Towards a Holistic Approach ofGrammartranslation andInteractive Method to School English Teaching.docx

Towards a Holistic Approach ofGrammartranslation andInteractive Method to School English Teaching.docx

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TowardsaHolisticApproachofGrammartranslationandInteractiveMethodtoSchoolEnglishTeaching

毕业论文（设计）

题目语法翻译法和互动法在中学英语学中的整合研究

院（系）外语学院（英语系）

专业英语

学号J10061214

学生姓名郭建华

指导教师及职称武成副教授

2014年5月15日定稿

TowardsaHolisticApproachofGrammar-translationandInteractiveMethodtoSchoolEnglishTeaching

WrittenbyGuoJianhua

SupervisedbyProfessorWuCheng

AThesisSubmittedto

TheSchoolofForeignLanguages

ShanghaiSandaUniversity

InPartialFulfillmentof

TheRequirementsfortheDegreeof

BachelorofArts

In

EnglishLanguageandLiterature

May2014

Acknowledgments

Iwouldliketoexpressmygreatgratitudetoallthosewhohelpedmeduringthewritingofthispaper.

MydeepestgratitudegoesfirstandforemosttoProfessorWuCheng,mysupervisor,forhisconstantencouragementandguidance.Hehelpedworkthroughallthestagesofthepaperwriting.Withouthisconsistentandilluminatinginstruction,thispapercouldnothavereacheditspresentlevel.

Second,IwouldliketoexpressmyheartfeltthankstoalltheprofessorsandteachersattheDepartmentofEnglishwhohaveinstructedandhelpedmealotinthefouryearsofcollegeeducation.

Lastbutnotleast,mythankswouldgotomybelovedfamilyfortheirfirmsupportandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandclassmateswhogavemetheirhelpandtime,listeningtomeandhelpingmewithmyproblemsduringthedifficulttimeofthepaperwriting.

Abstract

Grammar-translationmethodisatraditionalteachingmethodwhichhasalonghistory.However,withthedevelopmentofthetimes,manyothernewteachingmethodshaveemerged,suchastheinteractionmethodandgrammar-translationmethodwhichwereonceregardedasoutdatedbysome.Inthisthesis,byanalyzingthecurrentsituationofschoolEnglishstudyingandteaching,comparingthefeaturesbetweenthegrammar-translationmethodandinteractivemethod,aswellasreferringtotheNewCurriculumStandard,theauthorfindsthatgrammar-translationmethodstillplaysanimportantroleinschoolEnglishteaching.Thispaperprobestoexerttheadvantagesofeachmethodbyintegratingthetwomethodsinvocabularyandwritingteachingsoastostimulatethestudents’learninginterestandhelpthemtoconsolidatethegrammarlearningandimprovetheircommunicativeskills,sothattheycanbecomereallycapableofthelanguage.

Therearefivepartsinthepaper.Inthefirstplace,theauthorstatestherationaleandsignificanceofthispaper,showingtheimportanceoftheteachingmethodsusedintheprocessofEnglishteaching.Thentheauthordescribessomerelatedtheories,includingthedevelopmentbackgroundsofgrammar-translationmethodandinteractiveteachingmethodandthedefinitionofthetwomethods.Inthethirdpart,theauthoranalysesthecharacteristicsofthetwoteachingmethodsanddiscussestheadvantagesanddisadvantagesofGTMandITMwithintheframeworkofthenewcurriculumstandards.Afterthat,inthefourthpart,whichisthemostimportantpartofthepaper,aimingattheproblemsinvocabularyandwritingteaching,theauthortriestointegratethetwotheoriesinthembypresentingsomenewteachingstrategies.Thefifthpartistheconclusion,inwhichtheauthorreinforcestheimportanceofintegratingthetwotheoriesinschoolEnglishteaching.

Keywords:

grammar-translation,interactivemethod,integrativeapplication

摘要

语法翻译教学法是一种传统的教学方法,有着悠久的历史。

然而随着时代的发展,涌现出如互动法等诸多新兴的教学法,语法翻译教学法曾一度被一些人认为已经过时了。

本文通过对现今中学生英语学习现状的分析,把语法翻译教学法和互动法相比较,分析各自的利弊,同时对照新课程标准,发现语法翻译教学法在现在的中学英语教学中仍然有着不可替代的重要地位，进而以词汇教学和写作教学为例，探讨如何将语法翻译法和互动法有效地结合并用,发挥其各自的优势,扬长避短,让学生在学好基础语法知识的同时又能提高学习兴趣和交际能力,从而顺应社会的需要。

本文共分五章。

第一章主要为本文的研究目的及意义。

第二章主要阐述基本理论,包括语法翻译教学法和互动法各自的发展背景及已有的研究成果。

第三章是对语法翻译教学法和交际法的特点总结及对其优缺点的比较分析。

第四章主要为教学实践部分,以目前中学英语词汇教学和写作教学所出现的问题为出发点,探讨如何把语法翻译教学法和交际法综合运用到实际教学中去,从而提高教学效果，这也是本文的重点。

第五章为结论部分,强调本研究的重要性。

关键词:

