction to the Humanistic ApproachThe Humanistic Approach began in response to concerns by therapists against perceived limitations of Psychodynamic theories, especially psychoanalysis. Individuals like Carl Rogers and Abraham Maslow felt existing (psychodynamic) theories failed to adequately address issues like the meaning of behavior, and the nature of healthy growth. However, the result was not simply new variations on psychodynamic theory, but rather a fundamentally new approach. There are several factors which distinguish the Humanistic Approach from other approaches within psychology, including the emphasis on subjective meaning, a rejection of determinism, and a concern for positive growth rather than pathology. While one might argue that some psychodynamic theories provide a vision of healthy growth (including Jung's concept of individuation), the other characteristics distinguish the Humanistic Approach from every other approach within psychology (and sometimes lead theorists from other approaches to say the Humanistic Approach is not a science at all). Most psychologists believe that behavior can only be understood objectively (by an impartial observer), but the humanists argue that this results in concluding that an individual is incapable of understanding their own behavior--a view which they see as both paradoxical and dangerous to well-being. Instead, humanists like Rogers argue that the meaning of behavior is essentially personal and subjective; they further argue that accepting this idea is not unscientific, because ultimately all individuals are subjective: what makes science reliable is not that scientists are purely objective, but that the nature of observed events can be agreed upon by different observers (a process Rogers calls inter-subjective verification).The issues underlying the Humanistic Approach, and its differences from other approaches, are discussed more fully in the text, but the sources below provide useful supplementary information. One point worth noting: if you want to fully grasp the nature of the Humanistic Approach, you cannot consider it in abstract terms. Instead, you must consider if and how the ideas connect to your own experience--for that is how the meaning of behavior is derived.SummaryFrom the study , choice of teaching method is but one phase within a system of interrelated curriculum of development activities . Choice of teaching method or approach ,materials and learning activities is usually made within the context of the language program design and developments. Questions of immediate concern will focus on who the learners are , what their current level of language proficiency is ,what sort of communicative needs they have , the circumstances in which they will be using English in the future ,and so on .Evaluating methods1.What aspects of language proficiency does the method address ?2.What kind of learners is the method most effective ?3.Is the method most effective with elementary ,intermediate ,or advanced learners ?4.What kind of training is required of teachers ?5.Under what kind of circumstances does the method work best ?6.How have teachers and students respond to the method ?7.How does the method compare with other methods ?8.Do teachers using the method use it in a uniform manner ?In China , there are also many different methods which are used in different areas and classes . We can hardly say which method is the fittest method , but we’d better bear in mind that every method has its own advantages and disadvantages . When we choose a method , we should take all factors into consideration and make a wise decision .。
英语教学论
2.Theoreticaபைடு நூலகம் basis
A. Theory of language
It underlying Audiolingualism was derived from a view proposed by American linguists in the 1930s and the 1940s. Language is speech, not writing A language is what its native speakers say, not what someone thinks they ought to say . Language are different A language is a set of habits Teach the language ,not about the language.
It makes few demands on teachers although it creates frustrations for students
.
B. Disadvantages
Overemphasis on translation can never emancipate the learners
A. Main features
The name suggests the teaching of the second language grammar . The principal and translation severe the purpose of mastering grammatical rules. In the classroom ,the teacher emphasizes accuracy rather fluency.
The Grammar-Translation Method
总的说来，语法翻译法属于传统语言学派。正如在第一章里 所说的那样，传统语言学认 为书面语言优越于口头语言。因此， 在研究语言时，他们的重点是书面语言，并把词汇当作 他们研究 的起始点。 在讨论语言规则时，他们采取的是规定性的途径。他们强 调语言的正确性，纯洁性，以 及语言的优美，还强调使用拉丁语 范例等等。语法翻译法所依托的语言理论是由历史比较语 言学派 生出来的。不同语言之间的比较结果表明：像希腊语和拉丁语这 类古典语言与现代印 欧语系的各种语言非常相似。一些语言学家 认为：所有语言都源于一种共同语言，受约于同 一种语法。在外 语教学中，目标语是被看作一套语法规则，这套语法规则在课文 和句子里都 要遵守，与第一语言的语法规则和意思要联系起来。 第一语言被看作是习得目标语过程中的 参照系统。
(4) The language was a body of knowledge to be learned, with an emphasis on intellectual rigor. (语言 是一门须学习的学问，重点放在智力的严密上) 语法翻译法所依据的学习理论是机能心理学。机 能心理学家认为：人的大脑有各种不同 的机能，这些 机能可以分别训练。理解和记忆各种语言的复杂语法 规则被认为是发展脑力的
Theory of learning(学习理论)
(1) The mind of human beings has various faculties that can be trained separately. (人的大脑 有各种不同的 机能，这些机能可以分别训练) ( 2 ) Un de rs tan d i n g an d me m or iz at io n of complicated grammatical rules of languages help to develop mentality. (理解和记忆各种语言的复杂语法规则 可以发展脑力)
The Grammar Translation Method
语法翻译法
教学定义
Definition
背景
Background knowledge
优点与缺 点Advantages and
disadvantages
理论与原则
Principles and Theory
特征
Features
Teaching Aim:
1、Help to master the grammer system;
Being tedious affects the enthusiasm of study; Adopt the teacher authority and form the unidirectional teaching method.
