English teaching method.docx

English teaching method.docx

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Englishteachingmethod

TheGrammar-TranslationMethod

1.Definition

TheGrammar-translationMethodisaforeignorsecondlanguageteaching,whichusestranslationandgrammarsstudyasthemainteachingandlearningactivities.AtonetimeitwascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.

2.Background

ThehistoryoftheGrammar-translationMethodisnotfullyandcarefullydocumented.

（1）Thereisevidencethatgrammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteachingfromthe16thcenturywhenmodernlanguagessuchasFrench,ItalianandEnglishgainedinimportanceasaresultofpoliticalchangesinEurope.ThemodernlanguagesprovidedoneoftheconditionsforgrammaranalysisandtheapplicationofgrammaticalrulesintranslationexercisesinteachingLatin.

（2）ThesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincamefromthesocialneedsofEuropeancountries.ThemainpurposeoflearningLatinwasitstudiestheclassicalculture,whichwasworshippedintheRenaissance.Grammaranalysisandtranslationprovedtobeeffectivemeansinstudyingforeignculturethroughliteraryworks.

（3）Somepeoplebelievedthatthemindofhumanbeingscouldbetrainedbylogicalanalysisoftheclassiclanguage,extensivememorizationofcomplicatedrulesandparadigms,andtranslationbetweenlanguages.

Onlyinthelate18thcenturydidtheregularcombinationofgrammarruleswithtranslationintothetargetlanguagebecometheprincipalpracticetechnique.Therefore,itisacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedfromthe18thcentury.Inthe19thcentury,moreexpertsofforeignlanguageteachingadoptedthestrategyofcombininggrammarruleswithtranslationandtheGrammar-TranslationMethodbecametheprincipalmethodofteachingmodernlanguagesinschools.

3.Theory

1）.Theoryoflanguage

（1）.Alllanguagesoriginatefromonelanguageandareruledbyacommongrammar.

（2）.Thewrittenformofthelanguageissuperiortothespokenform.

TheGrammar-TranslationMethodbelongstotheschooloftraditionallinguisticswhichbelievedthatthewrittenformandtookwordsastheirstartingpoint.Whendiscussingtherulesoflanguage,theyemphasizedsuchmattersascorrectness,thepurityofalanguageandliteraryexcellence.

（3）Thestudents’firstlanguageisthereferencesysteminthelearningofthetargetlanguage.

Inforeignlanguageteaching,thetargetlanguageisprimarilyinterpretedasasystemofrulestobeobservedintextsandsentencesandtoberelatedtothefirstlanguagerulesandmeaning.Thestudents’firstlanguageisthereferencesystemintheleaningofthetargetlanguage.

2）FacultyPsychology

（1）.Themindofhumanbeinghasvariousfacultiesthatcanbetrainedseparately.

（2）.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguagehelptodevelopmentality.

（3）.Latingrammaristhemostlogicalandwell-organizedgrammar.

（4）.Thelanguagewasaboyofknowledgetobelearned,withanemphasisonintellectualrigor.

4.TeachingProcedures

ThemainproceduresforatypicallessonwiththeGrammar-TranslationMethodcanbedividedintothreephases.Theactivitiesineachphasearedescribedbelow:

1）.Phaseone

A.Theteacherreadsandexplainsthenewwordsandexpressionsinthefirstlanguage.

B.Theteacherteachesthenewgrammarwithdeductivemethod.

2）.Phasetwo

A.Studentsareaskedtoreadafewsentencesoutaloudandtranslatethemintothefirstlanguage.

B.Theteacheranalysessomedifficultsentenceandtranslatesthemintotheirnativelanguagefirstliterallyandthenfreely.

C.Studentsreadthestudiedpartofthepassagesilentlyandasktheteacherquestionstheycannotanswerbythemselves.

3）.Phasethree

A.Studentsareaskedtowritetheanswerstothequestionsaboutthereadingpassage.

B.Studentsareaskedtodootherwrittenworkthatismeanttoreinforcethenewgrammaritemsandvocabulary.

5.TeacherRolesintheFramework

TheGrammar-TranslationMethodmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.

1）.ControllerTheteachercontrolthepacesothatactivitiesrunsmoothlyandefficiently.

2）.OrganizerTheteacheristodesignandorganizetasksthatstudentscanperformintheclass.

3）.AssessorTheteacheristoassessthestudentsworkandcorrecttheirgrammarmistakes.

4）.Resource-providerTheteacheristoprovidethegrammarrulesforthestudents.

6.ThePrincipleCharacteristics

（1）.Grammaristhecoreoflanguage,andlanguagematerialsarearrangedaccordingtothegrammarsystem.

（2）.Themainteachingactivitiesareanalysis,explanationandtranslation.

（3）.Themajorpracticeistranslationfromandintothetargetlanguage.

（4）Theteachingfocusisreadingandwriting.

