thegrammartranslationmethod英语学习外语学习教育专区21
英语教学方法介绍
一、语法翻译法（The Grammar-Translation Method）语法翻译法产生于18世纪末的欧洲。
它是用母语翻译教授外语书面语的一种传统外语教学法，即用语法讲解加翻译练习的方式来教学外语的方法，也叫古典法（Classical Method）、旧式法（Old Method）。
其代表人物是德国的奥朗多佛（H.Ollendorff）。
翻译法的主要特点是：（1）用母语组织教学。
把母语做释义、讲解、练习和检查的重要手段，很少积极使用目的语。
（2）以传统语法作为教授外语的基础。
语法被当作语言的核心，是外语学习的主要内容。
语法讲解采用演绎法，先讲解语法规则，然后在练习中运用，巩固规则。
（3）侧重培养阅读能力。
语法翻译法把口语和书面语分离开来，把阅读能力的培养当作首要的或惟一的目标。
口语教学局限于使学生掌握词汇的发音。
翻译法的主要优点是：（1）创建了在外语教学中利用母语的理论，成为外语教学史上最早的一个教学法体系。
它的出现为建立外语教学作为一门独立的科学体系奠定了基础。
（2）系统讲授语法知识，注意利用学生的理解力，有利于启发思维，训练智慧，有助于提高教学效果。
（3）重视通过大量阅读、背诵原著培养阅读能力。
（4）便利易行。
教师只要掌握了外语基础知识，就可以拿着教科书教学，无需什么教具和设备。
翻译法的主要缺点是：（1）没有抓住语言的本质，只重视书面语，而忽视口语教学，忽视语音和语调教学。
（2）过分强度翻译的作用，使学生容易养成使用外语时依赖翻译的习惯，不利于培养学生外语进行交际的能力。
（3）过于强调语法在教学中的作用。
语法讲解从定义出发，根据定义给例句，脱离学生的实际需要和语言水平。
（4）强调死记硬背，教学方式单调泛味，因而课堂气氛沉闷，难以调动学生学习的积极性二、直接法（The Direct Method）直接法产生于19世纪90年代，是外语教学史上的一次革新，是批评语法翻译法的产物。
它是通过外语本身进行会话、交谈和阅读来教外语，而不用母语，不用翻译和形式语法，也就是直接学习、直接理解、直接应用。
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 .。
简谈外语教学方法(1)
任务型教学法的优点
1）通过任务活动可以同时锻炼几种语言技能，有利于自动性的提高； 2）学生能接触到形式多样的语言，也可以根据需要使用自己的语言资源，
不但有利于词汇、句法和语篇等语言知识的学习，而且有助于提高语用能 力； 3）以学生为中心，交际活动多，语境自然，相关性强，有利于培养交际能 力； 4）活动多样，有助于激发学生的学习兴趣，易于保持学习的积极性，激发 动力； 5）活动内容涉及面广，信息量大，有助于拓宽学生的知识面； 6）任务有利于培养想象、思考、决策和应变能力和创造性思维，对课堂学 习和终身学习都有益。
由于这些优点，这种教学理论和方法受到广泛注意，也被引进我国。2000 年，教育部颁布《全日制义务教育普通高级中学英语课程标准（试验稿） 》，首次提出倡导‘任务型’教学途径。2003年，《普通高中英语课程标 准（实验稿）》再次明确提出要倡导‘任务型’教学，培养学生综合语言 运用能力。
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其他外语教学法
2）意念和功能并不容易确定，例如标准、数量、顺序等问题 难以掌握；
究。
4）理论上对语言能力的认识还不够清楚，例如理论上是 competence,教学中是 proficiency,没有统一的框架。对 技能和自动性的解释也没有上升到理论高度。
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在外语课堂上使用任务的做法并不新鲜，因为几百年来各种 教学法都是用任务的方法，类型包括翻译、造句、写作、调 查、复述、故事、标语广告、小册子、口头陈述、广播剧、 录像、网页制作、戏剧表演、讨论、问答等，但过去的任务 只是为了进一步练习和巩固所学的一种一种辅助手段，而现 在的任务则是一种占主导地位的课堂教学模式。
第二种关系是学生之间的相互信任的平等协作关系，课堂学 习通过互动活动进行。
教学活动包括翻译、小组活动、录音、听写分析、纪录课堂 感想、观察报告、自由交谈等。该教学法可以用于听说读写 等技能教学，但通常用于口语教学。
各种教学法及其优缺点
各种教学法及其优缺点1 the grammar-translation method优点：注重培养阅读能力和写作翻译能力缺点：忽视听说训练，不能培养学生运用英语思维进行英语交际的能力，语法规则的学习脱离了语言的实际应用，过多的使用机械记忆使课堂教学沉闷，单调乏味，忽视学生的学习兴趣，学习效果事倍功半认识：语法翻译法主要要求学生背诵，学习效率低，没有顾及英语学习听说训练，不利于学生全面发展，是一种比较传统的学习方法。
2 the direct method优点;直接法重视口语教学，强调英语思维，能够培养学生较强的口头语言交际能力。
缺点：忽视本族语的正面作用，容易造成理解上的错误和时间上的浪费，将外国语的学习和本族语的学习等同起来，忽视语法的作用，过早强调活用语言，机械的模仿，记忆语言，容易造成囫囵吞枣式的僵化学习。
认识：直接法直接学习外语，不借助母语进行组织教学，在听说的基础上再进行读写，比语法翻译法更进一步。
3 audio-lingual method优点：听说法的优势是通过句型操练熟练掌握一定数量的句式，有利于语言表达习惯的养成，在有限范围内，能流利的听说英语，语调比较准确自然。
缺点：听说法的训练过于机械，脱离实际，忽视语言文化和语言情景等交际要素，造成大量无意义的表达。
熟练掌握并流利表达的句式不能在实际生活中有效运用，教学过程中有错必纠的方法使学生失去学习热情，影响他们的学习积极性。
认识：听说法的学习策略是听说领先，读写跟上。
其学习训练方式较多样化，符合学生要求，如果注重句式在生活上的灵活运用会更好。
4 the situational language teaching优点：便于使学生获得感性材料，把理论与实际联系起来。
有利于调动学生的非智力因素，使学生注意力集中，学到的知识易于掌握巩固。
缺点：完全排除母语，不利于对语言材料的彻底理解。
过分强调整体结构的感知，使学生对语言项目缺乏清楚的认识。
认识：情景交际法能让学生更加容易理解所学内容，能够身临其境的学习外语，是一种比较可靠的教学方法，但需要准备的材料多，操作较麻烦。
grammar translation教学法
主题：grammar translation教学法内容：1. 简介Grammar translation教学法是一种传统的语言教学方法，主要应用于教授外语的语法和翻译技巧。
这种教学法在欧洲和美国曾经很流行，在20世纪后期逐渐被认为是一种过时的教学方法。
然而，一些学者认为在特定情况下，这种教学法仍然有其独特的优势和适用性。
2. 原理Grammar translation教学法主要基于对语法规则和结构的学习，以及对文本的逐字逐句的翻译。
学生通过翻译文本来学习和掌握语法知识，建立起对目标语言的理解和掌握。
这种教学法偏重于语法的教学和语法知识的运用，对于学生的语法掌握和写作能力有一定的帮助。
3. 优点- 对语法规则的系统性学习：通过Grammar translation教学法，学生可以系统地学习目标语言的语法规则，掌握语言的结构和逻辑。
- 促进翻译技巧的培养：这种教学法通过翻译练习，可以帮助学生提高翻译和理解能力。
- 强调语法的正确应用：Grammar translation教学法注重语法的正确应用，可以帮助学生避免语法错误，提高写作质量。
4. 缺点- 忽略口语表达能力：由于Grammar translation教学法偏重于语法和翻译练习，对口语表达能力的培养并不充分，学生在实际交流中可能存在障碍。
- 缺乏实际应用：这种教学法偏重于文本的翻译和理解，缺乏实际语言运用的机会，学生对于语言的应用能力有所欠缺。
- 学习动机不足：由于翻译练习的单一性和语法学习的枯燥性，学生可能缺乏学习外语的动力和兴趣。
5. 适用性- 学习重点在于阅读和理解：对于需要重点培养阅读理解能力和写作能力的学生，Grammar translation教学法是一种有效的教学方法。
- 重视语法知识的掌握：对于需要系统学习语法知识的学生，这种教学法可以帮助他们建立起对语法规则的理解和掌握。
6. 结论尽管Grammar translation教学法在现代语言教学中逐渐被边缘化，但在特定情况下仍然有其独特的优势和适用性。
Grammar_Translation_Method
Chapter 2 The Grammar-Translation Method1.Key points( 学习要点)1.Definition(定义)The Grammar-translation Method is a method of foreign or second language teachi ng, which uses translation and grammars study as the main teaching and learning activ ities. 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. Basic Principle(基本原则）2.1 Main features(主要特征）(1) Grammar is the core of language,and language materials are arranged according to the grammar system.（语法是语言的核心，教材内容是根据语法体系安排的）(2) The main teaching activities are analysis, explanation and translation.(主要教学活动是分析,解释和翻译）(3) The major practice is translation from and into the target language.(主要教学实践是用目标语进行翻译)(4) The teaching focus is reading and writing.(教学重点是阅读和写作)(5) First language is the main medium of instruction.