［缺点］
重书面、轻口语 忽视听说能力的培养，会影响学习 者语言潜力的开发， 教学过程单调乏味，挫伤学习者的学习热情。 课堂管理采取教师权威模式，教学是教师向学生灌 输知识的单向行为。教师系统传授、学生全盘接受外 语语言知识。强调对词汇和语法规则的记忆，认为背 诵语法规则是学习外语的捷径。学生很少提问，学生 之间交流更少。
［优点］
强调对语言点、词汇和语法的教学 ，利于学习者充分认 识两种语言间的基本特征，形成扎实的语言文字功底 。 语法翻译法能配合其他阅读与写作教学法，帮助学生提 高阅读与写作能力。
有利于培养学习者良好的学习习惯并形成稳固的自学能 力。学会了如何亲手解决遇到的实际问题. 语法翻译法对教师的英语能力要求不高，易于操作；在 具体操作中采用母语与目的语对比的方式，大部分内容用 母语讲述，进一步降低了对教师的要求。它是“一种最低 限度可行的教法” 由于国民整体外语水平不高，师资条件差；大部分地区， 特别是广大农村与经济欠发达地区，学生班额常常偏大， 语法翻译法是一种符合我国国情的“应急性”教学方法。
英语教学法流派(英语)
3。母语是过度使用。没有使用目标语言。 4。老师强调准确而流利。
1. 复习：默写单词；个别与集体背诵上一课课文第几段 等等。
2. 教授新词：教师课前将本课新词的英语、音标和汉语 解释写在小黑板上（或卡片上）。上课时按单词表逐 字讲解。学生跟教师朗读英语单词后，教师说汉语， 学生说英语单词，或反之。
Overview of ELT Methodology
Traditional Approach Grammar-Translation Method
传统的方ituational Approach
人文方法
Audiolingual Approach
交际教学法的发展：
Community Language Learning Total Physical Response
Structuralist ApproachThe Silent Way
Suggestopedia
HumCoamnmisutniiccaAtivpepLraonagcuahge Teaching
Task-Based Language Teaching
Development of Communicative Approach:
Content-Based Instruction
The Grammar-Translation Method is
a method of foreign or second language
1. The focus on classroom is teaching and practices of grammar of the target language.
2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening.
英语教学法之 Grammar Translation Method
Translation Method
Grammar Translation Method
Lexicon Translation Method
Translation Comparison Method
Modern Translation Method
What is Grammar Translation Method?
4. The language was a body of knowledge to be learned, with an emphasis on intellectual rigor.
Objectives
to read and translate its literature(the ultimate purpose ); understand the target language; to help develop the students’ mind; to gain a better understanding of the first language.
teachers usually use the following techniques to help to realize the course objectives
Teachers: 1) teach vocabulary in detail. 2) analyze grammatical points. 3) pay more attention to sentence structures. 4) don’t cultivate students’ reading skill. 5) less attention to listening and speaking. Students: 1) pay more attention to teacher’s analysis on grammar points. 2) take notes seriously. 3) hard to read without the help of teachers. 4) listening and speaking are poor.
英语课程与教学论
③The syllabus used in the Direct Method is arranged
semantically according to situations to topics.
(2).Objectives
① The objectives are to foster the students’ ability to
2.Theoretical Basis
• (1)Theory of language
The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.
(4)Exemplification
⑪Phase One A.The teacher reads and explain the new words and expressions in the first language. B.The teacher teaches the new grammar with deductive method. ⑫Phase Two A.Students are asked to read a few sentences out aloud and translated them into the first language. B.The teacher analyses some difficult sentence and translates them into their native language. C.Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves. ⑬Phase Three A.Students are asked to write the answers to the questions about the reading passage. B.Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.
Chapter 2 The Grammar
Chapter 2 The Grammar-Translation Method1. Definition: The Grammar-Translation Method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.2. At one time The Grammar-Translation Method was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.3. The history of the Grammar-Translation is not fully and carefully documented.4. It is believed that /There is evidence that grammar analysis and translation began to be the basic procedures FLT from the 16th century, when modern languages such as French, Italian and English gained in importance as a result of political changes in Europe.5. In the 16th century, Latin was once a language of spoken and written communication in the Western World, and was the world’s most widely studied foreign language.6. It was taught through active use of Latin speech and written text without grammar analysis, since the mother tongue at that time didn’t have systematic grammar.7. The modern language provided one of the conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.8. The second impetus for the procedures of grammar analysis and translation in teaching Latin come from the social needs of European countries.9. What was the social reason for the procedures of grammar analysis and translation in teaching Latin?With the development of modern languages, Latin gradually became displaced as a living language.10. The fundamental purpose of learning Latin was to study the classical culture, which was worshipped in the Renaissance. Students study of the foreign culture is limited to its literature and fine arts.11. In the Grammar-Translation, Grammar analysis and translation proved to be effective means in studying foreign culture through literary works.12. The trend of teaching foreign language began to swing from active use of Latin in Ancient and Medieval time to the study of the written form of Latin. In other words, it swung from “activism ” to “formalism”.13. Some people believed that the mind of human beings could be trained by logical analysis of the classical language, extensive memorization of complicated rules and paradigms and translation between languages.14. In the Grammar-Translation Method, as a modern language such as French, Italian and English began to enter the curriculum of European schools in the 18th century, they were taught using the same basic procedures that were used for teaching Latin.15. Only in the late 18th century did the regular combination of grammar rules with translation into the target language become popular as the principle practice technique.16. Most experts of foreign language teaching accepted that the Grammar-Translation Method originated /began to become a formal language teaching method from the 18th century.17. In the 19th century, more experts of FLT adopted the strategy of combining grammar rules with translation.18. The sequential arrangement used by H. S. Ollendorff in his lesson became a standard : a statement of the rule followed by a vocabulary list and translation exercises. At the end of the course translation of connected prose passage was attempted.19. Johann Seidenstucker and other text book writers combined rules, vocabulary, text and sentences to be translated as the typical pattern of the Grammar-Translation Method.20. In the mid-19th century, Karl Ploetz in Germany adapted Seidenstucker’s French textbook for use in schools and thus the Grammar-Translation Method became the principal method of teaching modern languages in schools.Theory of language underlying the Grammar-Translation Method1. Generally speaking, the Grammar-Translation Method belonged to the school of traditional linguistics.2. Traditional linguists believed that the written form of language was superior to the spoken form.3. In traditional linguists study of language, they gave priority to the written form and took words as their starting point.4. When discussing the rules of language, traditional linguists usually took a prescriptive approach.5. Traditional linguists emphasized correctness, the purity of a language, literary excellence and the use of Latin models.6. