语法翻译法存在的价值.docx

语法翻译法存在的价值.docx

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语法翻译法存在的价值

语法翻译法存在的价值

TheValueofGrammar-TranslationMethodinCollegeEnglishTeaching

语法翻译法存在的价值

[Abstract]

WiththeriseofcommunicativeapproachintheXXXXs,thedominantpositionofgrammar-translationmethodhasbeenchallengedandquestioned.InviewofthecurrentsituationofEnglishteachinginChina,grammartranslationstillplaysanirreplaceablerole.Sofar,grammartranslationmethodstillhasitsreality,butinviewofsomeshortcomingsanddisadvantagesofgrammartranslationmethod,weneedtoconstantlyreformandinnovatesoastobetterserveourEnglishteaching.

[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