(完整版)GrammarTranslationMethod语法翻译法
语法翻译法、听说法、交际教学法论文外语教学论文
语法翻译法、听说法、交际教学法论文外语教学论文摘要：在现代外语教学中教师对于不同的教学对象应采用不同的方法和技巧。
在不同的教学阶段，对不同的教学法侧重也应有所不同。
基础阶段应侧重语言能力，适当借助语法翻译法和听说法来培养语言能力并兼顾交际能力。
从基础阶段到中级到高级阶段，侧重点应逐渐从基本句型向复杂句型和篇章结构、语用原则转移，从培养语言能力向培养交际能力转移。
一、教学方法概述1.语法翻译法（Grammar Translation Approach）。
语法翻译法起源于中世纪欧洲人教希腊文和拉丁文的方法，在我国通常被称为传统教学法。
语法翻译法主张用母语教学外语，以翻译为主要学习活动和教学手段，教学经常把毫无联系的句子翻译成母语。
这种方法重视单词的结构和变化，通过将讲解和分析学习复杂的语法句子，句子是教学和练习的基本单位。
语法翻译法要求学生很早就开始阅读难度较大的古典文献，但在阅读中并非重视文本的内容和意义，而是当作语法分析的练习材料，不重视语音能力的培养。
2.听说法（Audio-lingual Approach）。
听说法产生于第二次世界大战爆发后的美国。
美国军队为在短期内培养大批掌握外语口语能力的军人，采取一系列措施和手段强化训练士兵的听说能力，听说法在这种情况下应运而生。
听说法也叫口语法（oral approach）、句型法（pattern method）。
60年代末，听说法开始受到批评，逐渐失去影响。
听说法的理论基础是结构主义语言学和行为主义心理学。
其主要特点是：听说领先，在口语的基础上培养书面语；围绕句型学习语言；语言的学习是一套习惯形成；反复模仿，形成自动化；提倡用直观的手段，尽量不使用母语；对比结构，确定难点。
3.交际法（Communicative Approach）。
70年代初，随着欧共同体国家间的交往扩大，语言成了最大障碍，为了培养具有实际能力的外交人才，在这种情况下交际法便诞生于西欧共同体中。
英语中常见的教学方法有哪些
英语中常见的教学方法有哪些在英语教学的广袤领域中，存在着多种多样的教学方法，每种方法都有其独特的特点和适用场景，旨在帮助学生更有效地学习和掌握这门语言。
以下是一些常见的英语教学方法。
一、语法翻译法（GrammarTranslation Method）语法翻译法是历史悠久且较为传统的教学方法之一。
在这种方法中，教师会重点讲解语法规则，通过母语对语法点进行详细解释，并要求学生将句子从外语翻译成母语，或者从母语翻译成外语。
优点在于它能够帮助学生系统地学习语法知识，培养学生阅读和写作的能力。
对于一些需要深入理解语法结构的学术研究或对语言精准度要求较高的场景，这种方法具有一定的优势。
然而，其缺点也较为明显。
过度强调语法规则可能导致学生在实际交流中过于拘泥于语法，而忽视了语言的流畅性和自然性。
同时，翻译练习可能无法真实反映语言在实际语境中的运用，学生的口语和听力能力得不到充分锻炼。
二、直接法（Direct Method）直接法强调直接用外语进行教学，不借助母语的翻译。
教师通过实物、图片、动作等直观手段来展示语言的意义，让学生直接建立外语与事物之间的联系。
这种方法有助于培养学生的外语思维，提高学生的听说能力和对语言的直接反应能力。
学生能够更快地适应真实的语言环境，减少母语的干扰。
但直接法也存在挑战。
对于一些抽象概念或复杂的语法现象，仅通过直观手段可能难以清晰解释。
而且，如果学生的语言基础薄弱，一开始就完全脱离母语可能会让他们感到困惑和焦虑。
三、听说法（AudioLingual Method）听说法注重培养学生的听说能力，强调语言的模仿和重复。
教师会提供大量的语言范例，让学生反复模仿、操练，以形成语言习惯。
优点是能够快速提高学生的口语表达准确性和流利度，尤其适合初学者打下坚实的语言基础。
同时，通过大量的听力输入，有助于提高学生的听力理解能力。
不过，听说法可能会使教学过程显得较为机械和枯燥，缺乏对语言意义和文化背景的深入探讨。
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。
语法翻译法(最全版)PTT文档
语法翻译法的典型教学流程
复习
教授新词
教授语法
布置作业
巩固练习 讲解课文
传统语法翻译法的教学特点
1、教学目的是培养学生阅读外语范文（特别 是古典文学作品）和模仿范文进行写作的 能力，以应试为目的。
2、翻译是教学的基本手段。外语翻译成母语， 母语译成外语的逐词翻译是教学的基本手 段。外语知识的讲解、练习、巩固和阅读 技能的培养都采用翻译方法。
舌 tongue 鼻 nose 牙齿 teeth 它的出现为建立外语教学法作为一门独立的科学体系奠定了基础” 。
5、教师权威性不利于课堂教学开展。
翻译法重视语言知识的传授，忽视口语教学，为了完善翻译法，便产生了自觉对比法。
语法词汇： 5、文学语言优于口语；
3、课堂教学简洁方便，易于教室管理。
名词 noun 动词 verb 其代表人物为奥朗多弗（H．Ollendorff）和雅科托（Jacotot）等。
产生及盛行的原因
1、学习拉丁文是为了能够读懂该文字撰写的 经典作品以及官方文件，于是阅读成为学习 外语的首要任务。
机械原子观 2、古典语言教学意在对学习者进行智力和思 维训练，人们认为语法是训练思维的最佳材 料。
