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学校代码
14027
分类号
H769
学号
2005032114
传统语言教学法与
交际教学法之比较
系别
外语系
专业
英语
姓名
王飞
指导教师
冯克明
职称
副教授
日期
2009年6月
国内图书分类号:
G333.41
太原师范学院吕梁高等专科学校办学点
本科毕业论文(设计)
传统语言教学法与
交际教学法之比较
姓名
王飞
系别
外语系
专业
英语
申请学位
学士学位
指导教师
冯克明
职称
副教授
日期
2009年6月
TheComparisonbetweenTraditionalLanguageTeachingandCommunicationalLanguageTeaching
AGraduationThesisSubmittedby
WangFei
InPartialFulfillmentoftheRequirements
For
TheDegreeofBachelorofArts
IntheSubjectofEnglishLinguistics
To
DepartmentofForeignLanguages
Of
LuliangHigherCollege
Supervisor:
FengKeming
May,25,2009
Outline
1Introduction
2Theoreticalbasesoftraditionallanguageteachingandcommunicativelanguageteaching
2.1Briefreviewandtheoreticalbasesoftraditionallanguageteaching
2.1.1Translationmethod
2.1.2Audio-lingualmethod
2.1.3Situationalmethod
2.2Theemergenceandtheoreticalbasesofcommunicativelanguageteaching(CLT)
2.2.1TheemergenceofCLT
2.2.2ThetheoreticalbasesofCLT
3CharacteristicsofthetraditionallanguageteachingandCLT
3.1Characteristicsoftraditionallanguageteaching
3.2CharacteristicsofCLT
4AdvantagesanddisadvantagesoftraditionallanguageteachingandCLT
4.1AdvantagesoftraditionallanguageteachingandCLT
4.1.1Advantagesoftraditionallanguageteaching
4.1.2AdvantagesofCLT
4.2DisadvantagesoftraditionallanguageteachingandCLT
4.2.1DisadvantagesofCLT
4.2.2Disadvantagesoftraditionallanguageteaching
5DetailedcomparisonbetweentraditionallanguageteachingandCLT
5.1Thetheoriesusedincomparison
5.2Detailedcomparisonbetweentwokindsofmethods
5.2.1Teachingprinciples
5.2.2Teachingcontent
5.2.3Teachingprocedure
6IntegrationofthetraditionallanguageteachingandCLT
6.1Thenecessityandfeasibilityofintegration
6.2Integration
6.2.1Theintegrationstages
6.2.2Exampleoftheintegration
7Conclusion
TheComparisonbetweenTraditionalLanguageTeachings
andCommunicativeLanguageTeaching
WangFei
(ForeignLanguagesDepartment,TaiyuanNormalUniversity,Taiyuan,Shanxi,030012)
Abstract:
Thepapercomparesandanalysesthetheoreticalbases,characteristics,advantagesanddisadvantagesoftraditionallanguageteaching(includingtranslationmethod,audio-lingualmethod,andsituationalmethod)andcommunicativeteaching.Atthesametime,itcombineswiththepracticalsituationofforeignlanguageteaching.Thenitpointsoutthattheintegrationoftwokindsofforeignlanguageteachingisnecessaryandfeasible.Andonlyifdoweintegratethemvalidlytheteachingeffectcanbeimprovedtolargeextent.
Keywords:
traditionallanguageteachingcommunicativelanguageteachingcomparisonintegration
传统语言教学法和交际教学法的比较
王飞
(山西太原太原师范学院外语系030012)
摘要:
通过对传统语言教学法(翻译法,听说法,情景法)和交际教学法的理论基础,特点,和利弊的比较分析,并结合英语教学的实际情况,指出两者结合起来是必须的,可行的.两者有效结合才能更好的提高英语教学效率。
关键字:
传统语言教学法交际教学法比较结合
TheComparisonbetweenTraditionalLanguageTeachings
andCommunicativeLanguageTeaching
1Theintroduction
Languageisameansofcommunication.Thereisnodoubtthatforeignlanguageteachingistocultivatestudents’communicativecompetenceofusingaforeignlanguage.Butwhentheeffectivewaysofteachingandlearningaforeignlanguageareconcerned,peoplehavedifferentideas.
LookingbacktothehistoryofEnglishteaching,therearemanyoperationsofteachingmethodsaccordingtodifferenttimesandplaces.AsforEnglishteachinginChina,grammartranslationmethod,audio-lingualmethodandsituationalmethoddominatedforeignlanguageteachingbeforethe1980s,andtheyhavebeencalledtraditionalteaching.Since1990s,communicativelanguageteachingwasadoptedandpraisedhighly.
Allkindsoflanguageteachingshavetheirownadvantagesanddesirablepoints,buttheyareallnotperfectandalmighty.Sonowadays,showingthestrongpointsandhidingtheweaknessesaswellasintegratingmanylanguageteachingshavebeenthegeneraltendencyforforeignlanguageteaching.
Nowthispaperwilldiscussthenecessityandfeasibilityofintegrationbetweentraditionallanguageteachingandcommunicativelanguageteachingthroughcomparingtheirtheoreticalbases,characteristics,advantagesanddisadvantages.