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.7. The result of comparison between different languages indicated that the classical languages such as Greek and Latin were very much similar to the modern Indo-European languages.8. In the Grammar-Translation Method, Comparative Historical Linguistics believed that all languages originated from one language and were ruled by a common grammar.9. In FLT, the target language was primarily interpreted as a system of rules to be observed in texts and sentences and to be related to the first language rules and meanings.10. In the Grammar-Translation Method, the students’ first language was maintained as the reference system in the acquisition of the target language.Theory of learning underlying the Grammar-Translation Method1. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. (机能心理学)2. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.3. According to the Faculty psychologists, Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.4. Latin grammar was considered as the most logical and well-organized grammar in the Grammar-Translation Method.5. Viewed from the nature and purpose of education, the Grammar-Translation Method was an expression of classical humanism. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.Main features of the Grammar-Translation Method1. What is the focus of a Grammar-Translation classroom? Why do you or your fellow or some teachers still use of the Grammar-Translation Method in the teaching of English?The focus of a Grammar-Translation is / The Grammar-Translation Method emphasized the teaching of the second language grammar. ①Because grammar is regarded as the core of language and the teaching materials are arranged according to grammar system. So it is the main content in foreign language classrooms. ②The process of learning grammar is an important means of training mental abilities.2. The focus of Grammar-Translation classroom is teaching and practices of grammar of the target language.3. Most of the teaching activities such as analysis, explanation and translation serve the purpose of mastering grammatical rules.4. The principle practice technique is translation from and into the target language.5. What language skills are emphasized in the Grammar-Translation Method?Reading and writing are emphasized in a Grammar-Translation classroom; little or no systematic attention is paid to speaking and listening, because literary language is considered superior to spoken language. Therefore, the language learners should study written language. The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.6. In the Grammar-Translation classroom, the teacher uses the native language of the students as the main medium of instruction. There is little use of the target language.7. In the Grammar-Translation Method, the sentence is the basic unit of language teaching and learning.8. In the procedures of the Grammar-Translation Method, the teacher emphasizes accuracy rather than fluency.Objectives of the Grammar-Translation Method1. In the Grammar-Translation Method, the ultimate purpose of learning a foreign language is to enable the learners to read and translate its literature of the target language.(1). Grammar-Translation is considered as a necessary preliminary to the study of literary works.(2). Students are required to memorize grammatical rules in order to understand and manipulate morphology and syntax of the target language.(3). The students who can translate from one language into another are considered successful language learners.2. The other objectives of the method are to provide students with good mental exercise that help develop their minds, and to gain a better understanding of the first language.Techniques of the Grammar-Translation Method 教学技巧1. Reading: ①reading passages are planned around the sequenced grammatical structures and vocabulary to be studied.②The passages may be excerpted from literary works or carefully written by a compiler, including particular grammar rules and vocabulary.2. Translation:①translation can be employed in presenting a new grammatical item, understanding a new passage, or as exercises at the end of a lesson; the materials may be written or spoken. ②Literal translation should be followed by free translation. ③Sentence translationusually takes place before passage translation.3. Deductive teaching of grammar (演绎法语法教学): grammar rules are taught directly by the teacher with exception to each rule noted. Then the rues are practiced through translation exercises.4. Analysis and comparison. In order to applying grammar rules to specific examples and to understand the reading passage, difficult sentences re analyzed in detail and compared with the first language sentence. Usually, the function of each part of sentence is clearly explained.5. Memorization: one of the techniques is used in the Grammar-Translation Method.6. Reading comprehension questionsThere are three designed questions for students to answer to check the understanding of the reading passage:(1). Questions of literal comprehension to which answers are directly and explicitly available in the text.(2). Questions of inference which oblige the students to make inferences based on their understanding of the passage.(3). Questions of personal response which require students to relate the passage to their own experience.7. Written work (书面作业):(1). Fill-in-the-blanks is one kind of written work which requires students to fill in the blanks in a sentence or in a passage with new vocabulary items or with items of a particular grammar type.(2). Using new words to make up sentences is another type of written work.(3). The third is composition. Students are asked to write about a topic that is based upon some aspects of the reading passage of the lesson.Exemplification 教学范例1. In a typical lesson with the Grammar-Translation Method, the main procedures can be divided into three phases.2. The teacher teaches the new grammar with deductive method.Summary and Comments1. The Grammar-Translation Method dominated FLT from the mid-19th century to the mid-20th century, and in modified form, it is still widely used in some parts of the world today.2. The advantages of the Grammar-Translation Method:(1). In Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language. Translation from one language to another plays a certain part in language learning. in the Grammar-Translation Method, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences.(2). Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. It has special importance for students in teachers’ colleges for whom a good mastery of the grammar system of the target language. Understanding and manipulating the morphology and syntax will develop students’ ability of analyzing and solving problems.(3). The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.