(第一语言是主要的教学中介语言)(6) The sentence is the basic unit of language teaching and learning.(句子是语言教学的基本单位)(7) Language accuracy is emphasized.(强调语言的准确性)2.2 Objectives(教学目标)The objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the learners:(1)to read and translate its literature;(能够阅读和翻译所学的文学作品;)(2)understand the target language;(能够帮助和理解目标语)(3)to help develop their minds;(能够帮助学生发展智力;)(4)to gain a better understanding of the first language.(能够更好地理解第一语言) An ultimate purpose of learning a foreign language in a Grammar-Translation classr oom is to enable the learners to read and translate its literature. Students are required t o memorize the grammatical rules in order to understand the target language. The othe r objectives of the method are to provide students with good mental exercises that hel p develop their minds, and to gain a better understanding of the first language.2.3 Techniques(教学技巧)A Grammar-Translation teacher usually uses the following techniques to help realizethe course objectives:(1)Reading(短文阅读)CityplaceReading passages are planned around the sequenced grammatical structur es and vocabulary to be studied and are excerpted from literary works or carefully wri tten by a compiler, including particular grammar rules and vocabulary.(2)Translation(翻译)Translation can be employed in presenting a new grammatical item, understanding a new passage, or as exercises at the end of a lesson.(3)Deductive teaching of grammar(演绎法语法教学)Grammar rules are taught directly by the teacher, with exceptions to each rules noted.(4)Analysis and comparison(分析和比较)Difficult sentences are analyzed in detail and compared with the first language sentences.(5)Memorization(记忆)Students are required to memorize bilingual word lists and grammatical rules.(6)Reading comprehension questions(阅读理解问题)Different questions are designed for students to answer to check the understanding ofthe reading passage.(7)Written work(书面作业)Fill-in-the-blanks are one kind of written work. Using new words to make up sentences is another type of written work.Composition is frequently employed in traditional foreign language teaching.2.4 Procedures(教学步骤)The 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 one(步骤一）A. 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 two(步骤二)A.Students are asked to read a few sentences out aloud and translate them into the first language.B. The teacher analyses some difficult sentence and translates them into their nativelanguage first literally and then freely.C. Students read the studied part of the passage silently and ask the teacher questionsthey cannot answer by themselves.(3)phase three(步骤三）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.3.Summary and Comments(总结与结论）1）advantages(优点）(1)It makes use of the first language(该方法运用了第一语言）In Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language.(2)It helps students develop reading comprehension and production of written language.(它有助于发展学生的阅读理解能力和书面语的表达能力）Systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences. Thefocus on understanding literary texts provides the situation in which reading and writing are well trained.(3)It is easy for teachers to use.(教师易于使用这一教学法)The Grammar-Translation Method makes few demands on teachers although it often creates frustration for students. It is relatively easy to apply.2) Disadvantages(缺点）（1）Overemphasis on translation, dependence on first language(过分强调翻译，依赖母语）Overemphasis on translation can never emancipate the learners from dependence on the first language.(2)Too much emphasis on reading and writing, neglect of listening and speaking(过分强调阅读和写作，忽视了听和说）It puts too much emphasis on reading and writing and neglects listening and speaking.(3)Not meeting the communicative and practical needs of the students(不能满足学生的交际需要和实际需要)Knowing a large number of grammatical rules cannot ensure that students can use t hem appropriately in real communicative situation. The texts are mostly taken from lit erary works. The language learned often doesn't meet the practical needs of the learners(4)Rote-learning(死记硬背的学习)Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.Chapter 3 The Direct Method1. DefinitionThe Direct Method is a method of foreign or second language teaching which insists that only the target language should be used in class and meanings should be communicated “directly” by associating speech forms with actions, objects, mime, gestures, and situations.The Direct Method emphasizes the importance of spoken language, therefore holds that reading and writing