2Theoreticalbasesoftraditionallanguageteachingandcommunicativelanguageteaching
2.1Briefreviewandtheoreticalbasesoftraditionallanguageteaching
2.1.1Translationmethod
TranslationmethodoriginatedfromthewayofstudyingGreekandLatinlanguagebyEuropeans.Itstheoreticalbaseismechanicallinguistics.Mechanicallinguiststhoughtthatalllanguagessourcedfromonekindoflanguage;languageandthinkingareunified;grammarsofalllanguagesarethesamebecauseofhavingthecommonthinkingrulesbyhumanbeings;theconcept,meaningandmatchofwordsexpressedbylanguages’vocabularyareallthesame;thedifferencesoflanguages’vocabularyonlyliesinwritingformsofwords’pronunciation.Accordingtothis,translationmethodtookword-for-wordtranslationasbasicprinciplesofforeignlanguageteachingandbasicinstrumentofexplainingandconsolidatingthelanguagematerials.
Throughlong-timedevelopment,translationmethodhasbecomematuregraduallyfrominitialgrammar-translationmethodandvocabulary-translationmethodtomoderntranslationmethod.Moderntranslationmethodobjectedtomechanicalcontrastandword-for-wordtranslation,andrealizedsyntheticteachingincludingsound,vocabularyandgrammar.
2.1.2Audio-lingualmethod
Thefounderofaudio-lingualmethodisFries.AndAmericanstructurallinguistBloomfieldmadeimportantcontributionstothismethod.Itstheoreticalbasesisstructuraltheory,thatis,languageisthewordsspoken,notletters;languageishabitwhoseformationneedsstimulusandresponses.Accordingtothis,itsstepsare:
i.Audio-lingualfirst,givingthefirstplacetolisteningandspeaking,givingthesecondplacetoreadingandwriting,studentslistenfirstaswellasimitate;ii.Theteachingproceduretakessentencepatternsascenter,practicingrepeatedlyandformingintohabits;iii.Correctthemistakesmadebystudentsintime.
Audio-lingualmethodisthemostpopularteachingmethodinthe1950sand1960s.Manyprinciplesofitarestillusedinmoderntimes.
2.1.3Situationalmethod
Situationalmethodalsotookstructuralismasitstheoreticalbases.Thedifferencebetweenitandaudio-lingualmethodliesin:
thelatteremphasizestheresearchofinternalstructureofsentence,whiletheformerthinksthatlanguagestructurerelatedcloselytothesituationatthattime,andputforwardanimportantconcept---context.EnglishlinguistsFirthandHilladythink,“Theimportantpointoflanguageclassroomistodescribethelanguageactivitytoapartofthewholecomplicatedthingwhoseparticipantcanorganizepracticalsituationaccordingtotopic”.Andlanguageactivitiesareregardedaspurposefulandsituationalonesinreallife.Dialogueandthepracticeofsentencepatternarethebasiccontentofsituationalteaching.Usually,adialogueisakindofsituation,whichcontainssomesentencepatterns.
2.2Theemergenceandtheoreticalbasesofcommunicativelanguageteaching(CLT)
2.2.1TheemergenceofCLT
CLToriginatedfromthechangesinBritishsituationallanguageteachingapproachdatingfromthelate1960s.Withregardofthesocio-cognitiveperspectiveofthesocio-linguistictheory,communicativelanguageteachingevolvesasapopularlanguageteachingmethodandgraduallyreplacedthepreviousgrammar-translationmethod,audio-lingualmethodandsituationalmethod.Insituationalmethodeducatorsandlinguistsfeltthatstudentswerenotlearningenoughlanguageinactualuse.Sostudentsdidnotknowhowtocommunicateusingpropersociallanguage,gesturesandexpressions.Thelargenumbersofstudentsintraditionalgrammar-basedcoursesaregrammaticallycompetentbutcommunicativelyincompetent.SoBritishlinguistsemphasizedthefunctionandcommunicationoflanguage.Theythoughtthatcommunicativeproficiencyinlanguageteachingismoreimportantthanmasteryofgrammar.
SinceHymesfirstintroducedtheconcept“communicativecompetence”inthemid-1960s,manyresearchershavehelpedtodevelopthetheoriesandpracticesofCLT.AndHymesinventedthisnewwordincontrasttoChomsky’s“linguisticcompetence”.Chomskypointedoutthattheabstractrulesystemorknowledgeandindicatedunderlyingknowledgeofgrammarofthelanguagebythenativespeakerishislinguisticcompetence.Incontrast,Hymesarguesthatthenativespeakerhasanotherrulesysteminadditiontolinguisticcompetence.Inhisview,languagewasconsideredasasocialandcognitivephenomenon;syntaxandlanguageformswereunderstoodnotascontextualstructures,butasmeaningresourcesusedinparticularconventionalways.
Therefore,speakersofalanguagehavetoownmorethanlinguisticcompetenceorgrammarcompetenceinordertobeabletocommunicateeffectivelyinalanguage.Theyalsoneedtoknowhowmembersofaspeechcommunityusedthelanguagetoaccomplishtheircommunicativepurposes.Basedonthistheory,CanaleandSwainlaterextendedthe“communicativecompetence”intofourdimensions.Theybelievethatcompetencecontainsthesystemsofknowledgeandskillrequiredforeffectivecommunication.Knowledgeherereferstowhatoneconsciouslyorunconsciouslyknowsaboutthelanguageandaboutotheraspectsofcommunicativelanguageuse;skillreferstohowwellonecanperformthisknowledgeinactualcommunication.Fromthisperspective,whatlanguageteachershouldteachisnolongerjustlinguistic
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