交际法与翻译法在中学生阅读技能方面培养的比较与研究.docx

交际法与翻译法在中学生阅读技能方面培养的比较与研究.docx

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交际法与翻译法在中学生阅读技能方面培养的比较与研究

交际法与翻译法在中学生阅读技能方面培养的比较与研究

摘要：

自从英语成为一门必学的语言以来，全球许多学者对于这一语言的教学方法提出了构想，比如传统的翻译法，以及近些年较为流行的交际法等。

学术界人士将这两种教学方法在不同的领域做了比较与研究，例如口语，听力，写作等方面。

然而，针对阅读这一领域，还没有太多可以借鉴的内容。

众所周知，阅读是语言学习中较为重要的一环。

同时，它也是人们获得信息，了解世界的重要渠道。

通过阅读，我们可以了解到世界各国不同的文化背景，宗教信仰，道德法律，民族精神等等；我们还可以通过阅读进行思考，和世界各国的学者进行对话。

基于前者的研究和实验，本文主要研究翻译法和交际法在培养中学生阅读技能方面的效果和影响。

关键词：

阅读；中学生；翻译法；交际法

Contents

AbstractinEnglishi

AbstractinChineseii

Contentsiii

1.Introduction1

2.Thereadingtheoriesandreadingteaching2

2.1Readingskills2

2.2Readingtheories3

2.3Readingteaching4

3.TheoriesoftheGrammar-TranslationMethodandtheCLTapproachonreadingteaching6

3.1TheGrammar-TranslationMethod6

3.1.1IntroductionoftheGrammar-TranslationMethod7

3.1.2TheoriesoftheGrammar-TranslationMethodonreadingteaching8

3.2TheCLTapproach9

3.2.1IntroductionoftheCLTapproach9

3.2.2TheoriesoftheCLTapproachonreadingteaching10

4.TheexperimentonreadingteachingwiththeGrammar-TranslationMethodandtheCLTapproach

11

4.1Theprocessoftheexperiment12

4.1.1ApplicationoftheGrammar-TranslationMethodinclassseven12

4.1.2ApplicationoftheCLTapproachinclasseight12

4.2Experimentalresultanalysis13

5.Conclusion14

References16

Acknowledgement18

1.Introduction

In1981,theStateEducationDevelopmentCommission（SEDC）issuedthenationalunifiedsyllabuswhichwasstructure-basedandset“languageknowledge”asthemaintendencygoal.Underthispolicy,inthelate1980s,87%ofteachersinChinesemiddleschoolsuseddifferentmethods,suchas,theGrammar-TranslationMethod,theDirectMethod,andtheAudio-lingualMethodandsoontofulfillthesyllabusintheirEnglishclassroomteaching.AsthelargestpopulationstudyingEnglisharoundtheworld,ChinahasbeenamainpartinlearningEnglishoverthepastseveraldecades.

Andinthereadingaspect,theEnglishteachershavebeenusedtoapplyingtheGrammar-TranslationMethod.Therefore,thereadingclassisfullofChinese,anditisdesignedtofinishreadingmaterialsandreadingexercises.Thereadingclassisteacher-oriented.TheGrammar-TranslationMethoddoesadvantagestothegrammarpointsandthelanguagestructure,asHarveysays,“Understandingthegrammaticalframeworkofalanguageisextremelyimportantforsomelearners,especiallyforspeakersofdifferentlanguages.”Itlaysasolidfoundationforstudentsinknowledge.However,manystudentsexpresstheiropinionsaboutthistraditionalreadingclass,theythinkitisboring，itcan’tarousetheenthusiasmofthestudentstobeactivelyinvolvedintheteaching.Inaddition,theteachingmethodshavebeenreformedformanytimes.WhetherthistraditionalmethodstillworksintheEnglishreadingclassstillremainstobeaquestion.

Withthequickspreadingofthenewteachingmethodsaroundtheworld,especiallythespreadingoftheCLTapproach,anewtypeofreadingclassiscomingintobeing,whichaimsatbroadeningstudents’viewsandgettingmoredifferentculturesforstudents.Andtheteachersalsohavemoreroles,likefacilitatingstudents,organizingactivitiesandcreatingtopicsforstudents.Fromthisperspective,theCLTapproachisanappropriatewayforthedevelopmentofstudents’readinginEnglishclassroomteaching.

InordertomakeastudyontheeffectofthetwoteachingmethodsintheEnglishreadingclass,thispaperputsitsfocusonthecomparativestudyoftheGrammar-TranslationMethodandtheCLTapproachinreadingteachingaspectofmiddleschoolstudents.

2.Thereadingtheoriesandreadingteaching

Thereadingskillisoneofthefourskillsinlanguagelearning,playinganimportantroleinEnglishlearning.ExtensivereadingisveryusefultoimproveEnglishlanguageability.Therefore,manyscholarshaveaffirmedtheimportanceofreadinginthesecondlanguagelearning.Krashen（1985）thought“akeyfactorinsecondlanguageacquisitioniscontactingwithplentycomprehensibleinputmaterials.”Harmer（2000）believedgoodreadingmaterialscanprovidegoodexamplesforstudentsandbeconducivetotheimprovementofwriting,andalso,readingprovidesopportunitiesforlearningvocabulary,graspinggrammarinformation.Listeningandreadingarethetwomainwaysforcontactingmaterials.Butforsomereasons,readingisthemostcommonwayforcontactingmaterials.Therefore,thereadingskillisanimportantskillinlanguagelearning,especiallyinthecontextsofChina.

