English teaching method.docx

1、English teaching method The Grammar-Translation Method1.DefinitionThe Grammar-translation Method is a foreign or second language teaching, which uses translation and grammars study as the main teaching and learning activities. At one time it was called Classical Method since it was first used in the

2、 teaching of the classical languages of Latin and Greek.2.BackgroundThe history of the Grammar-translation Method is not fully and carefully documented. (1) There is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century whe

3、n modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. The modern languages provided one of the conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.(2) The second impetus

4、for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. The main purpose of learning Latin was it studies the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means i

5、n studying foreign culture through literary works. (3) Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms, and translation between languages. Only in the late 18th century did the

6、regular combination of grammar rules with translation into the target language become the principal practice technique. Therefore, it is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 18th century. In the 19th century, more experts of fo

7、reign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation Method became the principal method of teaching modern languages in schools.3. Theory 1). Theory of language(1). All languages originate from one language and are ruled by a common gra

8、mmar.(2). The written form of the language is superior to the spoken form. The Grammar-Translation Method belongs to the school of traditional linguistics which believed that the written form and took words as their starting point. When discussing the rules of language, they emphasized such matters

9、as correctness, the purity of a language and literary excellence.(3) The students first language is the reference system in the learning of the target language. In foreign language teaching, the target language is primarily interpreted as a system of rules to be observed in texts and sentences and t

10、o be related to the first language rules and meaning. The students first language is the reference system in the leaning of the target language.2) Faculty Psychology(1). The mind of human being has various faculties that can be trained separately.(2). Understanding and memorization of complicated gr

11、ammatical rules of language help to develop mentality. (3). Latin grammar is the most logical and well-organized grammar.(4).The language was a boy of knowledge to be learned, with an emphasis on intellectual rigor. 4. Teaching Procedures The main procedures for a typical lesson with the Grammar-Tra

12、nslation Method can be divided into three phases. The activities in each phase are described below:1). Phase one A. The teacher reads and explains the new words and expressions in the first language. B. The teacher teaches the new grammar with deductive method. 2). Phase twoA. Students are asked to

13、read a few sentences out aloud and translate them into the first language. B. The teacher analyses some difficult sentence and translates them into their native language first literally and then freely. C. Students read the studied part of the passage silently and ask the teacher questions they cann

14、ot answer by themselves. 3). Phase three A. Students are asked to write the answers to the questions about the reading passage. B. Students are asked to do other written work that is meant to reinforce the new grammar items and vocabulary.5. Teacher Roles in the FrameworkThe Grammar-Translation Meth

15、od makes few demands on teachers although it often creates frustration for students.1).Controller The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and organize tasks that students can perform in the class.3). Assessor The teacher is t

16、o assess the students work and correct their grammar mistakes .4).Resource-provider The teacher is to provide the grammar rules for the students.6. The Principle Characteristics (1). Grammar is the core of language, and language materials are arranged according to the grammar system. (2). The main t

17、eaching activities are analysis, explanation and translation. (3). The major practice is translation from and into the target language.(4) The teaching focus is reading and writing. (5)First language is the main medium of instruction. (6)The sentence is the basic unit of language teaching and learni

18、ng.(7)Language accuracy is emphasized.The Direct Method1.DefinitionThe direct method is a method of foreign or second language teaching , which emphasizes that “ a foreign language can be taught without translation or the use of the learners” native language if the meaning is to be conveyed directly

19、 in the target language through the use of demonstrations and visual aids , with no use of resource to the students native language .2.BackgroundTowards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teac

20、hing. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching language. Basically, teachers began attempting to teach foreign languages in a way that was more similar

21、to first language acquisition. It incorporated techniques designed to address all the areas that the Grammar Translation did not - namely oral communication, more spontaneous use of the language, and developing the ability to think in the target language. Perhaps in an almost reflexive action, the m

22、ethod also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the language of instruction, memorizing grammatical rules and lots of translation between L1 and the target language.The appearance of the Direct Method thus coincide

23、d with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned. The method became very popular during the first quarter of the 20th century, especially in

24、private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the most famous advocates of the Direct Method was the German Charles Berlitz, whose schools and Berlitz Method are

25、now world-renowned.Still, the Direct Method was not without its problems. As Brown (1994:56) points out, (it) did not take well in public education where the constraints of budget, classroom size , time , and teacher background made such a method difficult to use. By the late 1920s, the method was s

26、tarting to go into decline and there was even a return to the Grammar Translation Method, which guaranteed more in the way of scholastic language learning orientated around reading and grammar skills. But the Direct Method continues to enjoy a popular following in private language school circles, an

27、d it was one of the foundations upon which the well-known Audio-lingual Method expanded from starting half way through the 20th century.3.Teacher Roles in the Framework1).Controller The teacher control the pace so that activities run smoothly and efficiently.2).Organizer The teacher is to design and

28、 organize tasks that students can perform in the class.3). Assessor The teacher is to assess the students work and correct their grammar mistakes .4).Resource-provider The teacher is to provide the grammar rules for the students.5). Facilitator 4.The Principle CharacteristicsRichards and Rodgers (19

29、86:9-10) summarize the key features of the Direct Method thus:(1) Classroom instruction is conducted exclusively in the target language. (2) Only everyday vocabulary and sentences are taught.(3) Oral communication skills are built up in a carefully traded progression organized aroundquestion-and-ans

30、wer exchanges between teachers and students in small, intensive classes.(4) Grammar is taught inductively.(5) New teaching points are taught through modeling and practice.(6) Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of i

31、deas.(7) Both speech and listening comprehension are taught.(8) Correct pronunciation and grammar are emphasized.The Audio-lingual Method1.DefinitionThe Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. I

32、t uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.2.BackgroundThe Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. Thus the Army S