交际法与翻译法在中学生阅读技能方面培养的比较与研究.docx
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交际法与翻译法在中学生阅读技能方面培养的比较与研究.docx
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交际法与翻译法在中学生阅读技能方面培养的比较与研究
交际法与翻译法在中学生阅读技能方面培养的比较与研究
摘要:
自从英语成为一门必学的语言以来,全球许多学者对于这一语言的教学方法提出了构想,比如传统的翻译法,以及近些年较为流行的交际法等。
学术界人士将这两种教学方法在不同的领域做了比较与研究,例如口语,听力,写作等方面。
然而,针对阅读这一领域,还没有太多可以借鉴的内容。
众所周知,阅读是语言学习中较为重要的一环。
同时,它也是人们获得信息,了解世界的重要渠道。
通过阅读,我们可以了解到世界各国不同的文化背景,宗教信仰,道德法律,民族精神等等;我们还可以通过阅读进行思考,和世界各国的学者进行对话。
基于前者的研究和实验,本文主要研究翻译法和交际法在培养中学生阅读技能方面的效果和影响。
关键词:
阅读;中学生;翻译法;交际法
Contents
AbstractinEnglishi
AbstractinChineseii
Contentsiii
1.Introduction1
2.Thereadingtheoriesandreadingteaching2
2.1Readingskills2
2.2Readingtheories3
2.3Readingteaching4
3.TheoriesoftheGrammar-TranslationMethodandtheCLTapproachonreadingteaching6
3.1TheGrammar-TranslationMethod6
3.1.1IntroductionoftheGrammar-TranslationMethod7
3.1.2TheoriesoftheGrammar-TranslationMethodonreadingteaching8
3.2TheCLTapproach9
3.2.1IntroductionoftheCLTapproach9
3.2.2TheoriesoftheCLTapproachonreadingteaching10
4.TheexperimentonreadingteachingwiththeGrammar-TranslationMethodandtheCLTapproach
11
4.1Theprocessoftheexperiment12
4.1.1ApplicationoftheGrammar-TranslationMethodinclassseven12
4.1.2ApplicationoftheCLTapproachinclasseight12
4.2Experimentalresultanalysis13
5.Conclusion14
References16
Acknowledgement18
1.Introduction
In1981,theStateEducationDevelopmentCommission(SEDC)issuedthenationalunifiedsyllabuswhichwasstructure-basedandset“languageknowledge”asthemaintendencygoal.Underthispolicy,inthelate1980s,87%ofteachersinChinesemiddleschoolsuseddifferentmethods,suchas,theGrammar-TranslationMethod,theDirectMethod,andtheAudio-lingualMethodandsoontofulfillthesyllabusintheirEnglishclassroomteaching.AsthelargestpopulationstudyingEnglisharoundtheworld,ChinahasbeenamainpartinlearningEnglishoverthepastseveraldecades.
Andinthereadingaspect,theEnglishteachershavebeenusedtoapplyingtheGrammar-TranslationMethod.Therefore,thereadingclassisfullofChinese,anditisdesignedtofinishreadingmaterialsandreadingexercises.Thereadingclassisteacher-oriented.TheGrammar-TranslationMethoddoesadvantagestothegrammarpointsandthelanguagestructure,asHarveysays,“Understandingthegrammaticalframeworkofalanguageisextremelyimportantforsomelearners,especiallyforspeakersofdifferentlanguages.”Itlaysasolidfoundationforstudentsinknowledge.However,manystudentsexpresstheiropinionsaboutthistraditionalreadingclass,theythinkitisboring,itcan’tarousetheenthusiasmofthestudentstobeactivelyinvolvedintheteaching.Inaddition,theteachingmethodshavebeenreformedformanytimes.WhetherthistraditionalmethodstillworksintheEnglishreadingclassstillremainstobeaquestion.
Withthequickspreadingofthenewteachingmethodsaroundtheworld,especiallythespreadingoftheCLTapproach,anewtypeofreadingclassiscomingintobeing,whichaimsatbroadeningstudents’viewsandgettingmoredifferentculturesforstudents.Andtheteachersalsohavemoreroles,likefacilitatingstudents,organizingactivitiesandcreatingtopicsforstudents.Fromthisperspective,theCLTapproachisanappropriatewayforthedevelopmentofstudents’readinginEnglishclassroomteaching.
InordertomakeastudyontheeffectofthetwoteachingmethodsintheEnglishreadingclass,thispaperputsitsfocusonthecomparativestudyoftheGrammar-TranslationMethodandtheCLTapproachinreadingteachingaspectofmiddleschoolstudents.
2.Thereadingtheoriesandreadingteaching
Thereadingskillisoneofthefourskillsinlanguagelearning,playinganimportantroleinEnglishlearning.ExtensivereadingisveryusefultoimproveEnglishlanguageability.Therefore,manyscholarshaveaffirmedtheimportanceofreadinginthesecondlanguagelearning.Krashen(1985)thought“akeyfactorinsecondlanguageacquisitioniscontactingwithplentycomprehensibleinputmaterials.”Harmer(2000)believedgoodreadingmaterialscanprovidegoodexamplesforstudentsandbeconducivetotheimprovementofwriting,andalso,readingprovidesopportunitiesforlearningvocabulary,graspinggrammarinformation.Listeningandreadingarethetwomainwaysforcontactingmaterials.Butforsomereasons,readingisthemostcommonwayforcontactingmaterials.Therefore,thereadingskillisanimportantskillinlanguagelearning,especiallyinthecontextsofChina.