(4). The Grammar-Translation makes few demands on teachers although it often creates frustration for students.3. How did the Grammar-Translation Method develop into its present form?Before the 16th century, Latin was the language of communication in the Western World. Then in the 16th century, modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. With the development of modern languages, Latin gradually became displaced as a living language. The main purpose of leaning Latin was to study the classical culture. Grammar analysis and translation proved to be effective means in study foreign culture through literary works. The mind of human beings could be trained by logical analysis of the language, extensive memorization of the complicated rules, and translation between languages. Grammar analysis and translation became the basic procedures in foreign language teaching in the 18th century. Thus the Grammar-Translation Method became the principle method of teaching modern languages in schools.4. What is the main technique used in a Grammar-Translation classroom?Translation is the main technique used in a Grammar-Translation classroom. General speaking, literary translation should be followed by free translation; and sentence translation followed by passage translation. A Grammar-Translation teacher also uses the following techniques: reading passages from literary works; teaching grammar using a deductive approach; analyzing and comparing difficult sentences with students’ first language; memorizing word lists with the first language translation; and memorizing grammar rules and paradigms; using questions to check students’ comprehension of the reading passage; using fill-in-the-blank exercises, making up sentences and writing composition.5. What is the most important aspect of language according to the Grammar-Translation Method?According to the Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. Understand ing and mastering the morphology and syntax will develop students’ ability of analyzing and solving problems.6. Are the techniques of Grammar-Translation acceptable to you? Why or why not?The Disadvantage of the Grammar-TranslationI don’t think th e techniques of Grammar-Translation are acceptable to us. We can find some disadvantages in the Grammar-Translation Method.First, overemphasis on translation can never emancipate the learners from dependence on the first language.Second, The Grammar-Translation puts too much emphasis on reading and writing and neglects listening and speaking. Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation.Third, in the Grammar-Translation Method, the texts are mostly taken form literary works. The language learned often doesn’t meet the practical needs of the learners.Last, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.7. Which of the principles of the Grammar-Translation Method are still applicable in modern language teaching and learning?We can discover some valuable principle of the Grammar-Translation Method are still applicable in modern language teaching and learning,①such as knowledge of grammar (language rules) facilitates learning. The term “grammar” is so familiar to linguists, language teachers and learners that it is sometimes difficult to stand back and look at it clearly. Some linguists have argued that grammar teaching is unnecessary, and emphasis should not be put on the teaching of grammar. On the other hand, other linguists have argued that grammar is an immensely pervasive phenomenon. It is an integral part of language, so that the more we can find out about how grammar is learned and used, the better placed we will be to teach it effectively. ②We learners consider that grammar is not only necessary, but also very important in language teaching and learning. the understanding of grammar helps us build up confidence in using the target language and encourages us to use the language accurately and appropriately. We think that grammar teaching and learning can be useful in learning the target language. ③But we also think that grammar teaching and learning should focus on developing the learners’ communicative ability more than presenting and explain ing grammatical rules. Nevertheless, we feel that there is still room for improvement, especially the design of the exercises in the materials since we have not yet experienced the effect on listening and speaking in grammar teaching.。
Englishteachingmethod
The Grammar-Translation Method1.DefinitionThe Grammar-translation Method is a foreign or second language teaching, which uses translation and grammars study as the main teaching and learning activities. At one time it was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.2.BackgroundThe history of the Grammar-translation Method is not fully and carefully documented.(1)There is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century when modern languages such asFrench, Italian and English gained in importance as a result of political changes in Europe. The modern languages provided one of the conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.(2)The second impetus for the procedures of grammar analysis and translation in teachingLatin came from the social needs of European countries. The main purpose of learning Latin was it studies the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means in studying foreign culture through literary works.(3)Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms, and translation between languages.Only in the late 18th century did the regular combination of grammar rules with translation into the target language become the principal practice technique. Therefore, it is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 18th century. In the 19th century, more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation Method became the principal method of teaching modern languages in schools.3.Theory1). Theory of language(1). All languages originate from one language and are ruled by a common grammar.(2). The written form of the language is superior to the spoken form.The Grammar-Translation Method belongs to the school of traditional linguistics which believed that the written form and took words as their starting point. When discussing the rules of language, they emphasized such matters as correctness, the purity of a language andliterary excellence.(3)The students ' first language is the reference system in the learning of thet a nr g eutalge.In foreign language teaching, the target language is primarily interpreted as a system of rules to be observed in texts and sentencesand to be related to the first language rules andmeaning. The students f'irst language is the reference system in the leaning of the target language.2)Faculty Psychology(1). The mind of human being has various faculties that can be trained separately.(2). Understanding and memorization of complicated grammatical rules of language help to develop mentality.(3). Latin grammar is the most logical and well-organized grammar.(4).The language was a boy of knowledge to be learned, with an emphasis on intellectual rigor.4.Teaching ProceduresThe main procedures for a typical lesson with the Grammar-Translation Method can bedivided into three phases. The activities in each phase are described below:1). Phase oneA.The teacher reads and explains the new words and expressions in the first language.B.The teacher teaches the new grammar with deductive method.2). Phase twoA. Students are asked to read a few sentences out aloud and translate them intothe first language.B. The teacher analyses some difficult sentence and translates them into their native language first literally and then freely.C.Students read the studied part of the passage silently and ask the teacher questions they cannot answer by themselves.3). Phase threeA. Students are asked to write the answers to the questions about the reading passage.B. Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.5.Teacher Roles in the FrameworkThe Grammar-Translation Method makes few demands on teachers although it often createsfrustration for students.1).Controller The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and organize tasks that students can perform in the class.3). Assessor The teacher is to assessthe students work and correct their grammar mistakes .4).Resource-provider The teacher is to provide the grammar rules for the students. 6.The Principle Characteristics(1). Grammar is the core of language, and language materials are arranged according to the grammar system.(2). The main teaching activities are analysis, explanation and translation.(3). The major practice is translation from and into the target language.(4)The teaching focus is reading and writing.(5)First language is the main medium of instruction.(6)The sentence is the basic unit of language teaching and learning.(7)Language accuracy is emphasized.The Direct Method1.DefinitionThe direct method is a method of foreign or second language teaching , which emphasizes that a foreign language can be taught without translation or the use of thelearners”native languageif the meaning is to be conveyed directly in the target language through the use of demonstrations and visual aids , with no use of resource to the studen'tsnative language .2.BackgroundTowards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teaching. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching language. Basically, teachersbegan attempting to teach foreign languages in a way that was more similar to first language acquisition. It incorporated techniques designed to address all the areas that theGrammar Translation did not - namely oral communication, more spontaneoususe of thelanguage, and developing the ability to think in the target language. Perhaps in an almost reflexive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the language of instruction, memorizing grammatical rules and lots of translation between L1 and the target language.The appearance of the "Direct Method" thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned. The method became very popular during the first quarter of the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the most famous advocatesof the Direct Method was the German Charles Berlitz, whose schools and BerlitzMethod are now world-renowned.Still, the Direct Method was not without its problems. As Brown (1994:56) points out, "(it) did not take well in public education where the constraints of budget, classroomsize , time , and teacher background made such a method difficult to use." By the late1920s, the method wasstarting to go into decline and there was even a return to the Grammar Translation Method,which guaranteedmore in the way of scholastic language learning orientated around readingand grammar skills. But the Direct Method continues to enjoy a popular following in privatelanguage school circles, and it was one of the foundations upon which the well-known "Audio-lingual Method" expanded from starting half way through the 20thcentury.3. Teacher Roles in the Framework1).Controlle r The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and organize tasks that students can perform in theclass.3). Assessor The teacher is to assess the students work and correct their grammarmistakes .4).Resource-provider The teacher is to provide the grammar rules for thestudents.5).Facilitator4. The PrincipleCharacteristicsRichards and Rodgers (1986:9-10) summarize the key features of the Direct Methodthus:(1) Classroom instruction is conducted exclusively in the targetlanguage.(2) Only everyday vocabulary and sentences aretaught.(3) Oral communication skills are built up in a carefully traded progression organized aroundquestion-and-answer exchanges between teachers and students in small, intensiveclasses.(4) Grammar is taughtinductively.(5) New teaching points are taught through modeling andpractice.(6) Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association ofideas.(7) Both speech and listening comprehension aretaught.(8) Correct pronunciation and grammar are emphasized.The Audio-lingual Method1.DefinitionThe Audio-lingual Method is a method of foreign language teaching which emphasizesthe teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.2.BackgroundThe Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissionedAmerican universities to develop foreign language program for military personnel. Thus theArmy Specialized Training Program (ASTP) was established in 1942.The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages. The method used was known as the “ informant method” , since it used a native speakers of the language, the informant , and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. Theintensive system adopted by the army achieved excellent results.Linguists and applied linguists during this period were becoming increasingly involved inthe teaching of English as a foreign language. In 1941 the first English Language institute in theU.S. was established to in the University of Michigan. The director of the institute was CharlesFries, who applied the principles of structural linguists to language teaching. The resultis an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to foreign language teaching in the U.S. towards the end of the 1950s.The need for a radical change and rethinking of foreign language teaching methodology made language teaching specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They drew on the earlier experience of the army programs and theAural-Oral or structural Approach developed by Fries and his colleagues, adding insights takenfrom behaviorist psychology. This combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the Audio-lingual Method, which was widely adopted for teaching foreign languages in North American colleges and universities.3.TheoryAccording to the audiolingualism, language is basically a process of mechanical habit -ormati on .It 'through a lot of p atter n drills that such mecha ni cal habits can beformed .1)Theory of language(1). Elements in a language are produced in a rule-governed (structural) way.(2).Language samples could be exhaustively described at any structural level ofdescription.(3). Language is structural like a pyramid, that is, linguistic level is system within system.(4). Language is speech, not writing.(5).Languages are different.2)Theory of learning(1). Behaviorist psychology(2). The three crucial elements in learning: a stimulus, a response and reinforcement.