外语教学理论与方法

It views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. 2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. 3. Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
5. Accuracy is emphasized. Students are expected to attain high standards in translation. 6. Grammar is taught deductively—that is, by presentation and study of grammar rules, which are then practiced through translation exercises. In most Grammar-Translation texts, a syllabus was followed for the sequencing of grammar points throughout a text, and there was an attempt to teach grammar in an organized and systematic way.
The major characteristics
1.The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammatical rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
In the eighteenth century In eighteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin.Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constructed to show the grammar rules and had no relation to the language of real communication.
In a typical Grammar-Translation text, the grammar rules are presented and illustrated, a list of vocabulary items is presented with their translation equivalents, and translation exercises are prescribed. 4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.
Part I The Language Learning and Teaching before 19th Century • 500 years ago • In the eighteenth century • By the nineteenth century
500 years ago
500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead language. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences.
Chapter I
A brief history of language teaching
This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. Changes in language teaching methods throughout history have reflected a. Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b. Changes in theories of the nature of language and of language learning.
It is easy for teacher to use. The GrammarTranslation Method makes few demands on teacher although it often creates frustration for students. It is relatively easy to apply. Disadvantages • Overemphasis on translation, dependence on first language. Overemphasis on translation can never emancipate the learners from dependence on the first language. • Too much emphasis on reading and writing, neglect of listening and speaking. It put too much emphasis on reading and writing and neglects listening and speaking.
Advantages and disadvantages
Advantages
• It makes use of the first language. In Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language. • It helps students develop reading comprehension and production of written language. Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. The focus on understanding literary texts provides the situation in which reading and writing are well trained.
7. The students’ native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student’s native language.
By the nineteenth century By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the GrammarTranslation Method.
ቤተ መጻሕፍቲ ባይዱ
Part II The GrammarTranslation Method • • • • The general idea The principal characteristics Advantages and disadvantages Conclusion
The general idea • Grammar Translation was offspring of German scholars. • Some exponents: Johann Seidenstucker, Karl Plotz，H.S.Ollendorf, and Johann Meidinger • The object is “to know everything about something rather than the thing itself”.