should be taught only after speaking.The Direct Method believes in the natural process of language learning and in the inductive teaching of grammar.2. Main featuresThe Direct Method aims at developing the students' ability to communicate in the target language. In order to do this successfully students are encouraged to learn to think in the target language.In the classroom, the meaning of a new target language word or phrase is presented by relating the expression directly to objects, visual aids, or to familiar words in the foreign language wherever possible.In the Direct Method, the target language is used exclusively in the language classroom as a means of instruction and communication. The first language and translation exercise are completely avoided.In contrast to the Grammar-Translation Method, the Direct Method may never give an explicit grammar rule. In the Direct Method, grammar is learned inductively through listening and speaking activities.In the Direct Method, although the teaching of all four language skills is advocated by most Direct Methodologists, oral communication skills are regarded as basic. Correct pronunciation is emphasized in the Direct Method.The syllabus used in the Direct Method is arranged semantically according to situations or topics. The spoken form in the target language is studied in preference to literary language.Vocabulary is not introduced as detached words, but as a connected story. The unit in a language is the sentence.3. ObjectivesThe objectives of the Direct Method are to foster the students' ability to communicate in the target language. The general goal of a language program is to teach conversational skills. The reason for the exclusive use of the foreign language in the Direct Method is to enable the students to think in the target language, so that they can use it to express themselves directly without referring to their mother tongue. To train for basic language skills is not neglected, but reading and writing exercises should be based upon what the students practice orally first. Pronunciation is paid attention to from the beginning of a course. Vocabulary takes precedence over grammar.4. TechniquesIn order to realize the goal of teaching, a Direct Method teacher is usually found using the following techniques:1. Direct association (直接联系): new language items are presented by associating meaning with the target language directly.2. Question and answer exercises: in order to have the newly-introduced language items fully understood by students, the teacher answers students' questions and asks students to answer her questions in full sentences.3. Conversation practice: students are encouraged to ask each other questions using the same grammatical structures they have practiced.4. Error correction. Students are not allowed to make mistakes. Their mistakes are immediately corrected by the teacher or by students themselves.5. Dictation (听写): Dictation is an exercise frequently used in consolidation with written work in the Direct Method. Dictation is used as a means to reinforce and test what the students have learned.6. Inductive teaching of grammar. Grammar is learned inductively through listening and speaking activities.7. Listening comprehension tasks. Designing listening comprehension tasks is one of the ways to establish a favorable classroom climate in the Direct Method.8. Graded composition (分级作文): writing can be introduced as a means of consolidation and evaluation in the Direct Method. Written work should be graded in the following sequence: ①reproduction of familiar reading texts;② reproduction of narratives orally presented by the teacher; ③ free composition.5. Classroom procedures:Classroom procedures in the Direct Method can be roughly divided into three phases: presentation by Direct Association; Oral practice in the target language; consolidation with written work.6. Summary and CommentsThe Direct Method advocates the importance of oral language and believes that language should be learned through direct association of form and meaning.The Direct Method mainly uses such techniques as question-and-answer, dictation and conversation practice which are still widely used in foreign language teaching classrooms today.7. The advantagesThe use of the target language as a means of instruction and communication in the classroom contributes greatly to forming the habit of thinking in the target language, which is necessary in efficient real communication.The emphasis on practice with new language items and on language skills, rather than on language knowledge, is important in achieving automaticity of using the target language.The emphasis on spoken language conforms to the objectives of modern language teaching. Special attention paid to pronunciation and intonation is desirable in teaching spoken language.Regarding listening and speaking as the basis of reading and writing is strategic in fostering the four skills.Using full sentences as teaching units makes foreign language learning more natural and efficient for students to understand a new text and acquire a language. 