3、机械主义哲学在当时学术界占统治地位。 该主义认为：一切语言源于同一种语言，它 们拥有共同的语法及词汇概念，差别仅表现 为发音和书写形式的不同。
4、易于检验学习成果， 对教师要求降低。
语法翻译法在对外汉语教学中的应用
2、古典语言教学意在对学Байду номын сангаас者进行智力和思维训练，人们认为语法是训练思维的最佳材料。
案例1： 老师，这个怎么说？America。
学生很少提问，学生之间交流更少。 所谓自觉是通过语言分析以理解所学材料的内容含义，是指学生把注意力集中于语言形式本身，而不是这些语言形式所表达的思想内
grammar-translation method 语法翻译教学法
structure
1)The teacher reads and explains the new words, expressions and the new grammar in the first language. 2)The teacher analyses some difficult sentences and translates them into their native language first literally and then freely.
A good mastery of the grammar system The improvement of ability of reading comprehension and solving problems. Communication between T and S cause few linguistic problems
The Strategies
explaining the grammar in detail understanding and memorizing the rules doing a large number of grammatical exercise.
The Functions of GTM
Grammar-translation Method
Group 6
Introduction
Meaning Alias Origin: Latin Teaching Method Representative figure: H.Ouendorff
Jacotot Goal: reading skills & writing skills Focus: grammar
阅读材料之外语教学法主要流派
阅读质料一外语讲授法主要流派从外语教诲的历史看，种种讲授法层出不穷，先后有翻译法、直接法、听说法、视听法、全身反响法、成果法、浸入式讲授法、全语言讲授法、任务型讲授法等。
围绕教诲要领的争论已连续了几十年，归根结底，语言观，即对语言的看法，是教诲要领的底子，有什么样的语言观，就有什么样的讲授要领。
以下逐一介绍外语讲授法的几个重要流派及其特点。
一、翻译法(Translation Method)翻译法又叫语法翻译法(Grammar-Translation Method)，是指用母语来传授外语的一种要领。
18世纪以前，作为外语的拉丁语是西欧文化教诲和著书立说的国际语言，传授拉丁语的主要要领是翻译法，内容以阅读拉丁语的书籍为主。
到了18、19世纪，法语、英语等现代语言在西欧国度兴起了，在传授法语、英语的开始阶段，由于一时找不到新的、有效的外语讲授要领，学校就自然沿用了教古典拉丁语的翻译法来传授这些现代语言。
1．翻译法的语言观：语言是书面语，语言是一种知识，是由语音、语法和词汇组成的标记体系2．翻译法的主要特点（1）母语与所学语言经常并用，即西席说出一个外语词后，马上翻译出对应的母语词；西席说出一句外语句子后，马上将其译成母语；西席逐句分段地读连贯的外语课文，然后再逐词逐句地用母语翻译过来。
（2）整个外语讲授历程中，学生始终与两种语言打交道，讲授中强调两种语言的机器比拟和对译.●如：Class begins.开始上课了。
●Now open your book，please.现在，请打开书本。
●Turn to page five.翻到第五页。
●Let‘s read the text现在我们来读课文。
●......二、直接法(Direct Method)直接法是指通过运用外语自己进行外语讲授的要领。
在讲授中，西席不消母语，不进行翻译，也不作语法阐发，直接把外语和它所表达的事物直接联系起来，西席通过种种直观手段让儿童直接学习外语，直接理解外语，直接运用外语。
tesol的三种英语教学方法
tesol的三种英语教学方法
TESOL的三种主要英语教学方法如下：
1. 语法翻译法（Grammar Translation Method）：此方法主要依赖于对目标语言的阅读和对母语的翻译。
它注重语法的讲解和词汇的机械记忆。
虽然这种方法在一定程度上可以帮助学习者理解复杂的语法结构，但过分依赖母语和机械记忆可能会导致语言使用的僵化。
2. 直接法（Direct Method）：与语法翻译法不同，直接法强调通过目标语言本身来学习，尽量不使用母语。
它注重口语和听力的练习，以及实物、图片和肢体语言的辅助。
这种方法有利于培养学习者的语言直觉，但可能对初学者来说难度较大。
3. 情境法（Situational Method）：情境法强调语言在实际生活情境中的应用。
它通过模拟真实场景，如购物、旅行、面试等，来教授语言。