(3)The application of this theory to language learning(4)Language learning: a mechanical process of habit formation4.Teaching ProceduresIn a typical audio-lingual lesson the following procedures will be observed:(1). Recognition : Students first hear a model dialogue (either read by the teacheror on the tape) containing the key structures that are the focus of the lesson and try to understand the meaning of the dialogue with the help of the teacher and context' s gestures, mi or situation established in advance.(2). Imitation and repetition：The students repeat each line of the dialogue,individually and in chorus. The students must imitate the right pronunciation, intonationand fluency.(3). Pattern drills：Certain key structures from the dialogue are selected and usedas the basis for pattern drills of different kinds.(4). Follow-up activities ：The students now are allowed to look at their textbooks. They are usually asked to do some follow-up reading, writing or vocabulary activities. Thiswill guide their use of the language.5.Teacher Roles in the FrameworkIn audioli ngualism, the teachers role is cen tral and active ; it is a teacher-d omin ated method .The teacher models the target language ,controls the direction and pace of learning ,and monitors and corrects the learners'performance . The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures . Language learning is seen to result from active verbal interaction between the teacher and the learners . Failure to learn results only from the improper application of the method .6.The Principle CharacteristicsThe Audio-lingual Method formed its own distinctive characteristics. There are mainly five of them:(1). Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing;(2). Use of dialogues as the chief means of presenting the language;(3). Emphasis on certain practice techniques: mimicry, memorization and pattern drills;(4). Discouraging the use of the mother tongue in the classroom;(5). Use of language lab.The Communicative Approach1.DefinitionThe Communicative Approach is an approach to foreign or second LT which emphasizes that the goal of language teaching is communication competence.The Communication Approach is also called Communication Language Teaching.2.Background1). Towards the end of the 1960s there went on a growing dissatisfaction among FL teachers and applied linguists with the dominating LT method of the time. First, the criticism was that this kind of teaching produced structurally competent students who were often communicatively incompetent. Another reason for this dissatisfaction was undoubtedly for international communication, professional cooperation and travel. Meanwhile, some theoretical linguists had become conscious of the fact that in linguistic research meaning and context were neglected. By the late 1960s, people began to consider semantics to be basic to any theoretical model of language. Meaning was seen to depend to a large degree on the socio cultural contexts in which speech acts occurred. Socio cultural aspects of language in use had been particularly stressed by the functionalists, who considered the purposes language serves in normal interaction to be basic to the determination of syntactic functions.2). All this was reflected in some proposals to reconstruct the language syllabus so that learning communicative conventions would become as important as learning grammatical conventions.3). D.A. Wilkins was the main figure in setting out the fundamental considerations for a“ functiona-nl otional “ approach to syllabus design based on communicative criteria.4). The distinguishing characteristics of the Notional-Functional Syllabus (NFS) were its attention to function as the organizing elements of English language curriculum, and its contrast with a structural syllabus in which sequenced grammatical structures served as the organizers.Reacting to methods that attended too strongly to grammatical forms, the NFS sought to focus on the pragmatic purposes to which we put language.5). Wilkin 'bsook Notional Syllabuses had a significant impact on the development ofCommunicative Language Teaching. Courses for different languages were then developed based on his semantic / communicative analysis. The NFS did not necessarily develop communicative competence in learners. First of all, it is not a method. It was a syllabus.However, by attending to the functional purposes of language, and by providing contextual (notional) settings for the realization of those purposes, it provides a link between a dynasty ofmethods that was now perishing and a new era of language teaching ------- CommunicativeLanguage Teaching.6). The Communicative Approach is essentially a manifestation of the 1970sm, in the sense thatthis was the decade when the most explicit debate took place, especially in the U.K. The subsequent period has been characterized by explorations of other, related possibilities for the design of materials and methods. More importantly, teachers in many parts of the world are finding that they need to come to terms with changes in their role, as communicative principles in language teaching become central goals of their educational systems. These educational perspectives evolved alongside, and to some extent were derived from, significant developments in linguistics, sociolinguistics and psychology.3.TheoryThe Communicative Approach has a theory of language rooted in the functional school.Functional linguistics is concerned with language as an instrument of social interaction rather than a system that is viewed in isolation. In addition to talking about language function and language form, there are other dimensions of communication to be considered if we are to be offered a more complete picture.According to Krashen, language learning comes about through using target language communicatively. Some contemporary researchers and language educators believe that fully successful language acquisition is a by-product of communication, of negotiating meaning, so that the traditional attitude to language learning and teaching has to be completely reversed.4.Teaching ProceduresThe Communicative Approach usually uses the following procedures in teaching:1).Presentation and comprehension (Students listen, then answer questions.);2).Demonstration of functional patterns (The teacher exemplifies each functional patterns.);3).Practicing functional patterns (Students practice the dialogue in pairs.);4). Free production (Students make mini-dialogues of their own.);5).Creative production (Students work in groups.);6).Checking students'work;7).Reading new materials (integrating reading and writing);8).Writing based on reading.5.Teacher Roles in the Framework1). a facilitator of students'learning;2). a manager of classroom activities;3). an advisor of students'questions;4). a co-communicator in the communicative activity.In a communicative classroom, the teacher is a facilitator of her students'learning. As such,she/he has many roles to fulfill. She/he is a manager of classroom activities. During the activities times she might be a -co“mmcounicator ”--engaging in the communicative activity along with the students.she acts as an advisor, answering students ' questions and monitoring their performance. A 6.The Principle Characteristics1). Communication principle: Activities that involve real communication promote learning ;2). Task principle : Activities in which language is used