8. The disadvantagesOveremphasizing the similarities between naturalistic first language acquisition and classroom foreign language learning results in the exclusive use of the targetlanguage. The absolute avoidance of the native tongue occasionally troubles the Direct Method in teaching the meaning of abstract concepts.Without explicit grammar explanation, students lack a necessary knowledge of the target language. As a result, they tend to produce utterances with a lot of grammatical mistakes in them. It is difficult for them to safeguard against mistakes and self-correct them without the guidance of the rules of the target language.The Direct Method places a high demand on the teacher. It requires native-speaker teachers or teachers who have native-speaker-like fluency in the target language.Chapter 4 The Oral Approach1.Definition(定义)The oral approach(口语法) (or Situational language teaching情景教学法) refers to an approach to language teaching developed by British applied linguistics from the 1930s to the 1960s. It is a grammar-based method in which principles of grammar and lexical gradation are used and new teaching points presented and practiced through meaningful situation-based activities.2. Basis Principles(基本原则)1.Main features(主要特征)(1)Language teaching begins with the spoken language. (语言教学从口语开始)Language material is taught orally before it is presented in the written form.(2)The target language is the language of the classroom. (用目标语作课堂教学用语)The target language is the language of instruction. Translation should be avoided.(3)New language is introduced and practiced in situations. (在情景中介绍和练习新语言)New language points are introduced and practiced situationally, i.e. words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements.(4)Common core words are covered. (选词应包括普通常用词汇)Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.(5)Simple forms of grammar are taught before complex ones, and inductively. (语法项目按照从简单到复杂，用归纳法来讲授)Items of grammar are graded following the principle that simple forms should be taught before complex ones, and inductively.(6)Reading and writing are introduced later. (读和写的教学在后期进行)Reading and writing are introduced once a sufficient lexical and grammatical basis is established.2.Objectives(教学目标)The objectives of the oral approach are to help students to:•get a practical command of the four basic skills of language. (掌握四种基本的语言技能)•obtain accuracy in pronunciation and grammar.(掌握准确的发音及语法)The objectives of the language teaching are to help learners to get a practical command of the four basic of language. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.3.Techniques(教学技巧)The practical techniques in the oral approach generally consists of :•new sentence patterns are presented in situations.(用情景介绍新句型)•drill-based practice.(操作练习)•guided repetition and substitution activities. (指导下的复述和替代练习)•dictation, imitation and controlled oral-based reading and writing tasks(听写，模仿和教师规定的以口语为基础的朗读和写作)4.Procedures(教学步骤)The Oral Approach employs different classroom procedures according to the level of the class. Procedures at any level aim to move from controlled to free practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing. The classroom procedures generally consist of:1.listening practice(听力练习)in which the teacher obtains herstudents’attention and repeats an example of the patterns or a word in isolation clearly, several times, probably saying it slowly at least once (e.g.Where…is…the…pen?), separating the words.2.choral imitation(齐声模仿) in which students all together or inlarge groups repeat what the teacher has said. This works best if the teacher gives a clear instruction like “Repeat”, or “Everybody”and hand signals to mark time and stress.3.individual imitation(单独模仿) in which the teacher asksseveral individual students to repeat the model she has given in order to check their pronunciation.4.Isolation (突出重点), in which