第二单元

144 949

TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.TheGrammartranslationmethod,orclassicalmethodemergedwhenpeopleofthewesternworldwantedtolearn"foreign"languagessuchasLatinandGreek.Itsfocuswasongrammaticalrules,thememorizationofvocabularyandofvariousdeclensionsandconjugations,translationsoftexts,doingwrittenexercises.

AclassworkingwiththeGrammartranslationMethodwouldlooklikethat:1.Classesaretaughtinthemothertongue,withlittleactiveuseofthetargetlanguage.2.Muchvocabularyistaughtintheformoflistsofisolatedwords.3.Longelaborateexplanationsoftheintricaciesofgrammararegiven4.Grammarprovidestheruleforputtingwordstogether,andinstructionoftenfocusesontheformandinflectionofwords.5.Readingofdifficultclassicaltextsisbegunearly.6.Littleattentionispaidtothecontentoftexts,whicharetreatedasexercisesingrammaticalanalysis.

TheadvantagesoftheGrammar-TranslationMethod:(1).InGrammar-TranslationMethod,thefirstlanguageismaintainedasthereferencesysteminthelearningofthesecondlanguage.Translationfromonelanguagetoanotherplaysacertainpartinlanguagelearning.intheGrammar-TranslationMethod,comparisonbetweentwolanguageshelpsstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.(2).Systematicstudyofgrammaticalrulesplaysanimportantroleinfosteringstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.Ithasspecialimportanceforstudentsinteachers’collegesforwhomagoodmasteryofthegrammarsystemofthetargetlanguage.Understandingandmanipulatingthemorphologyandsyntaxwilldevelopstudents’abilityofanalyzingandsolvingproblems.(3).Thefocusonunderstandingliterarytextsprovidesthesituationinwhichreadingandwritingabilitiesarewelltrained.(4).TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.

Disadvantages：First,overemphasisontranslationcanneveremancipatethelearnersfromdependenceonthefirstlanguage.Second,TheGrammar-Translationputstoomuchemphasisonreadingandwritingandneglectslisteningandspeaking.Knowingalargenumberofgrammaticalrulescannotensurethatstudentscanusethemappropriatelyinrealcommunicativesituation.Third,intheGrammar-TranslationMethod,thetextsaremostlytakenformliteraryworks.Thelanguagelearnedoftendoesn’tmeetthepracticalneedsofthelearners.Last,memorizinggrammarrulesandbilingualwordlistsdoesnotmotivatestudentstoactivelycommunicateinthetargetlanguage.

ThebasicpremiseoftheDirectMethodwasthatsecondlanguagelearningshouldbemorelikefirstlanguagelearning.Themethodwouldincludelotsoforalinteraction,spontaneoususeoflanguage,notranslationbetweenfirstandsecondlanguages,andlittleornoanalysisofgrammarrules.

TheadvantagesoftheDirectMethod:(1).Theuseofthetargetlanguageasameansofinstructionandcommunicationintheclassroomcontributesgreatlytoformingthehabitofthinkinginthetargetlanguage,whichisnecessaryinefficientrealcommunication.(2).Theemphasisonpracticewithnewlanguageitemsandonlanguageskills,ratherthanonlanguageknowledge,isimportantinachievingautomaticityofusingthetargetlanguage.(3).Theemphasisonspokenlanguageconformstotheobjectivesofmodernlanguageteaching.Specialattentionpaidtopronunciationandintonationisdesirableinteachingspokenlanguage.(4).Regardinglisteningandspeakingasthebasisofreadingandwritingisstrategicinfosteringthefourskills.(5).Usingfullsentencesasteachingunitsmakesforeignlanguagelearningmorenaturalandefficientforstudentstounderstandanewtextandacquirealanguage.

ThedisadvantagesoftheDirectMethod(1).Overemphasizingthesimilaritiesbetweennaturalisticfirstlanguageacquisitionandclassroomforeignlanguagelearningresultsintheexclusiveuseofthetargetlanguage.TheabsoluteavoidanceofthenativetongueoccasionallytroublestheDirectMethodinteachingthemeaningofabstractconcepts.(2).Withoutexplicitgrammarexplanation,studentslackanecessaryknowledgeofthetargetlanguage.Asaresult,theytendtoproduceutteranceswithalotofgrammaticalmistakesinthem.Itisdifficultforthemtosafeguardagainstmistakesandself-correctthemwithouttheguidanceoftherulesofthetargetlanguage.(3).TheDirectMethodplacesahighdemandontheteacher.Itrequiresnative-speakerteachersorteacherswhohavenative-speaker-likefluencyinthetargetlanguage.

TheAudiolingualMethodisamethodofforeignorsecondLanguageteachingwhichemphasizestheteachingofspeakingandlisteningbeforereadingandwriting.IntheAudiolingualMethod,mothertongueisdiscouragedintheclassroom.TheAudiolingualMethodusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.

Thereislittleornogrammaticalexplanation.Grammaristaughtbyinductiveanalogyratherthandeductiveexplanation.

Fluency.Fluentspeechinvolvestheabilitytotalkwithnormallevelsofcontinuity,rate,rhythmandeffort.Fluencyinvolvesthesmoothnesswithwhichunitsofspeech(sounds,syllables,words,phrases)flowtogether.Fluentspeechflowseasilyandisusuallymadewithouteffort.Abnormallybroken,slow,oreffortfulspeechisnotfluent.TheNotionalFunctionalSyllabusisdistinguishedbyitsattentionto"functions"astheorganizingelementsofEnglishlanguage.TheNFSfocusedstronglyandexclusivelyonthepragmaticpurposestowhichweputlanguage.Itisneitheramethod,noranapproachtolanguagepedagogyforitdoesnottellhowtoteachasecondlanguage.Whatitdoesistogivewhatsecondlanguagelearnersshouldfocuson.Atypicalunitofsuchatextbookwouldincludepresentationofdialogues,conversationpracticewithclassmate,situationsinwhichthestudentfiguresout"whatwouldIsay,"roleplays,etc..TheNotionalFunctionalSyllabuswasaprecursorofCommunicativeLanguageTeaching,butitdidnotteachcommunicativecompetenceassuch.

Thegoalofcltistohavestudentsbecomecommunicativelycompetent.Communicativecomppetenceinvolvesbeingabletousethelanguageapropriatelyinagivensocialcontext.Theyneedtoknowthatmanydifferentformscanbeusedtoperformafuncitonandthatasingleformcanoftenserveavarietyoffunctions.Theymustbeabletochoosefromamongthesethemostappropriateform,giventhesocialcontextandtherolesoftheinterlocutors.Theymustalsobeabletomanagetheprocessofnegotiatingmeaningwiththeirinterlocutors.(舒，2005：350）

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初中英语左养右学颂强

ChineseLearnEnglishOnlineFree

译林2011课标版三年级起点《Grammar＆Funtime》教案下载绥化市优质课

TheMeaningOfShapes:DevelopingVisualGrammar

第二单元

GrammarTutorialsforChildrenandTeens

GRAMMARTASKINFORMATION

Grammar是什麼意思Grammar的讀音解釋例句用法

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