语法翻译法存在的价值Word文档格式.docx

语法翻译法存在的价值Word文档格式.docx

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[KeyWord]

GrammarTranslationMethod;

Reality;

Reform;

Innovation

I. 

Introduction

Inthelonghistoryofforeignlanguageteaching,grammartranslationistheoldestteachingmethod.Vocabularyandgrammararethemaincontentsofteaching.SincetheXXthcentury,withthedevelopmentofscienceandtechnologyandtheprogressoflinguistics,peoplehavecometorealizethatlanguageteachingisnotonlytoimpartlinguisticknowledgeandskills,butalsotocultivatecommunicativecompetence.Languageisatoolofcommunication.Inthiscase,communicativeteachingmethods 

suchaslisteningandspeaking,systemicresponseandsilencehavesprungup.Grammartranslationmethodhasbeenquestionedandcriticizedgraduallybecauseofitsownshortcomingsanddrawbacks.However,communicativeapproachhasnotreplacedthedominantpositionofgrammar-translationapproachinpracticalteachinguntiltoday.ThepresentsituationofEnglishteachinginChinaprovidesalivingspaceforgrammartranslation.

First,thenecessityofEnglishgrammarteachingemphasizesthenecessityofgrammarteaching.Widdowsonistherepresentativeofforeignscholars.Hebelievesthat“languageteachingisessentiallytolearnhowtoeXpressmeaningthroughgrammar.” 

Ifyouholdotherviews,theyareallwrong（XXXX:

XX）.Ellis（XXXX）pointedoutthatwhenstudentsonlyacceptcommunicativelanguageteachingcoursesbutnotgrammarknowledgepoints,theiraccuracyofusinglanguagewillbegreatlyreduced.Cook（XXXX:

XX）arguesthatthequestionofwhethergrammarshouldbetaughtmustberaisedagain,notforthelasttime.Firstlanguagelearningandsecondlanguagelearningarecompletelydifferent.Childrennaturallyacquireafirstlanguagewithoutconsciousfirstlanguagelearning,whichdoesnotmeanthatadultlearnerscannotlearnasecondlanguageinsuchaway.ConsciouseXplanationisalsoawayofteachinglanguage.ChinesescholarWangZongyan（XXXX）pointedoutthat“learningEnglishmustacquiregrammaticalknowledge,donotunderstandgrammaticalknowledge,listentoEnglish,readEnglishcannotunderstand,speakEnglish,writeEnglishcannotstart.” 

ScholarswhoopposegrammarteachingarerepresentedbyKrashen.Krashen.（XXXX）believesthatgrammarcanbeacquirednaturally,sogrammarteachingisnotnecessary.CollegeEnglishteachinginourcountryhasundergonereforms.Inthepast,mostofthecollegeEnglishteachingaimsateXaminationsandpaysattentiontogrammaticalbasis.However,studentsoftenshowdumbEnglish,whichcanonlydoquestionsandcannotcommunicatewitheachother.Nowadays,CollegeEnglishclassesfocusmoreonthecultivationofstudents’ 

communicativecompetence,whichweakensthebasicpositionofgrammar.Ifstudentsdonothaveasystematicandsolidgrammarlearning,itwillgreatlyreducetheaccuracyoforalorwriting.“RequirementsforCollegeEnglishTeaching” 

summarizesthatthegoalofCollegeEnglishteachingis“tocultivatestudents’ 

comprehensiveEnglishapplicationability,especiallylisteningandspeakingability,sothattheycancommunicateeffectivelyinEnglishintheirfuturestudyandsocialintercourse,atthesametime,toenhancetheirautonomouslearningabilityandimprovetheircomprehensiveculturalliteracysoastomeettheneedsofsocialdevelopmentandinternationalcommunicationinChina.”Inordertoachievethisgoal,CollegeEnglishteachingshouldbebasedontheteachingoflanguagegrammarandpayattentiontothecultivationofstudents’ 

communicativecompetence.Therefore,grammarlearningisabsolutelynecessary.Withasolidfoundationofgrammar,students’ 

languageskillscanbeeffectivelyimproved.

II. 

TheRealityofGrammar-TranslationMethodinCollegeEnglishTeachinginChina

Teachingmethodsarecarriedoutindoors.TeachersusuallyusebothChineseandEnglishtoteachinclass.Inviewofthissituation,ifcommunicativeteachingmethodisadopted,moststudentshavenochancetospeakEnglishinclass.WhenenrollingstudentsinCollegesanduniversities,thestudents’ 

foundationsareuneven,the“dumbEnglish” 

educationisdeeplyrootedintheheartsofmoststudents,andthesituationof“highmarksandlowabilities” 

iscommon.Inthiscase,grammartranslationmethodisusedtohelpteachersbettermanagetheclassroomandsuccessfullycompletetheteachingobjectivesX.Teachers’ 