the teacher isolates sounds,words or groups of words which cause trouble and goes through techniques 1-3 with them before replacing them in context.5.building up to new model(为新句型做准备), in which theteacher gets students to ask and answer questions using patterns they already know in order to bring about the information necessary to introduce the new model.6.elicitation(启发提示), in which the teacher, using mime,prompt words, gestures, etc., gets students to ask questions, make statements, or give new examples of the pattern.7.substitution drill(替换练习) in which the teacher, usingcues(words, pictures, numbers, names, etc.) gets individual students to substitute words into the new patterns.8.question-answer drilling(问答练习)in which the teacher gets one studentto ask a question and another to answer until most students in the class have practiced asking and answering the new question form.9.correction(改错练习)in which the teacher indicates by shakingher head, repeating the error, etc., that there is a mistake and invites the students or a different student to correct it. Where possible the teacher does not simply correct the mistake herself. She gets students to correct themselves so they will be encouraged to listen to each other carefully.Chapter 5 The Audiolingual Method1.Definition (定义)The Audiolingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It usesdialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.2.Main features(主要特征)By drawing on the structural linguistics and behaviourist psychology, the Audiolingual 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;(把语言分成听、说、读、写四种技能，在教学中强调先听说，后读写；)e of dialogues as the chief means of presenting the language;(对话是语言教学中的主要形式；)3.Emphasis on certain practice techniques: mimicry, memorization and patterndrills; (强调模仿、记忆、和句型操练；)4.Discouraging the use of the mother tongue in the classroom;(在课堂教学中避免使用母语；)e of language lab.(使用语言实验室)3. Objectives(教学目标)The general objective of the Audio lingual Method is to enable the students to use to target language communicatively. Short-range objectives include training in listening comprehension, accurate pronunciation, reading comprehension and production of correct sentences in writing. In other words, the objective of the Audio lingual Method are the development of mastery in all four language skills, beginning with listening and speaking, and using these as a basis for the teaching of reading and writing. Long-range objective, or the ultimate goal, is to develop in the students the same types of abilities that native speaking have, to use it automatically without stopping to think.4.Techniques（教学技巧）Dialogues and pattern practice form the basis of audio lingual classroom practice.The use of them is a distinctive feature of the Audio lingual Method. The techniques used by the Audio lingual Method are:1.Repetition drill（重复练习）：This drill is often used to teach the linesof the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible. e.g.:T SThis is a book→This is a book.Students do this without looking at their book. They have to produce the appropriate sounds first.2.Substitution drill( 替换练习)：The students repeat the line from thedialogue which the teacher has given them, substituting the cue into the line in its proper place. e.g.:T C SThey drink wine. →beer→They drink beer.→coffee→They drink coffee.→tea→They drink tea.The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.3.Question-and-answer drill(问答练习)：The drill gives students practicewith answering questions. The students should answer the teacher’s question very quickly. It is also possible for the teacher to cue the students to ask questions as well.This gives students practice with the question pattern. e.g.1. T: Are there any questions? Ss: No, there aren't any.T: Is there any milk? Ss: No, there isn't any.T: Are there any sandwiches? Ss: No, there aren't any.T: Is there any wine? Ss: No, there isn't any.2. T: he read The Times Ss: What did he read?T: He said “Good morning.”Ss: What did he say?T: He saw “The Sound of Music.”Ss: What did he see?4.Expansion drill(扩展句子训练)：This drill helps students to producelonger sentence bit by bit, gradually achieving fluency. The main structure is repeated first, then students have to put cue phrase in its proper place. e.g.T: They go to the cinema.Ss: They go to the cinema.T: On SundaysSs: They go to the cinema on Sundays.T: Always.Ss: They always go to the cinema on Sundays.T: Nearly.Ss: They nearly always go to the cinema on Sundays.5.Clause combination drill (合并句子练习)：Students learn to combinetwo simple sentences into a complex one. e.g.T: It may rain. He'll stay at home.Ss: If it may rain, he'll stay at home.T: It may be sunny. We'll go to the beach.Ss: If it may be sunny, we'll go to the beach.T: It may snow. They'll go skating.Ss: If it may snow, they'll go skating.