2.1Readingskills

Inthereadingclass,teachersusuallyusethereadingskills,likethediagrammethod,thecomparativemethod,thetimesequencemethod,thestructureanalysismethod,thetestmethodandetc.Undertheclassroominstruction,studentscanbeindependentinreadingandgraduallyformintoself-learninghabit.Accordingtothecurrentteachingmaterialsandthestudents'readinghabit,wehavesomereadingskillsorreadingabilitieshere:

1）.Skippingorscanning.Whenstudentsread,theygraspthekeywordsandthetopicsentences.Generallyspeaking,thefirstsentenceandthelastonecontainsomekeyinformation,andthekeywordsinthepassagegivemanycluestoreaders.

2）.Independentanglicizingandthinkingability.Studentsarerequiredtodothelogicaljudgmentlikeprocessing,producing,discardingthefalseandthetrue.Italsodoeswellincultivatingstudents’Englishthinkingway.

3）.Knowingmoredifferentcultures.Studentsalwaysencounterdifficultiesinthereading.Exceptfortheunknownknowledge,thelimitedlevelofthebackgroundknowledgeisakeyreason.Teachersshouldprovidemoreculturepointsandguidestudentstocontacttheexoticcultureactivelyinthereadingclass.

H.DouglasBrownhasdescribedanimportanttheoryrelatedtotheforeignlanguageteaching:

greatteachersarethosewhocanusetheteachingmethodsandteachingskills.Yourteachingisderivedfrom,andgivesfeedbackto,asetofprinciplesfromtheskeletonofanoverallapproachtolanguagelearningandteaching.”

However,theteachersthinktheteachingmethodsarerelativelyabstract,unlessitisappliedinrealteachingenvironment.So,itisnecessaryforustodotheexperiment.

2.2Readingtheories

Sincetheinventionofwritingsystem,readingbegantoexistandgraduallydevelopedintoamodeoflearningpreviousknowledgeandskills,“Reading”isexplainedinOxfordAdvancedLearner’sEnglish-ChineseDictionaryas“anactivityofsbwhoreads”（“Read,”def.1431）.AndintheMacmillanAdvancedLearner’sEnglish-ChineseDictionary”,itmeans“theprocessofrecognizingwrittenorprintedwordsandunderstandingtheirmeaning”.Infact,thosetwodefinitionsarebothliteralcomprehensionsofreading;theycan’tdescribeandsummarizethecomplexreadingprocess.Nomatterthelinguistsinthepastorthelinguiststoday,theybothtreatthereadingasoneofthestandardstoevaluatestudents’languageability.

Accordingtothewayofhumaninformationprocessing,readingwayscanbedividedintothreemodels.ThefirstoneistheBottom-UpModel.Accordingtothismodel,thereadingprocessistheonetounderstandthewords,sentencesfirst,thentounderstandtheparagraphsandthetext.Infact,onlytheliteralunderstandingcannotmakereadersgrasptherealmeaningofthetext.So,thesecondmodelcomesintobeing,theTop-DownModel.Goodman（1967）believesthattheeffectivereadingshouldbeaccomplishedfromthewholetothepart.Therefore,thereadersfirstcontrastthesemanticimagefirst,knowthebackgroundandunderstandtheauthor’sintention,andthentheyusethehigherlevelunderstandingtohelpthelowerlevellanguageunderstanding,suchaswords,sentences,paragraphs.ThethirdoneistheInteractiveModel.Astheabovetwomodelscannotdowellinreadingunderstanding.Rumelhartandotherlinguists（1980）putforwardanewmodel.Intheiropinions,thebestwayistocombinetheBottom-UpModelwiththeTop-DownModel,andthatistosay,inthereadingprocess,words,grammarandthebackgroundinformation,allthesefactorscanaffecttheunderstandingofthereader.

TheModernSchemaisdevelopedonthebasisofthetheoriesmentionedabove.Schemaisacognationmodelabouttheknowledge.Inthereadingprocess,wecandeveloptheschemaintofourforms,LinguisticSchema,ContentSchema,FormalSchema,andStrategySchema.LinguisticSchemareferstothebasicvocabularyofthetextandthegrammaticalknowledge;ContentSchemareferstothebackgroundinformationthatreadersacquire,suchashistory,religion,cultureandsoon;FormalSchemareferstoanacttomonitorthedifferenttypesofliterature;TheStrategySchemareferstothewayswhenwegetstuckinthereading.Weuseourexperienceandacquiredknowledgetotrytogetthingssolved.Actually,theschemaisimportanttoreaders;theyputintothemessagefromthetexttothebrainandsearchfortherelatedschemawhichcanillustratethenewmessagestohelpthemunderstandthedeepmeaning.

Actually,readingisacomplexpsychologicalprocess.Intheprocessofreading,readersgetinformationwiththeireyes,andthenbeginthecognitiveactivitiesinbrain,includingtheidentification,memory,analysis,synthesis,reasoningandprediction.

Fromthetraditionalsense,readingisaprocessofexpressingthemeaningthroughthewrittenlanguage.Generally,thepurposeofreadingisnotonlytounderstandthecontentsofthearticle,butalsotolearnthethoughtsofothersandtogetpleasure.Inthissense,thereadingactivityisnotjustaboutthewords,phrasesandsentences.Inmanycases,itisanabilitytoformanewideasystem,finallytoenhancetheabilityofanalysisandcognition.PsychologistGoodm