for carrying out meaningful tasks promote learning ;3). Meaningful principle : language that is meaningful to the learner supports the learning process.David Nunan (1991) offers five points to characterize the Communicative Approach:1). According to the Communicative Approach, an emphasis on learning to communicate through interaction in the target language.2). The introduction of authentic texts into the learning situation.3). The provision of opportunities for learners to focus, not only on language but also on the learning process itself.4). An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.5). An attempt to link classroom language learning with language activation outside the classroom.Task -based Lan guage Teachi ng1. DefinitionTask -based Ian guage teach ing is , in fact, a further devel opment of Communi cative Lan guageTeaching . It shares the same beliefs , as language should be learned as close as possible to how it is used in real life . However it has stressedthe importance to combine form-focused teaching with communication-focused teaching.2. Teaching Procedures1). Think about students'needs , interests and abilities 2). Brainstorm possible tasks Brainstorm a list of communicative tasks for the topics listed in your textbooks that students may be interested in doing . Bear in mind that a task should have a communicative purpose and should be goal-oriented .3). Evaluate the listeducational valueappropriateness to the student'sneeds , interests and abilitiesavailability of suitable resourcestime available4). Choose the language items5). Preparing materials3.Teacher Roles in the Framework 1). a facilitator of students'learning;2). a manager of classroom activities;3). an advisor of students'questions;4.The Principle Characteristics1). The authenticity principle The linguistic data that learners work with are authentic ;The relationship between linguistic form and communicative function are clear to thelearnerTeaching language in ways that make form and function2). The form-function principlerelationships transparent .The Humanistic ApproachIntroduction to the Humanistic ApproachThe Humanistic Approach began in response to concerns by therapists against perceived limitations of Psychodynamic theories, especially psychoanalysis. Individuals like Carl Rogers and Abraham Maslow felt existing (psychodynamic) theories failed to adequately address issues like the meaning of behavior, and the nature of healthy growth. However, the result was notsimply new variations on psychodynamic theory, but rather a fundamentally new approach.There are several factors which distinguish the Humanistic Approach from other approacheswithin psychology, including the emphasis on subjective meaning, a rejection of determinism, and a concern for positive growth rather than pathology. While one might argue that some psychodynamic theories provide a vision of healthy growth (including Jung's concept of individuation), the other characteristics distinguish the Humanistic Approach from every other approach within psychology (and sometimes lead theorists from other approachesto say theHumanistic Approach is not a science at all). Most psychologists believe that behavior can only be understood objectively (by an impartial observer), but the humanists argue that this results in concluding that an individual is incapable of understanding their own behavior--a view which they see as both paradoxical and dangerous to well-being. Instead, humanists like Rogers argue that the meaning of behavior is essentially personal and subjective; they further argue that accepting this idea is not unscientific, becauseultimately all individuals are subjective: what makes science reliable is not that scientists are purely objective, but that the nature of observed events can be agreed upon by different observers (a process Rogers calls inter-subjective verification).The issues underlying the Humanistic Approach, and its differences from other approaches, are discussed more fully in the text, but the sources below provide useful supplementary information. One point worth noting: if you want to fully grasp the nature of the HumanisticApproach, you cannot consider it in abstract terms. Instead, you must consider if and how the ideas connect to your own experience--for that is how the meaning of behavior is derived.SummaryFrom the study , choice of teaching method is but one phase within a system of interrelated curriculum of development activities . Choice of teaching method orapproach ,materials and learning activities is usually made within the context of the languageprogram design and developments. Questions of immediate concern will focus on who the learners are , what their current level of language proficiency is ,what sort of communicativeneeds they have , the circumstances in which they will be using English in thefuture ,and soon .Evaluating methods1. What aspects of language proficiency does the method address ?2. What kind of learners is the method mosteffective ?3. Is the method most effective with elementary ,intermediate ,or advancedlearners ?4. What kind of training is required ofteachers ?5. Under what kind of circumstances does the method work best ?6. How have teachers and students respond to the method ?7. How does the method compare with other methods ?8. Do teachers using the method use it in a uniformmanner ?In China , there are also many different methods which are used in different areas andclasses . We can hardly say which method is the fittest method , but we'd better bearin mindthat every method has its own advantages and disadvantages . When we choose a method , we should take all factors into consideration and make a wisedecision .。
The_Grammar-Translation_Method语法翻译法
Represent
modern languages such as French, Italian and English gained in importance as a result of political changes in Europe.
Objectives
• Memorizing verb forms, grammar rules, and vocabulary. • Ability to read the text (literature). • Translating from L1 to L2 and from L2 to L1. (L1=native language / L2= target language) • To develop reading and writing skills. • Providing students good mental exercise.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
2. Latin grammar was considered as the most logical and well-organized grammar in the Grammar-Translation Method.
2. Speech is neglected. The grammar translation method places emphasis on reading and writing, neglecting speech. Thus, the students who are taught through this method fail to express themselves adequately in spoken English.
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。
语法翻译法直接法听说法
Grammar-translation Method was Faculty Psychology.
• Basic Principles
(1)main features
①Reading and writing are the major focus.
• Phase Two :reading/translation/analysis/ask
• Summary and Comments
(1)main advantages
have a better understanding of the meaning of abstract words and complicated sentences.
three impetus： (1)the modern languages provided one of the
conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.
foster students ’ ability for reading comprehension and grammatical production.
reading and writing abilities are well trained.
make few demands on teachers.