(6) Backword build-up drill( or backchaining逆向读句练习):This drill is usedwhen a long line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs. e.g.T: the flowersSs: the flowersT: watering the flowersSs: watering the flowersT: is watering the flowersSs: is watering the flowersT: Ian is watering the flowers.Ss: Ian is watering the flowers.(7)Chain drill(完成链接练习) ：A chain drill gets its name from the chain ofconversation that forms around the classroom as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him. e.g.T: Hello, what’s your name?S1: My name is John Smith. (He turns to the student next to her.) Hello, what’s your name?S2: My name is Mary Clinton. (She turns to the student next to her.) Hello, what’s your name?S3: My name is Peter.……(8)Completion (完成句子练习)：Students hear an utterance that is completeexcept for one word, and then repeat the utterance in completed form. e.g.T: I’ll go my way and you go_____Ss: I’ll go my way and you go yours.T: We all have____own troubles.Ss: We all have our own troubles.(9) Use of minimal pairs (最小成对练习，又称语音辨别练习) ：The teacherworks with pair of words which differ in only one sound; students are first asked to find the difference between the two word and later to say the two words. e.g.ship—sheep live—leave leap—lip bit—beat4)Procedures(教学步骤)In a typical audiolingual lesson the following procedures will be observed:(1)Recognition (认别) : Students first hear a model dialogue (either read by theteacher or 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 (模仿和复述)：The students repeat each line of thedialogue, individually and in chorus. The students must imitate the right pronunciation, intonation and fluency.(3) Pattern drills (句型操练)：Certain key structures from the dialogue areselected and used as the basis for pattern drills of different kinds.(4) Follow-up activities (补充练习)：The students now are allowed to look attheir textbooks. They are usually asked to do some follow-up reading, writing or vocabulary activities. This will guide their use of the language.Chapter 6 The Cognitive Approach1. Definition (定义)The Cognitive Approach(认知法) (or the cognitive-code method/learning也称认知-符号法/认知-符号学习理论) is approach to foreign language teaching which is based on the belief that language learning is a process which involves active method processes and not simply the forming of habits. It lays emphasis on the conscious acquisition of language as a meaningful system. (它认为语言学习是一种积极的心智活动过程,而不是简单的习惯形成过程。
英语学科知识与教学能力(高中)必背
英语学科知识与教学能力（高中）必背考点第二部分语言教学知识与能力第一章外语教学基本理论第二节英语教学法一语法翻译法（grammar translation method）（一）语言观：语言是书面语，语言是一种知识，是由语音，语法和词汇构成的符号体系。
（外语教学法史上最早的一个教学法体系）（二）教学目的：培养学生阅读外国文学作品的能力和模仿范文进行写作的能力（三）特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。
（四）评价优点：母语翻译，强调语法学习，深刻理解外语抽象词义和复杂结构缺点：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣。
二直接法（direct method）（一）语言观：语言是一种技能或习惯，习惯的养成要靠大量的重复练习和模仿（二）教学目的：培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
（三）特点：直接学习，直接理解和直接应用（四）评价优点：1. 采用各种直观教具，接近实际生活，培养用外语思维能力；2. 注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。
缺点：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多。
三听说法（audio-lingual method）（一）语言观：语言是口语，是说出来的话，而不是写出来的文字。
（二）特点：以句型操练为中心，着重培养儿童听说能力的外语教学法。
（三）评价优点：培养学生敢于大胆主动地使用所学语言进行交谈，口语能力较强；重听说，初级阶段帮助大，语音语调自然。
缺点：机械操练不利于发展创造性思维，重形式，轻读写，语境不利于灵活应用。
四情景法(the situational approach)（一）概念：情景法也叫视听法。
强调耳，眼等器官以及大脑整体地去感知和认识外语材料，培养学生的听说读写四种能力。
The Grammar Translation Method
Definition
It means to translate from mother tongue to target language.That is to say,the method teaches foreign language with grammer explaination and translation exercise.
到二十世纪中，语法翻译法又吸取了现代相关学科的 研究成果，发展成为近代的翻译法。
当时的欧洲，“古拉丁文／古希腊文是‘约定俗成’ 的人为的‘国际语’，是各国共同的文化载体，人们 认为严密的语法是用来训练思维的最佳材料。
Features
Deductive method is usually used in the studying progress: explain the grammar rules first, then use examples to clarity, and consolidate the rules with practice; Inductive method: use examples first and then conclude the grammar rules. Arrange grammatical materials first and then analyze the text. Present the grammatical rules, vocabulary, sample sentence, and then combine with the text; Use mother-tongue to teach mainly.
The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists.