语法翻译教学法,互动教学法,综合运用

Contents

Acknowledgementsi

Abstractii

摘要iii

Contentsiv

1.Introduction1

1.1Ratinale1

1.2Keyconcept2

1.3Planning2

2.LiteratureReview4

2.1Thedevelopmentbackgroundofgrammar-translationmethod4

2.2Thedevelopmentbackgroundofinteractivemethod5

3.ThecomparativeanalysisofGTMandITM7

3.1ThecharacteristicsofGTM7

3.1.1TheadvantagesofGTM8

3.1.2ThedisadvantagesofGTM8

3.2ThecharacteristicsofITM9

3.2.1TheadvantagesofITM10

3.2.2ThedisadvantagesofITM11

4.TheintegrativeapplicationofGTMandITM12

4.1TheintegrativeapplicationofGTMandITMinvocanbularyteaching13

4.1.1Thepresentproblemsinvocanbularyteaching13

4.1.2Severalnewstratagiesforvocanbularyteaching14

4.2TheintegrativeapplicationofGTMandITMinwritingteaching17

4.2.1Thepresentproblemsinwritingteaching17

4.2.2Severalnewstratagiesforwritingteaching17

5.Conclusions20

References22

1.Introduction

1.1Rationale

Englishhasbecomeaworldlanguageandisusedinabout100countriesallaroundtheword.Ithasoccupiedaveryimportantplaceininternationalacademicandbusinesscommunities.Therefore,EnglishlearningisbecomingmoreandmoreimportantandhowtoteachEnglisheffectivelyhasalsobeenaworldwidehotissue.

EnglishteachingmethodsplayasignificantroleinEnglishteaching.Sinceforeignlanguageteachingcameintobeing,thepursuitofeffectivewaysofteachingforeignlanguageshasneverbeenstopped.Howtoteachforeignlanguageseffectivelyhasalwaysbeenatthecenterofdiscussion.Inthepastonehundredyears,numerousEnglishteachingmethodshavebeentried,suchastheGrammar-translationMethod（GTM），theAudio-lingualMethod（ALM）,theCommunicativeLanguageTeaching（CLT）andtheInteractiveTeachingMethod（ITM）.AmongalltheEnglishteachingmethods,thetraditionalgrammar-translationmethodandthemoderninteractiveteachingmethodarethemostcommonlyseenonesinjuniorschool’sEnglishclasses.

Asweallknow,thereisnosingleteachingmethodthatcanguaranteethesuccessfullanguageteachingandallofthemhavedrawbacksandbenefits.Astheearliestteachingmethod,theGrammar-translationMethodhasexperiencedagreatdealofcontroversyandchanges.Thoughithasoftenbeencriticized,ithasstillbeenwidelyusedinthepracticeofforeignlanguageteachinginChinaaswellasintheworld（Wang2009）.InteractiveTeachingApproachisarelativelynewpedagogicalsystemwhichhasgainedconsiderableacceptanceinwesterncountriesinthe1990s.Ininteractivelanguageteaching,theultimateobjectiveistotrainanddevelopthestudents’abilitytocommunicateinaforeignlanguageasaninstrument.

Aftertheauthorhadatentativeunderstandingofthetwoteachingmethods,shechosethistopictocomparethetwomethodsthusofferingsomesuggestionsfortheintegrativeapplicationofGTMandITMinschoolEnglishteaching.Besides,theauthorhasgreatinterestinEnglishteachingandwantstobecomeateacherofEnglishinjuniorschoolaftergraduation.Therefore,shethinksthiswillhelpheralotinthefuture’swork.

1.2Keyconcept

Grammar-translationteachingmethod:

Thegrammar-translationmethodisamethodofteachingforeignlanguagesbyusingnativelanguagederivedfromtheclassical（sometimescalledtraditional）methodofteachingGreekandLatin.Ingrammar-translationclasses,studentslearngrammaticalrulesandthenapplythoserulesbytranslatingsentencesbetweenthesourcelanguageandtheirnativelanguage.

Interactiveteachingmethod:

AteachingmethodpopularintheUnitedKingdom,isdefinedbytheDepartmentforEducationandEmployment（1999）as“atwo-wayprocessinwhichpupilsareexpectedtoplayanactivepartbyansweringquestions,contributingpointstodiscussions,andexplaininganddemonstratingtheirmethodstotheclass”（Ridley2007）.

Interactiveteachingprocessisthementalcommunicationbetweenteacherandstudents,whichisaninter-influential,inter-activeprocessintheintegrityofadynamicdevelopmentinteachingandlearning.Itisateachingmodeltoenhancetheinter-influentialactivitybetweenpersonandperson,personandthesituationsbymeansofoptimizinginteractioninteaching,soastoimproveteachingefficiency（Chen2009）.

1.3Planning

Therearefivepartsinthepaper.Inthefirstplace,theauthorstatestherationaleandsignificanceofthispaper,showingtheimportanceoftheteachingmethodsusedintheprocessofEnglishteaching.Thentheauthordescribessomerelatedtheories,includingthedevelopmentbackgroundsofGTMandITMandthedefinitionofthetwomethods.Inthethirdpart,theauthoranalysesthecharacteristicsofthetwoteachingmethodsanddiscussestheadvantagesanddisadvantagesofGTMandITMwithintheframeofthenewcurriculumstandards.Afterthat,inthefourthpart,whichisthemostimportantpartofthepaper,aimingattheproblemsinvocabularyandwritingteaching,theauthortriestointegratethetwotheoriesinthembypresentingsomenewteachingstrategies.Thefifthpartistheconclusion.TheauthorreinforcestheimportanceofintegratingthetwotheoriesinschoolEnglishteaching.

2.LiteratureReview

2.1ThedevelopmentbackgroundofGTM

ChenXiaotian（1994）explainsthewordGrammar-translationas“awayofstudyingalanguagethatapproachesthelanguagefirstthroughdetailedanalysisofitsgrammarrulesfollowedbyapplicationofthisknowledgetothetaskoftranslatingsentencesandtextsintoandout