• Thethe dominant role of translation in traditional method and offers an impetus that the direct means should take the place of translation as the main technique in foreign language learning.
英语课程与教学论新编
The Grammar-Translation Method
1.Background 2.Theoretical Basis 3.Basis Principle 4.Summary and Comments
.
1.Background
(1)The history of the Grammar-Translation Method is not fully and carefully documented. However, there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century.
3.The major practice is translating from and into the target language.
4.The teaching focus is reading writing. 5.First language is the main medium of
⑶Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages.
（2）Theory of learning The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.
语法翻译法
语法翻译法
Origin
The Grammar Translation Method (语法翻译法） also called The Traditional or Classical Method （传统法），which is oldest in the foreign language teaching ,influence the farthest teaching system . It appearence in order to establish a foreign language teaching as an independence discipline laid a foundation . This method still be used in present ,especially in our country .
The Grammar Translation Method
When and how was it started ?
What are the major characteristics ? How is it practiced ?
When and how was it started ?
• The Grammer Translation Methold produced in Middle Century . It popular in the eighteenth century which have been several hundred years of history .This kind of teaching method promote in our mother tongue to teach foreign language . During the teaching, in translation as a basic means, in studying grammer as a introduction, emphasize the center position in teaching grammer.
英语教学法之语法翻译法
语法翻译法
Background
• Political changes happened in Europe in the 16th century. • Latin became the most widely studied language in the world. • The need to study classical culture , which was worshiped in the Renaissance.
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Basic Principles
• Main features:
1. Emphasizes the teaching of the second language grammar.( grammar ---- core ) 2.An important means of training mental abilities. 3.The principle practice technique is translation from and into the target language. 4.Reading and writing are the main focus, speaking or listening is less important.
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• Main Advantages:
1.The first language is maintained as the reference system.Translation from one language to another plays a certain part in language learning. 2. Systematic study of grammatical rules plays an important role in fostering students' ability for reading comprehension and grammatical production.
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The Grammar-Translation Method
Notes
The Grammar-Translation Method is a method of foreign or second language teaching that uses translation and grammar study as the main teaching and learning activities. At one time it was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.
Notes
5. Discussion
Your own opinion and judgment of the Method. What is the focus of a GrammarTranslation classroom?
How did the Grammar-Translation Method develop into its present form?
Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences.
Teaching of new structures
Phase two
Students’ translation of the text
Teacher’s analysis of the text
Answering possible questions from students Phase three
3. Basic Principles
1) Main features
As its name suggests, the Grammar-Translation Method emphasized the teaching of the second language grammar.
Notes
Grammar is regarded as the core of language, so it is the main content in foreign language classroom. The process of learning grammar is an important means of training mental abilities.
Notes
2) Objectives
The objectives of language teaching are enabling students: to read and translate literature;
to understand the target language;
to develop their minds; to gain a better understanding of the first language.
Notes
2. Theoretical Basis 1) Theory of language All languages originate from one language and are governed by a common grammar. Written form of the language is superior to the spoken form. Students’ first language is the reference system in the learning of the target language.
1. Background
2. Theoretical Basis 3. Basic Principles 4. Summary and Comments 5. Discussion
Notes
1. Background
Grammar analysis and translation were the basic procedures in foreign language teaching from 16th century.
3) Techniques Reading passages mainly from literary works Translation Deductive teaching of grammar (Grammar rules are taught directly by the teacher, with exception to each rule noted. Then the rules are practiced through translation exercises.)
Overemphasis on translation
Dependence on first language Too much emphasis on reading and writing Listening and speaking neglected
Not meeting the communicative needs of the students. Rote-learning / Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
The focus on understanding culture provides the situation in which reading and writing abilities are well trained.
It is relatively easy to apply.
Disadvantages:
Latin was a language of spoken and written communication in the Western world, and was the world’s most widely studied foreign language.
The purpose of learning Latin was to study classical culture and to train the mind by logical analysis of the classical language. People made a study of language in order to understand the classic works of ancient times and in order to be able to teach students, enabling them to understand and appreciate those classic works.
Analysis and comparison
Memorization
Comprehension questions to check reading
Fill-in-blanks
Sentence making
Composition
4) Procedures
Phase one
Explanation expressions of new words and
The emphasis is an intellectual development.
2) Theory of learning
The mind of human beings has various faculties that can be trained separately./The theory of learning underlying the GrammarTranslation Method was Faculty Psychology （机能心理学）.
In 18th century, modern languagБайду номын сангаасs were taught using the same procedures.
Grammar-Translation Method came into being in the 18th century. In 19th century, more experts of foreign language teaching adopted the strategy of combining grammar rules with translation.
The focus is reading and writing. First language is the medium of instruction. Sentence is the basic unit of language teaching and learning. Accuracy is emphasized.
• Before the 16th century, Latin was the language of communication in the Western World. Then in the 16th century, modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. With the development of modern languages, Latin gradually became displaced as a living language. The main purpose of leaning Latin was to study the classical culture. Grammar analysis and translation proved to be effective means in study foreign culture through literary works. The mind of human beings could be trained by logical analysis of the language, extensive memorization of the complicated rules, and translation between languages. Grammar analysis and translation became the basic procedures in foreign language teaching in the 18th century. Thus the Grammar-Translation Method became the principle method of teaching modern languages in schools.