这种方法有助于学习者理解语言的实际用途，但可能过于依赖特定的情境。
以上信息仅供参考，如有需要，建议咨询专业TESOL教师。
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。
外语教学法主要流派及其介绍
外语教学法流派介绍外语教学法主要流派及其特点一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是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。
其突出的特点是：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。
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。
二、直接法(Direct Method)直接法也叫自然法(Natural Method)、心理法(Psychological Method)、口语法(Oral Method)、改良法(Reformed Method)。
针对翻译法不能培养学生听说能力的缺点，直接法于19世纪末在欧洲产生。
它包含三个方面的意思：直接学习、直接理解和直接应用。
其主要特点是：不允许使用母语，用动作和图画等直观手段解释词义和句子。
直接法流行甚广，其优点是：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 强调直接学习和直接应用，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。
其缺点是：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(Audiolingualism, Audiolingual Method)听说法于20世纪40至60年代盛行于美国。
英语教学法 之 Grammermethod.
Unit 2 Communicative Language Teaching （交际教学，简称CLT） Traditional teaching methods (传统教学法） 1 Grammar-translation Method （语法翻译法) 2 Direct Method （直接法） 3 Audio-lingual Method （听说法)
MMC :
• 8：00—8：10 同类型Ｉ • ８：１０－８：２０ 同类型Ｉ但两人一组 对话及学生上讲台对话时间减少５分钟。 • ８：２０－８：３０ 句型操练――机械操 练：同类型Ｉ句型操练，但减少每一步骤时 间。 • ８：３０－８：４０ 句型操练有意义练习： 教师给出情景，要求学生用动词现在进行时 的形式表达。情景如下：
1grammartranslationmethod语法翻译法?历史最长与使用最广泛的方法之一?培养学生阅读外语范文和模仿范文进行写作的能力目的教师向学生灌输知识的单向行为?教师向学生灌输知识的单向行为?重视读写轻视听说?课堂用语大部分是母语
Revision
• 1 Key points • 2 Reflection (T) • 3 Ss’ practice (assignment checking)
• T: Zhang, please stand up. (After Zhang stood up.) • T: (To the class): Now Zhang is standing, but you : (To Zhang): Zhang, please go to the door. • T: (To the class, while Zhang is walking to the door): Now Zhang is walking to the door. 用不同的动词做了类似的练习后，教师总结动 词现在分词变化规律及现在进行时的意义。 8：25—8：30 根据教师示范，学生两人一组， 一个说英语，一个做动作，练习动词现在进行 时。 • 8：30—8：45 教授新课文：教师出示一幅表 述课文内容的图画。一边讲解图画，一边检查 学生是否理解。讲解后根据图画提问，要求学 生回答。 • 8：45—8：50 学生两人一组根据图画提问与 回答。
grammar translation 语法翻译法
16.Identity noun. Identity card Identify vt. 他感到有义务指认犯人 He felt obliged to identify the criminal. Expressions: 1.at one time 表达“曾经/一度”,是过去时态的标志,相当于 once This actress enjoyed good reputation at one time.这个女演员一度享有很高的声誉
• 6.Grammar is taught deductively-that is,by presentation and study of grammar rules,which are then practiced through translation exercises. • 7.The student's native languge is the medium of instruction.
