教学法2.docx
- 文档编号:24983989
- 上传时间:2023-06-03
- 格式:DOCX
- 页数:61
- 大小:56.36KB
教学法2.docx
《教学法2.docx》由会员分享,可在线阅读,更多相关《教学法2.docx(61页珍藏版)》请在冰豆网上搜索。
教学法2
TheGrammar-TranslationMethod
1. TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.
2. AtonetimeTheGrammar-TranslationMethodwascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.
3. ThehistoryoftheGrammar-Translationisnotfullyandcarefullydocumented.
4. Itisbelievedthat/ThereisevidencethatgrammaranalysisandtranslationbegantobethebasicproceduresFLTfromthe16thcentury,whenmodernlanguagessuchasFrench,ItalianandEnglishgainedinimportanceasaresultofpoliticalchangesinEurope.
5. Inthe16thcentury,LatinwasoncealanguageofspokenandwrittencommunicationintheWesternWorld,andwastheworld’smostwidelystudiedforeignlanguage.
6. ItwastaughtthroughactiveuseofLatinspeechandwrittentextwithoutgrammaranalysis,sincethemothertongueatthattimedidn’thavesystematicgrammar.
7. ThemodernlanguageprovidedoneoftheconditionsforgrammaranalysisandtheapplicationofgrammaticalrulesintranslationexercisesinteachingLatin.
8. ThesecondimpetusfortheproceduresofgrammaranalysisandtranslationinteachingLatincomefromthesocialneedsofEuropeancountries.
9. WhatwasthesocialreasonfortheproceduresofgrammaranalysisandtranslationinteachingLatin?
Withthedevelopmentofmodernlanguages,Latingraduallybecamedisplacedasalivinglanguage.
10. ThefundamentalpurposeoflearningLatinwastostudytheclassicalculture,whichwasworshippedintheRenaissance.Studentsstudyoftheforeigncultureislimitedtoitsliteratureandfinearts.
11. IntheGrammar-Translation,Grammaranalysisandtranslationprovedtobeeffectivemeansinstudyingforeignculturethroughliteraryworks.
12. ThetrendofteachingforeignlanguagebegantoswingfromactiveuseofLatininAncientandMedievaltimetothestudyofthewrittenformofLatin.Inotherwords,itswungfrom“activism”to“formalism”.
13. Somepeoplebelievedthatthemindofhumanbeingscouldbetrainedbylogicalanalysisoftheclassicallanguage,extensivememorizationofcomplicatedrulesandparadigmsandtranslationbetweenlanguages.
14. IntheGrammar-TranslationMethod,asamodernlanguagesuchasFrench,ItalianandEnglishbegantoenterthecurriculumofEuropeanschoolsinthe18thcentury,theyweretaughtusingthesamebasicproceduresthatwereusedforteachingLatin.
15. Onlyinthelate18thcenturydidtheregularcombinationofgrammarruleswithtranslationintothetargetlanguagebecomepopularastheprinciplepracticetechnique.
16. MostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginated/begantobecomeaformallanguageteachingmethodfromthe18thcentury.
17. Inthe19thcentury,moreexpertsofFLTadoptedthestrategyofcombininggrammarruleswithtranslation.
18. ThesequentialarrangementusedbyH.S.Ollendorffinhislessonbecameastandard:
astatementoftherulefollowedbyavocabularylistandtranslationexercises.Attheendofthecoursetranslationofconnectedprosepassagewasattempted.
19. JohannSeidenstuckerandothertextbookwriterscombinedrules,vocabulary,textandsentencestobetranslatedasthetypicalpatternoftheGrammar-TranslationMethod.
20. Inthemid-19thcentury,KarlPloetzinGermanyadaptedSeidenstucker’sFrenchtextbookforuseinschoolsandthustheGrammar-TranslationMethodbecametheprincipalmethodofteachingmodernlanguagesinschools.
TheoryoflanguageunderlyingtheGrammar-TranslationMethod
1. Generallyspeaking,theGrammar-TranslationMethodbelongedtotheschooloftraditionallinguistics.
2. Traditionallinguistsbelievedthatthewrittenformoflanguagewassuperiortothespokenform.
3. Intraditionallinguistsstudyoflanguage,theygaveprioritytothewrittenformandtookwordsastheirstartingpoint.
4. Whendiscussingtherulesoflanguage,traditionallinguistsusuallytookaprescriptiveapproach.
5. Traditionallinguistsemphasizedcorrectness,thepurityofalanguage,literaryexcellenceandtheuseofLatinmodels.
6. ThetheoryoflanguageunderlyingtheGrammar-TranslationMethodwasderivedfromComparativeHistoricalLinguistics.
7. TheresultofcomparisonbetweendifferentlanguagesindicatedthattheclassicallanguagessuchasGreekandLatinwereverymuchsimilartothemodernIndo-Europeanlanguages.
8. IntheGrammar-TranslationMethod,ComparativeHistoricalLinguisticsbelievedthatalllanguagesoriginatedfromonelanguageandwereruledbyacommongrammar.