factors.CommunicativeteachingmethodcameintobeingintheXXXXs.MostforeignlanguageteachersinCollegesanduniversitiesareoverXXyearsoldandhavereceivedgrammartranslationmethodeducationsincechildhood.Theylacktheunderstandingofcommunicativeteachingmethod.Thecommunicativeteachingmethodrequiresmoreteachersthanthemothertongue.Teachersshoulddesignalargenumberofsituationsforstudentstopracticeandguideandadjustthemwhenappropriate,whichhasahighdemandforteachers’ 

owntheoreticalbasisandoralability.Inaddition,thecommunicativeteachingmethodalsohashigherrequirementsonthetechnicalequipmentofschools.Thecommunicativeteachingmethodbreaksthetraditionalteachingmodeof“achalk,aruler,ateXtbook”.Theequipmentandequipmentofmostcollegesanduniversitiescannotmeettherequirementsofcommunicativeteachingmethod,soitisdifficulttocarryoutcommunicativeteachingmethod.InviewofthecurrentsituationofteachersinCollegesanduniversities,grammartranslationmethodeliminatestheobstaclesofcommunicationbetweenteachersandstudents.Teacherscanusetheirmothertonguetoteachsmoothly,andthismethodcanalsobeimplementedsmoothlywhentheequipmentandtechnologyarenotadvancedenough.X.ThepresentsituationofeXamination-oriented 

education.Basedonthemostrealisticpointofview,althoughtheCollegeEntranceEXamination,CET-XX,CET-XXandGraduateEXaminationhaveundergoneseveralreforms,theeXaminationoflanguageknowledgeisstillthecentralcontentofthetest.Ifstudentswanttogotoschool,passtheeXamandtakethepostgraduateentranceeXamination,itisaninsurmountablebarriertotaketheeXam.“Forordinarycollegesanduniversities,itisimperativetostimulatestudents’ 

learningmotivationthroughCET-Xandimpartthemthenecessarylanguageknowledge,otherwisethecultivationofcommunicativecompetencewillbeemptytalk.” 

InordertopasstheeXamsmoothlyandachievegoodresultsintheeXam,grammartranslationmethodisthemostdirect,realisticandlabor-savingmethodX.Students’ 

ownfactors.Englishisaforeignlanguageratherthanasecondlanguageinourcountry.ThetransferofmothertonguetoforeignlanguagealwayseXists.Everyhumanlanguagehasasystemwithitsstructureandrules,andgrammaristhesummaryoflanguagestructureandrules.ChinesestudentsgenerallybegintolearnEnglishwhentheirmothertongueismature,buttheEnglishlanguageenvironmentisoftenunsatisfactory.Chinesestudentshavebeenreceivinggrammartranslationteachingfromelementaryschooltojuniorhighschoolandthentoseniorhighschool.Thetraditionalmethodsaredeeplyrooted,whichmakesthecommunicativeapproachlackasolidfoundation.Grammar-translationmethod,withitsownadvantagesandcharacteristics,isstillplayinganimportantroleintoday’sforeignlanguageteaching.BasedontherealityofforeignlanguageeducationinCollegesanduniversitiesinChina,grammartranslationmethodhasgreatvitalityandwillcontinuetobepopularforalongtime.However,thingsareconstantlychanginganddeveloping.Therearenoinvariablemethodsinforeignlanguageteaching.Anymethodhasitsdrawbacksandshortcomings.Onthecontrary,weshouldtaketheessenceanddregsofthetraditionalmethodsandconstantlyreformandinnovatetomakethembetterserveourEnglishteaching.

III. 

TheinnovativeapplicationofGrammar-TranslationMethodinCollegeEnglishteachinginChina.

Thetraditionalgrammartranslationmethodisteacher-centered,andtheteacheristheorganizeranddecisionmakeroftheclassroom.“TeachersareencouragedandpunishedbycompulsoryteachingmethodsPunishment,coordinationofinteractionwithstudents,andultimatelytoachievethegoalofimpartingknowledgeandskillstostudents.Thestatusofstudentsismorepassive,onlyastheimaginaryobjectofteacherpreparation,aswellastheobjectofteachinginclass,studentsadoptmoreadaptiveandpassivebehavior.Inthelongrun,itwillleadtodullclassroomatmosphereandlowenthusiasmofstudents.Therefore,inteaching,weshouldtakestudentsasthecenter,respectstudents’ 

principalposition,changethe“cramming” 

teachingmode,payattentiontostudents’ 

learningneeds,andcultivatestudents’ 

learninginitiativeandself-learningability.Foreignlanguagesarenotonlyinstrumental,butalsohumane.Traditionalteachingemphasizesonthecultivationofstudents’ 

Englishlanguageknowledgewhileignoringtheeducationofcommunicativecompetenceandculturalawareness.Intheprocessofforeignlanguageteaching,teachersshouldpayattentiontothecultivationofstudents’ 

humanisticquality,notonlytoenablestudentstomasterbasiclanguageknowledge,butalsotocultivatestudents’ 

cross-cu