6. worship n. 祟拜 act of worship 宗教仪式 hero worship （盲目的）英雄崇拜 7.sacred: adj. 宗教的/神圣的 sacred music 圣乐/宗教音乐 sacred promise 神圣诺言 sacred song 圣歌 the sacred name of the God 上帝的圣 名 sacred rights 神圣的权利
3.Be equipped with 配备了... 这辆车配了空调 The car is equipped with air conditioner. 4.beneath=under 是on的反义词,表示和某物接触并在它的正下 方 例如:He is standing under/beneath the umbrella(接触 在下面) • 但是under它既可以表示相接触,也可以表示 不接触 • 不接触时不可与beneath互换
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.
外语教学法主要流派介绍及区别
外语教学法主要流派介绍及区别一、语法翻译法（Grammar Translation Method）（一）概念语法翻译法以培养学生的阅读能力为主要教学目的，强调阅读原著和名著，不注重口语。
学生在学外语的过程中，要背诵词汇、语法规则，运用语法规则做翻译练习等，以得到逻辑、思维的练习。
（二）特点1.教学内容。
以系统的语法知识为外语教学的基础，注意语法形式的分析和语法规则的掌握。
2.教学手段。
母语、外语翻译，用大量笔头翻译和写作练习来检验语法规则的掌握情况。
3.教学方法。
用母语进行教学，无论语法知识还是课文内容都用母语进行讲解。
以教师为中心来展示和解释语言中的语法概念和规则，再进行翻译。
（三）评价优点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。
缺点1.以教师为中心向学生灌输知识，缺乏趣味性，不能发货学生的主动性。
2.孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法。
3.重视语法规则，轻视听说。
4.大量使用母语，阻碍了外语的积极使用。
二、直接法（Direct Method）（一）概念直接法通过外语本身进行的会话、交谈和阅读来教外语，基本不用母语，不用翻译和形式语法。
第一批词的词义是通过指示实物、图画或演示动作来讲解的。
（二）特点强调模仿，主张用教儿童学习本族语言的方法，“通过说话学说话”的方法来学习外语，不允许使用母语，用动作和图画等直观手段解释词义和句子，要求外语与思想直接联系。
教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。
（三）评价优点1.采用各种直观款具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2.强调直接学习和直接应用，注量语言实践练习，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，对许多语言现象只知其然而不知其所以然，导致学生说出的话语法错误较多。
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
中学英语常用教学方法
中学英语常见的教学方法介绍1.语法翻译法(grammar translation method)2.直接法(direct method)3.听说法(audio-lingual method4.视听法(audio--visual approach)一、语法翻译法(grammar translation method)(一)语法翻译法及其理论基础1．定义：语法翻译法(grammartranslationmethod)，又称“翻译法”、“传统法”、“古典法”。
它是以系统的语法知识教学为纲，依靠母语，通过翻译手段，重在培养外语读写能力的教学法。
2．起源：起源于中世纪欧洲人教希腊文和拉丁文的方法，18世纪开始教英语、法语、意大利语等现代语言时，仍沿用这一古老的方法。
3．创始人：18世纪末、19世纪初，德国语言学家奥伦多夫等人对语法翻译法进行理论上的总结和阐述，才使语法翻译法成为一种具有完整系统的第二语言教学法。
4．理论基础：①语言学基础是历史比较语言学；②心理学基础是18世纪德国的官能心理学，创始人是德国哲学家沃尔夫。
(二)语法翻译法的主要特征语法翻译法的主要特征包括5个方面。
(1)以培养读写书面语能力以及发展智力为主要目标。
(2)以系统的语法知识为教学的主要内容，对语法规则进行详细的分析，要求学生熟记并通过翻译练习加以巩固。
(3)词汇的选择完全由课文内容决定，用对译的生词表进行教学，句子是讲授和练习的基本单位。
(4)用母语进行教学，母语和外语互相翻译是主要的教学手段、练习手段和评测手段。
(5)阅读领先，重视阅读能力和翻译能力的培养，强调学习规范的书面语，注重通过阅读外语名著来学习外语。
(三)语法翻译法评价1．主要优点：①有助于学生牢固掌握系统的语法知识，阅读和翻译水平较高；②采用母语讲授，可以减轻教师的压力，还可以节省课堂教学时间。
