语法翻译法重点

语法翻译法
1.教材 the teaching material are arranged according to grammar system.
2.理论基础：theory of language is traditional
linguistics.\theory of learning is Faculty Psychology.
3.核心focus: grammar is regarded as the core of language
,grammar is the main content in f l classroom.
4.语言技巧language skills: reading and writing are emphasized because literary language is considered superior to spoken language and is therefore the language students should study，little attention is paid to speaking and listening.
5.教学过程的方法 teaching process techniques: reading.\ translation .\deductive teaching for grammar.\analysis and comparision \memorization \reading comprehension questions\ written work\
6. 主要实践技巧main the principal practice technique : translation from and into the target language
7.教学单位the sentence is the basic unit of language teaching and learning.
8.most important aspect of language :the written form of language is most important aspect of language.
9.本族语的应用the teacher use the native language of students as the main medium of instruction.
10.强调重点the teacher emphasizes accuracy rather than fluceny.
11.最终目的objectives: the ultimate purpose of G-T method is to enable the learners to read and translate the literature, the other object are to provide students with good mental exercises that helps to develop their minds and to gain a better understanding of the first language.
Background背景--The history of the Grammar-Translation Method is not fully and carefully documented.
⑴ 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 th e application of grammatical rules in translation exercises in teaching Latin.
⑵The 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 to study the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means in study foreign culture through literary works.
⑶Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages.
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.
Definition定义--It is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities. At one time it was called classical Method since it was first used in the teaching of the classical languages of Latin and Greek.
Main features主要特点-- ⑴Grammar is the core of language, and language materials are arranged according to the grammar system. ⑵The main teaching activities are analysis, explanation and translation. ⑶The major practice is translating from and into the target language. ⑷The teaching
focus is reading writing. ⑸First language is the main medium of instruction. ⑹The sentence is the basic unit of language teaching and learning. ⑺Language accuracy is emphasized. Objectives目的---The objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the learners: ⑴to read and translate its literature;
⑵to understand the target language; ⑶to help develop their minds; ⑷to gain a better understanding of the first language. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and translate its literature. Students are required to memorize the grammatical rules in order to understand the target language. The other objectives of method are to provide students with good mental exercises that helps develop their minds, and to gain a better understanding of the first language.
Procedures过程---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: ⑴Phase One ①The teacher reads and explain the new words and expressions in the first language. ②The teacher teaches the new grammar with deductive method. ⑵Phase Two ①Students are asked to read a few sentences out aloud and translated them into the first language. ②The teacher analyses some difficult sentence and translates them into their native language first literally and then freely.
③Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves. ⑶Phase Three ①Students are asked to write the answers to the questions about the reading passage.
②Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary. Techniques方法和技巧--- A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: ⑴Reading Reading passages are planned around the sequenced grammatical structures and
vocabulary to be studied and are excepted from literary works or carefully written by a compiler, including particular grammar rules and vocabulary. ⑵Translation Translation can be employed in presenting a new grammatical item, understanding a new passage or as exercises at the end of a lesson. ⑶Deductive teaching of grammar Grammar rules are taught directly by the teacher, with exceptions to each rules noted. ⑷Analysis and comparison Difficult sentences are analyzed in detail and compared with the first language sentences. ⑸Memorization Students are required to memorize bilingual word lists and grammatical rules.
⑹Reading comprehension questions Different questions are designed for students to answer to check the understanding of the reading passage. ⑺Written work Fill-in-the-blanks is one kind if written work. Using new words to make up sentences is another type of written work. Composition is frequently employed in traditional foreign language teaching. Theory of language语言理论--⑴All languages originate from one language and are ruled by a common grammar The theory of language underlying in the Grammar-translation Method was derived from Comparative Historical Linguistics. Some linguists believed that all languages originated from one language and were ruled by a common grammar. ⑵The 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 of language is superior to the spoken form. The traditional linguists gave priority of 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 and literary excellence. ⑶The students’ first language is the reference system in the learning of the target language. 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 meanings. The students’ first language is the
reference system in the learning of the target language. Theory of learning学习理论---⑴The mind of human beings has various faculities that can be trained
separately.⑵Understanding and memorization of complicated grammatical rules of languages help to develop mentality.