（5）Firstlanguageisthemainmediumofinstruction.

（6）Thesentenceisthebasicunitoflanguageteachingandlearning.

（7）Languageaccuracyisemphasized.

TheDirectMethod

1.Definition

Thedirectmethodisamethodofforeignorsecondlanguageteaching,whichemphasizesthat“aforeignlanguagecanbetaughtwithouttranslationortheuseofthelearners”nativelanguageifthemeaningistobeconveyeddirectlyinthetargetlanguagethroughtheuseofdemonstrationsandvisualaids,withnouseofresourcetothestudents’nativelanguage.

2.Background

Towardstheendofthelate1800s,arevolutioninlanguageteachingphilosophytookplacethatisseenbymanyasthedawnofmodernforeignlanguageteaching.Teachers,frustratedbythelimitsoftheGrammarTranslationMethodintermsofitsinabilitytocreatecommunicativecompetenceinstudents,begantoexperimentwithnewwaysofteachinglanguage.Basically,teachersbeganattemptingtoteachforeignlanguagesinawaythatwasmoresimilartofirstlanguageacquisition.ItincorporatedtechniquesdesignedtoaddressalltheareasthattheGrammarTranslationdidnot-namelyoralcommunication,morespontaneoususeofthelanguage,anddevelopingtheabilitytothinkinthetargetlanguage.Perhapsinanalmostreflexiveaction,themethodalsomovedasfarawayaspossiblefromvarioustechniquestypicaloftheGrammarTranslationMethod-forinstanceusingL1asthelanguageofinstruction,memorizinggrammaticalrulesandlotsoftranslationbetweenL1andthetargetlanguage.

Theappearanceofthe"DirectMethod"thuscoincidedwithanewschoolofthinkingthatdictatedthatallforeignlanguageteachingshouldoccurinthetargetlanguageonly,withnotranslationandanemphasisonlinkingmeaningtothelanguagebeinglearned.Themethodbecameverypopularduringthefirstquarterofthe20thcentury,especiallyinprivatelanguageschoolsinEuropewherehighlymotivatedstudentscouldstudynewlanguagesandnotneedtotravelfarinordertotrythemoutandapplythemcommunicatively.OneofthemostfamousadvocatesoftheDirectMethodwastheGermanCharlesBerlitz,whoseschoolsandBerlitzMethodarenowworld-renowned.

Still,theDirectMethodwasnotwithoutitsproblems.AsBrown（1994:

56）pointsout,"（it）didnottakewellinpubliceducationwheretheconstraintsofbudget,classroomsize,time,andteacherbackgroundmadesuchamethoddifficulttouse."Bythelate1920s,themethodwasstartingtogointodeclineandtherewasevenareturntotheGrammarTranslationMethod,whichguaranteedmoreinthewayofscholasticlanguagelearningorientatedaroundreadingandgrammarskills.ButtheDirectMethodcontinuestoenjoyapopularfollowinginprivatelanguageschoolcircles,anditwasoneofthefoundationsuponwhichthewell-known"Audio-lingualMethod"expandedfromstartinghalfwaythroughthe20thcentury.

3.TeacherRolesintheFramework

1）.ControllerTheteachercontrolthepacesothatactivitiesrunsmoothlyandefficiently.

2）.OrganizerTheteacheristodesignandorganizetasksthatstudentscanperformintheclass.

3）.AssessorTheteacheristoassessthestudentsworkandcorrecttheirgrammarmistakes.

4）.Resource-providerTheteacheristoprovidethegrammarrulesforthestudents.

5）.Facilitator

4.ThePrincipleCharacteristics

RichardsandRodgers（1986:

9-10）summarizethekeyfeaturesoftheDirectMethodthus:

（1）Classroominstructionisconductedexclusivelyinthetargetlanguage.

（2）Onlyeverydayvocabularyandsentencesaretaught.

（3）Oralcommunicationskillsarebuiltupinacarefullytradedprogressionorganizedaround

question-and-answerexchangesbetweenteachersandstudentsinsmall,intensiveclasses.

（4）Grammaristaughtinductively.

（5）Newteachingpointsaretaughtthroughmodelingandpractice.

（6）Concretevocabularyistaughtthroughdemonstration,objects,andpictures;abstractvocabularyistaughtbyassociationofideas.

（7）Bothspeechandlisteningcomprehensionaretaught.

（8）Correctpronunciationandgrammarareemphasized.

TheAudio-lingualMethod

1.Definition

TheAudio-lingualMethodisamethodofforeignlanguageteachingwhichemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom.

2.Background

TheAudio-lingualMethodwasdevelopedintheU.S.duringtheSecondWorldWar.Atthattime,theU.S.governmentfounditagreatnecessitytosetupaspeciallanguage-trainingprogramtosupplythewarwithlanguagepersonnel.Therefore,thegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramformilitarypersonnel.ThustheArmyS