2.缺点：（5个）①忽视口语教学和语音教学，缺乏听说能力的训练；②过分地强调语法规则的教学，忽视语言技能的训练；③教学内容、教学过程比较枯燥（指经典文学作品）；④利用母语教学，过分地强调翻译，不利于培养学生运用目的语进行思维和交际的能力；⑤以教师为中心，教学方式单一，学生缺少实践机会，课堂气氛沉闷。
中学英语常见的教学方法之语法翻译法
中学英语常见的教学方法之语法翻译法赣县吉埠中学龙建国语法翻译法(grammar translation method)(一)语法翻译法及其理论基础1．定义：语法翻译法(grammar translation method)，又称“翻译法”、“传统法”、“古典法”。
它是以系统的语法知识教学为纲，依靠母语，通过翻译手段，重在培养外语读写能力的教学法。
2．起源：起源于中世纪欧洲人教希腊文和拉丁文的方法，18世纪开始教英语、法语、意大利语等现代语言时，仍沿用这一古老的方法。
3．创始人：18世纪末、19世纪初，德国语言学家奥伦多夫等人对语法翻译法进行理论上的总结和阐述，才使语法翻译法成为一种具有完整系统的第二语言教学法。
4．理论基础：①语言学基础是历史比较语言学；②心理学基础是18世纪德国的官能心理学，创始人是德国哲学家沃尔夫。
(二)语法翻译法的主要特征语法翻译法的主要特征包括5个方面。
(1)以培养读写书面语能力以及发展智力为主要目标。
(2)以系统的语法知识为教学的主要内容，对语法规则进行详细的分析，要求学生熟记并通过翻译练习加以巩固。
(3)词汇的选择完全由课文内容决定，用对译的生词表进行教学，句子是讲授和练习的基本单位。
(4)用母语进行教学，母语和外语互相翻译是主要的教学手段、练习手段和评测手段。
(5)阅读领先，重视阅读能力和翻译能力的培养，强调学习规范的书面语，注重通过阅读外语名著来学习外语。
(三)语法翻译法评价1．主要优点：①有助于学生牢固掌握系统的语法知识，阅读和翻译水平较高；②采用母语讲授，可以减轻教师的压力，还可以节省课堂教学时间。
2.缺点：（5个）①忽视口语教学和语音教学，缺乏听说能力的训练；②过分地强调语法规则的教学，忽视语言技能的训练；③教学内容、教学过程比较枯燥（指经典文学作品）；④利用母语教学，过分地强调翻译，不利于培养学生运用目的语进行思维和交际的能力；⑤以教师为中心，教学方式单一，学生缺少实践机会，课堂气氛沉闷。
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。
语法翻译法讲述
教授新词
讲解 语言材料
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。
切合 原意翻译
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。
2.母语和外语进行对比，双语教学更利于学生掌握
优 点
英语知识。 3.重视培养阅读能力，强调学习原文，大量阅读。 4.重视学生的理解能力，系统讲授语法知识，强调 背诵规则和解来掌握外语。
5.课堂教学简洁方便，易于教师管理。
语 法 翻 译 法 对 教 师 的 要 求
1、在进行读写训练的同时，加强听说训练，培养学生的综合语言 能力。 首先，教师要把口语能力的培养提高到一个较高层次来认识。 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，教师本人要提高自己的口语能力。因为教师可以给学习 者以潜移默化的熏陶和引导作用。 最后，教师应把现代科技教学手段引入课堂以加强口语教学。 2、以学生为中心，努力激发学生的学习热情。 首先，现代教育“越来越重视‘以学习者为中心’的教学方法” 影响教学的因素不仅在教的方面，而且在学的方面。学习者年龄、 动机、甚至性格都是制约学习结果的主要原因。因此，教法的选择、 教学内容的安排和设计都要符合学习者年龄特征及个性心理特征。 其次，整个小学阶段，老师应该着重培养学生的听、说、做、 演的能力。单纯用语法翻译法进行教学是难以取得理想效果的。教 师必须在课堂上组织各种活泼多样的活动来激发他们的学习兴趣， 用各种有趣的练习帮助他们学习和掌握语言技巧及技能。
现代英语教学法主要流派
一、语法翻译法（the Grammar-Translation Method）从中世纪开始，欧洲人采用的教学方法就是语法翻译法（the Grammar-Translation Method）。
到了十八世纪，欧洲的学校虽然开设了现代外语课，但仍然沿用语法翻译法，当时语言学的研究对象基本上还是书面语。
人们学习外语的目的，主要是为了阅读外语资料和文献。
德国语言学家奥朗多弗（H.Ollendorff）等学者总结了过去运用语法翻译法的实践经验，并在当时机械语言学（mechanical linguistics）、心理学（psychology）的影响下，给语法翻译法以理论上的解释，使语法翻译法成为一种科学的外语教学法体系。
语法翻译法是为培养阅读能力服务的教学法，其教学过程是先分析语法，然后把外语译成本族语，主张两种语言机械对比和逐词逐句直译，在教学实践中把翻译当成教学目的，又当成教学手段。