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 .。
第二语言 教学法流派总汇
第二语言教学法流派一、语法翻译法(the Grammar-Translation Method)又称翻译法(Translation Method)、传统法(Traditional Method)、阅读法(Reading Method)或古典法(Classical Method)。
是用母语翻译教授外语书面语的一种方法。
1880以前，欧洲大陆的外语教学以教授古典语言为主，这是文艺复兴时期以来人文主义教育的一个重要内容。
学习古典语言的目的，主要是阅读古典文献，而不是作为交际的工工具。
为适应这种教学的需要而产生的。
翻译法代表有普洛茨(Karl Plotz)、奥朗多弗(H. Ollendorff)和雅科托(Jacotot)。
理论基础：历史比较语言学、官能心理学、演绎法。
语法翻译法的基本特点： 1、翻译是教学的基本手段。
2、教学以语法为纲。
3、语法材料的安排是先语法后课文。
4、双重教学目的即培养学生通过翻译阅读原著的能力和磨炼学生的智慧。
二、直接法(the Direct Method)又称自然法（Natural Method）。
直接法是通过用外语本身进行会话、交谈和阅读外语，而不用学生的母语，不用翻译，也不用形式语法，第一批词通过指示实物、图画或演示动作等办法来讲授。
19世纪90年代，西欧资本主义社会获得了进一步发展的新时期，国际市场的扩大、交通工具的改进使各国在政治、经济、科技文化、生活等方面来往日益增多，使用外语口语作为主要交流手段的领域和机遇越来越频繁，传统的语法翻译法不能满足社会对外语口语人才的需要，直接法由此产生。
代表人物有贝利兹（M.D. Berlitz）、古恩(F. Gouin)、帕默(H.E. Parmer)、耶斯帕森(O. Jesperson)和韦斯特(M. West)等。
理论基础：直觉主义、类推(analogy)原则直接法的基本特点：1、排除母语为中介，外语与客观事物建立直接关系。
2、不学形式语法。
语法翻译法介绍
谢 谢！
以文学作品名篇为基础教材。
1.过分强调解释的作用，忽视非翻译性训练手段 的运用；不理解两种语言之间很难有等价的翻译。
缺 2.过分重视语法知识传授，忽视语言运用能力的 培养。
点 3.忽视听说能力的培养，重文轻语。
4.强调死记硬背，教学方式单一，不易引起学生 的兴趣。
1.充分利用母语，把翻译作为掌握外语的手段。
逐句翻译后学生 对课文内容有了 更加深入的了解。 为了使学生能够 把课文的内容用 比较规范的母语 表达出来，要进 行切合原意的翻 译，以培养学生 的翻译技巧。
主要特点
所学词汇的选择是建立在所阅读的课文的基础之上的。
语法翻译法强调语言的准确性。要求学生在翻译方面达到较 高的水平。 语法翻译法认为外语学习的目的是阅读文学经典或通过外语 的学习促进文化知识修养。 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。 阅读和写作能力是语法翻译法教学关注的焦点，这种教学法 一般不注重口语和听力。 教学用母语进行，翻译是学习的主要活动形式。
教师在黑板上列 出本课新词的单 词、音标及母语 解释，逐字讲解， 并带读单词使学 生知道单词的发 音和意义。
教师用本族语把 文章的作者和写 作背景做简单叙 述，接着教师对 文章大意进行译 述，以使学生对 文章的整体有一 个初步理解。
对课文进行语言 分析并进行逐词、 逐句的翻译。在 逐句翻译的时候， 教师先朗读句子， 然后用母语解释 词义、短语的意 义和句子的意义。 遇到语法方面的 问题，教师会较 详细地解释语法。
法 翻
教师在教学设计和教学实践中，不但要重视对口语内容的安排，还 要在整个教学过程中坚持听、说、读、写全面发展的教学思想。
其次，教师本人要提高自的口语能力。因为教师可以给学习
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。
外语教学法主要流派
④整句学、整句用,重视语言内容和意义,有利于培养学生实际运用语言进行交际的能力。
2、主要缺点：比较抽象的概念很难用TPR来表述,这种方法不适用于中级和高级外语教学。
见解：容易吸引学生，激发学习兴趣；但过于抽象。
九、自然法（同直接法）
十、功能意念法（同交际法）
其缺点是：
1.大量的模仿和机械操练不利于发展学生的创造性思维；
2.脱离语言内容和语境的句型操练不利于学生对语言的灵活运用。
3.放松读写训练，不利于学生全面发展实践能力。
见解：练习口语固然好，但不能过度。
四、情境法(Situational Method)
情境法也叫视听法。针对听说法脱离语境，孤立地练习句型，影响培养学生有效使用语言能力的问题，它吸取了直接法和听说法的许多优点。充分利用幻灯机、录音机、投影机、电影和录象等视听教具，让学生边看边听边说，身临其境地学习外语，把看到的情景和听到的声音自然地联系起来，强调通过情景操练句型，在教学中只允许使用目的语。
翻译法历史悠久，其优点是：
1.学生语法概念清晰；
2.阅读能力较强，尤其是遇到长而难的句子时通过分析句子结构便能理解意思；
3.有助于培养翻译能力和写作能力。
翻译法的缺点是：
1.忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；
2.教学方式单一，学生容易失去兴趣。
见解：个人认为，翻译法是很常见的一种教学法，学生容易理解，但不利于外语口语发展。
八、全身反应法(TPR,TotalPhysicalResponse)
这种方法倡导把言语和行为联系在一起,通过身体动作教授外语。教师先把教学内容设计成一系列指令式语言项目,然后让学生对这些项目用身体做出反应。
英语教学法chapter 4 GTM 语法教学
6) Accuracy • Accuracy is emphasized. Students are expected to attain high standards in translation.