⑶Latin grammar is the most logical and well-organized grammar. ⑷The language was a body of knowledge to be learned, with an emphasis on intellectual rigor.
Advantages-优点⑴It 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. ⑵It 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. ⑶It is easy for teacher to use. The Grammar-Translation Method makes few demands on teacher although it often creates frustration for students. It is relatively easy to apply.
Disadvantages缺点---⑴Overemphasis on translation, dependence on first language. Overemphasis on translation can never emancipate the learners from dependence on the first language. ⑵Too 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.
⑶Not meeting the communicative and practical needs of the students. Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesn’t meet the practical needs of the learners. ⑷Rote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
1-How did the Grammar-Translation Method develop
into its present form? Before the 16th century, Latin was the language of communication in the Western World. Then in the 16th century, modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. With the development of modern languages, Latin gradually became displaced as a living language. The main purpose of learning Latin was to study the classical culture. Grammar analysis and translation proved to be effective means in study foreign culture through literary works. The mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms and translation between languages. Grammar analysis and translation became the basic procedures in the 18th century. Thus the Grammar-Translation Method became the principal method of teaching modern languages in schools.
2-What is the focus of a Grammar-Translation classroom? It is the teaching of the foreign language grammar. Grammar is the core of language, and teaching materials are arranged according to the grammatical system. The processing of learning grammar is considered an important means of training mental abilities.
3-What language skills are emphasized? Reading and writing are emphasized in a Grammar-Translation classroom because literary language is regarded as superior to spoken language. Therefore the language learners should study written language. The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.
4-What is the main technique used in a Grammar-Translation classroom? Translation is the main techniques used in a Grammar-translation classroom. General speaking, literary translation should be followed by free translation; and sentence translation followed by passage translation. A Grammar-Translation teacher also uses the following techniques: reading passages from literary works; teaching
grammar using a deductive approach; analyzing and comparing difficult sentences with students’ first language; memorizing word lists with the first language translation; and memorizing grammar rules and paradigms; using questions to check students’ comprehension of the reading passage; using fill-in-the-blank exercises, making up sentences and writing composition.
5-What is the most important aspect of language according to the Grammar-Translation Method? According to the Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules play an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. Understanding and mastering the morphology and syntax will develop students’ ability of analyzing and solving problems.
6-Are the techniques of Grammar-Translation acceptable to you? Why? I don’t think the techniques of Grammar-translation are acceptable to us. We can find some disadvantages in the Grammar-Translation Method. First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second, it put too much emphasis on reading and writing and neglects listening and speaking. Third, knowing a large number of grammatical rules can not ensure that students use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesn’t meet the practical needs of the learners. Last, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
7-Which of the principles of the Grammar-Translation Method do you think are still applicable in modern language teaching? We can discover some valuable principles of the Grammar-Translation Method are still
applicable in modern language teaching and learning, such as knowledge of grammar (language rules) facilitates learning. The term “grammar” is so familiar to linguists, language teachers and learners that it is sometimes difficult to stand back and look at it clearly. Some linguists have argued that grammar teaching is unnecessary, and emphasis should not be put on the teaching of grammar. On the other hand, other linguists have argued that grammar is an immensely pervasive phenomenon. It is an integral part of language, so that the more we can find out about how grammar is learned and used, the better placed we will be to teach it effectively. We learners consider that grammar is not only necessary,
but also very important in language teaching and learning. The understanding of grammar helps us build up confidence in using the target language and encourages us to use the language accurately and appropriately. We think that grammar teaching and learning can be useful in learning the target language. But we also think that grammar teaching and learning should focus on developing the learners’communicative ability more than presenting and explaining grammatical rules. Nevertheless, we feel that there is still room for improvement, especially the design of the exercises in the materials since we have not yet experienced the effect on listening and speaking in grammar teaching.。