语法翻译法重视阅读、翻译能力的培养和语法知识的传授，忽视语言技能的培养，语音、词汇、语法与课文阅读教学脱节。
二、直接法（the Direct Method）直接法（the Direct Method）是十九世纪下半叶始于西欧的外语教学改革运动的产物，是古典语法翻译法的对立面。
德国外语教育家菲埃托(V.W.Vietor)是最早提出直接法的教学法构想的先驱人物。
十九世纪语音学的建立和发展为直接法提供了语音教学的科学基础，直接法主张采用口语材料作为教学内容，强调模仿，主张用教儿童学习本族语言的方法，"通过说话学说话"的方法来学习外语，教学过程是一句话一句话听、模仿、反复练习，直到养成语言习惯。
教学中只用外语讲述，广泛利用手势、动作、表情、实物、图画等直观手段，要求外语与思想直接联系，绝对不使用本族语，即完全不借助于翻译，语法降到完全不重要的地位。
1898年，在维也纳召开的国际现代语言教师大会上，直接法的一些做法得到了接受。
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language.
Main features
Grammar is the core of language, and language materials are arranged according to the grammar system.
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.
The Grammar-Translation Method is a method of foreign or second language teaching derived from the classical method of teaching Greek and Latin which uses translation and grammar study as the main teaching and learning activities.
By the 19th century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools.
According to Jack C. Richards and Theodore S. Rodgers in their book Approaches and Methods in Language Teaching, Grammar translation method is a method for which there is no theory.
Grammar is taught deductively. The major practice is translation from and into
the target language. The teaching focus is reading and writing. First language is the main medium of instruction. The sentence is the basic unit of language
Translation Method
Grammar Translation
Method
Lexicon Translation
Method
Translation Comparison
Method
Modern Translation Method
What is Grammar Translation Method?
Approaches and Methods in Lanmar translation method
Ollendorff’s method / Jacotot’s method
Traditional method
Classical method / Old method
Background
In Middle Ages, Latin was the dominant language of education, commerce, religion, and government in the Western world. In the 16th century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As “modern” languages 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.
The study of classical Latin and an analysis of its grammar and rhetoric became the model for foreign language study from the 17th century to the 19th century.
Do you agree?
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.
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 );