• 7) The role of native language: • Classes are taught in the mother tongue. The students’ native language serves as the medium of instruction. •
1) The goal of foreign language study 2) The major focus in teaching S As a result of emphasis on written language teaching, learner’s reading levels and abilities in solving problems are enhanced. W It overemphasizes on written language. Listening and speaking are neglected. As a result, students can not express themselves accurately in spoken English, which in turn restrict the development of learners’ ability in reading and writing.
Strengths
5) The role of native language • Since the textbooks are taught through the medium of mother tongue, communication between teachers and learners causes few linguistic problems.
Englishteachmethod（英语教学方法）
Englishteachmethod（英语教学方法）第一篇：English teachmethod(英语教学方法)（一）传统的英语教学法：1.文法翻译法(The Grammar-Translation Method)2.直接教学法(The Direct Method)3.听说教学法(The Audio-Lingual Method)。
教学观:在结构学派的理论中，〝语言〞被视为一组在声韵、构词、句法上彼此关连，又能用来传情达意的结构体。
在这个结构体中，每个组成份子之间都有直线性的关连，并受到上一层级语言结构的规范。
因此，根据结构学派的观点，学习语言就是去学习标的语之组成结构及其规则。
当然，ALM的兴起除了大受结构学派的影响之外，行为心理学（behavioral psychology）也是其理论根基之一。
根据行为心理学的研究，人类学习的模式（包括学习语言在内）是由下列三个元素所形成：刺激（stimulus;L2）；反应(response;学生对L2的反应和表现)；强化(reinforcement；老师或同学的称赞，或使用L2的自信心)。
换言之，要学好一种语言，就是要去学习一整套正确合宜的刺激—反应语言模式。
ALM是听说教学先于读写教学；它较重视结构(form)与形式(structure)如时态、语法、句型结构，却较不重视意义（meaning）；械式的练习（drills）对学生的归纳能力有很大的帮助。
(4)字汇和句型的教学必须在L2的文化情境当中。
教学活动与学习型态对话（dialogues）与机械式的练习（drills）是ALM最常见的教学活动。
对话可以为L2中的生字或句型提供切合的情境，教师亦此来纠正学生的发音、重音、语调或节奏。
对话中出现的重要句型通常会再独立抽出，化为各样的练习题。
学生的责任就是覆诵，然后记熟。
（二）现代的英语教学法：1.默式教学法(The Silent Way)2.暗示感应教学法(Suggestopedia)3.肢体反应教学法(Total Physical Response)教学观:Asher认为，语言是由一群具体和抽象的元素所组成，而学习者只要学习文法及具体的的元素（如祈使句中的〝动词〞和具像名词）即可。
grammar translation教学法
grammar translation教学法Grammar Translation教学法是一种传统的语法翻译教学方法，偏重于语法规则的教授和学习。
在这个教学法中，学生通过分析和翻译句子来学习语言的规则和结构。
虽然目前更多的教学方法和理论强调交际能力的发展，但Grammar Translation教学法仍然被一些教师使用。
本文将介绍Grammar Translation教学法的背景、原则、教学过程、优缺点以及与其他教学法的对比。
一、背景Grammar Translation教学法起源于19世纪末20世纪初的欧洲，是当时的语言教学主要方法之一。
当时的语言教学以翻译和语法教学为主，学生需要熟练掌握词汇和语法规则。
这是因为学生通常需要掌握一种外国语作为他们的第二语言，以便解读和翻译文学作品和社会文化文本。
二、原则Grammar Translation教学法的主要原则包括：1. 强调语言的准确性和逻辑性，鼓励学生使用正确的语法和词汇。
2. 强调对学生母语的影响，特别是对比学生母语和目标语言之间的差异。
3. 以句子为单位进行教学和学习，通过翻译句子来掌握语言规则和结构。
4. 教师在教学过程中发挥重要作用，负责讲解语法规则、解答学生的问题、提供词汇列表等。
三、教学过程Grammar Translation教学法的教学过程通常包括以下几个步骤：1. 教师讲解语法规则，解释语法现象和结构。
2. 学生通过翻译句子来巩固和应用所学的语法规则。
3. 教师提供词汇和句子的列表供学生记忆和使用。
4. 学生进行语法分析和句子翻译，理解目标语言和母语之间的差异。
5. 学生通过写作、阅读和翻译练习来巩固所学的语法和词汇。
四、优缺点Grammar Translation教学法具有以下优点：1. 强调语法和词汇的学习，使学生掌握语言的准确性和逻辑性。
2. 适用于学习阅读和翻译方面的能力，对于学术研究和文学翻译有一定的帮助。
3. 教师在教学过程中发挥重要作用，能够提供即时的反馈和帮助。