9. InFLT,thetargetlanguagewasprimarilyinterpretedasasystemofrulestobeobservedintextsandsentencesandtoberelatedtothefirstlanguagerulesandmeanings.
10. IntheGrammar-TranslationMethod,thestudents’firstlanguagewasmaintainedasthereferencesystemintheacquisitionofthetargetlanguage.
TheoryoflearningunderlyingtheGrammar-TranslationMethod
1. ThetheoryoflearningunderlyingtheGrammar-TranslationMethodwasFacultyPsychology.(机能心理学)
2. TheFacultyPsychologistsbelievedthatthemindofhumanbeingshadvariousfacultieswhichcouldbetrainedseparately.
3. AccordingtotheFacultypsychologists,Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.
4. Latingrammarwasconsideredasthemostlogicalandwell-organizedgrammarintheGrammar-TranslationMethod.
5. Viewedfromthenatureandpurposeofeducation,theGrammar-TranslationMethodwasanexpressionofclassicalhumanism.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.
MainfeaturesoftheGrammar-TranslationMethod
1. WhatisthefocusofaGrammar-Translationclassroom?
WhydoyouoryourfelloworsometeachersstilluseoftheGrammar-TranslationMethodintheteachingofEnglish?
ThefocusofaGrammar-Translationis/TheGrammar-TranslationMethodemphasizedtheteachingofthesecondlanguagegrammar.Becausegrammarisregardedasthecoreoflanguageandtheteachingmaterialsarearrangedaccordingtogrammarsystem.Soitisthemaincontentinforeignlanguageclassrooms.Theprocessoflearninggrammarisanimportantmeansoftrainingmentalabilities.
2. ThefocusofGrammar-Translationclassroomisteachingandpracticesofgrammarofthetargetlanguage.
3. Mostoftheteachingactivitiessuchasanalysis,explanationandtranslationservethepurposeofmasteringgrammaticalrules.
4. Theprinciplepracticetechniqueistranslationfromandintothetargetlanguage.
5. WhatlanguageskillsareemphasizedintheGrammar-TranslationMethod?
Readingandwritingarethemajorfocus/areemphasizedinaGrammar-Translationclassroom;littleornosystematicattentionispaidtospeakingandlistening,becauseliterarylanguageisconsideredsuperiortospokenlanguage.Therefore,thelanguagelearnersshouldstudywrittenlanguage.Thefocusonunderstandingliterarytextsprovidesthesituationinwhichreadingandwritingabilitiesarewelltrained.
6. IntheGrammar-Translationclassroom,theteacherusesthenativelanguageofthestudentsasthemainmediumofinstruction.Thereislittleuseofthetargetlanguage.
7. IntheGrammar-TranslationMethod,thesentenceisthebasicunitoflanguageteachingandlearning.
8. IntheproceduresoftheGrammar-TranslationMethod,theteacheremphasizesaccuracyratherthanfluency.
ObjectivesoftheGrammar-TranslationMethod
1. IntheGrammar-TranslationMethod,theultimatepurposeoflearningaforeignlanguageistoenablethelearnerstoreadandtranslateitsliteratureofthetargetlanguage.
(1).Grammar-Translationisconsideredasanecessarypreliminarytothestudyofliteraryworks.
(2).Studentsarerequiredtomemorizegrammaticalrulesinordertounderstandandmanipulatemorphologyandsyntaxofthetargetlanguage.
(3).Thestudentswhocantranslatefromonelanguageintoanotherareconsideredsuccessfullanguagelearners.
2. Theotherobjectivesofthemethodaretoprovidestudentswithgoodmentalexercisethathelpdeveloptheirminds,andtogainabetterunderstandingofthefirstlanguage.
TechniquesoftheGrammar-TranslationMethod教学技巧
1. Reading:
①readingpassagesareplannedaroundthesequencedgrammaticalstructuresandvocabularytobestudied.
②Thepassagesmaybeexcerptedfromliteraryworksorcarefullywrittenbyacompiler,includingparticulargrammarrulesandvocabulary.
2. Translation:
①translationcanbeemployedinpresentinganewgrammaticalitem,understandinganewpassage,orasexercisesattheendofalesson;thematerialsmaybewrittenorspoken.②Literaltranslationshouldbefollowedbyfreetranslation.③Sentencetranslationusuallytakesplacebeforepassagetranslation.
3. Deductiveteachingofgrammar(演绎法语法教学):
grammarrulesaretaughtdirectlybytheteacherwithexceptiontoeachrulenoted.Thentheruesarepracticedthroughtranslationexercises.
4. Analysisandcomparison.Inordertoapplyinggrammarrulestospecificexamplesandtounderstandthereadingpassage,difficultsentencesreanalyzedindetailandcomparedwiththefirstlanguagesentence.Usually,thefunctionofeachpartofsentenceisclearlyexplained.
5. Memorization:
oneofthetechniquesisusedintheGrammar-TranslationMethod.
6. Readingcomprehensionquestions
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 教学法