2.1Readingskills
Inthereadingclass,teachersusuallyusethereadingskills,likethediagrammethod,thecomparativemethod,thetimesequencemethod,thestructureanalysismethod,thetestmethodandetc.Undertheclassroominstruction,studentscanbeindependentinreadingandgraduallyformintoself-learninghabit.Accordingtothecurrentteachingmaterialsandthestudents'readinghabit,wehavesomereadingskillsorreadingabilitieshere:
1).Skippingorscanning.Whenstudentsread,theygraspthekeywordsandthetopicsentences.Generallyspeaking,thefirstsentenceandthelastonecontainsomekeyinformation,andthekeywordsinthepassagegivemanycluestoreaders.
2).Independentanglicizingandthinkingability.Studentsarerequiredtodothelogicaljudgmentlikeprocessing,producing,discardingthefalseandthetrue.Italsodoeswellincultivatingstudents’Englishthinkingway.
3).Knowingmoredifferentcultures.Studentsalwaysencounterdifficultiesinthereading.Exceptfortheunknownknowledge,thelimitedlevelofthebackgroundknowledgeisakeyreason.Teachersshouldprovidemoreculturepointsandguidestudentstocontacttheexoticcultureactivelyinthereadingclass.
H.DouglasBrownhasdescribedanimportanttheoryrelatedtotheforeignlanguageteaching:
greatteachersarethosewhocanusetheteachingmethodsandteachingskills.Yourteachingisderivedfrom,andgivesfeedbackto,asetofprinciplesfromtheskeletonofanoverallapproachtolanguagelearningandteaching.”
However,theteachersthinktheteachingmethodsarerelativelyabstract,unlessitisappliedinrealteachingenvironment.So,itisnecessaryforustodotheexperiment.
2.2Readingtheories
Sincetheinventionofwritingsystem,readingbegantoexistandgraduallydevelopedintoamodeoflearningpreviousknowledgeandskills,“Reading”isexplainedinOxfordAdvancedLearner’sEnglish-ChineseDictionaryas“anactivityofsbwhoreads”(“Read,”def.1431).AndintheMacmillanAdvancedLearner’sEnglish-ChineseDictionary”,itmeans“theprocessofrecognizingwrittenorprintedwordsandunderstandingtheirmeaning”.Infact,thosetwodefinitionsarebothliteralcomprehensionsofreading;theycan’tdescribeandsummarizethecomplexreadingprocess.Nomatterthelinguistsinthepastorthelinguiststoday,theybothtreatthereadingasoneofthestandardstoevaluatestudents’languageability.
Accordingtothewayofhumaninformationprocessing,readingwayscanbedividedintothreemodels.ThefirstoneistheBottom-UpModel.Accordingtothismodel,thereadingprocessistheonetounderstandthewords,sentencesfirst,thentounderstandtheparagraphsandthetext.Infact,onlytheliteralunderstandingcannotmakereadersgrasptherealmeaningofthetext.So,thesecondmodelcomesintobeing,theTop-DownModel.Goodman(1967)believesthattheeffectivereadingshouldbeaccomplishedfromthewholetothepart.Therefore,thereadersfirstcontrastthesemanticimagefirst,knowthebackgroundandunderstandtheauthor’sintention,andthentheyusethehigherlevelunderstandingtohelpthelowerlevellanguageunderstanding,suchaswords,sentences,paragraphs.ThethirdoneistheInteractiveModel.Astheabovetwomodelscannotdowellinreadingunderstanding.Rumelhartandotherlinguists(1980)putforwardanewmodel.Intheiropinions,thebestwayistocombinetheBottom-UpModelwiththeTop-DownModel,andthatistosay,inthereadingprocess,words,grammarandthebackgroundinformation,allthesefactorscanaffecttheunderstandingofthereader.
TheModernSchemaisdevelopedonthebasisofthetheoriesmentionedabove.Schemaisacognationmodelabouttheknowledge.Inthereadingprocess,wecandeveloptheschemaintofourforms,LinguisticSchema,ContentSchema,FormalSchema,andStrategySchema.LinguisticSchemareferstothebasicvocabularyofthetextandthegrammaticalknowledge;ContentSchemareferstothebackgroundinformationthatreadersacquire,suchashistory,religion,cultureandsoon;FormalSchemareferstoanacttomonitorthedifferenttypesofliterature;TheStrategySchemareferstothewayswhenwegetstuckinthereading.Weuseourexperienceandacquiredknowledgetotrytogetthingssolved.Actually,theschemaisimportanttoreaders;theyputintothemessagefromthetexttothebrainandsearchfortherelatedschemawhichcanillustratethenewmessagestohelpthemunderstandthedeepmeaning.
Actually,readingisacomplexpsychologicalprocess.Intheprocessofreading,readersgetinformationwiththeireyes,andthenbeginthecognitiveactivitiesinbrain,includingtheidentification,memory,analysis,synthesis,reasoningandprediction.
Fromthetraditionalsense,readingisaprocessofexpressingthemeaningthroughthewrittenlanguage.Generally,thepurposeofreadingisnotonlytounderstandthecontentsofthearticle,butalsotolearnthethoughtsofothersandtogetpleasure.Inthissense,thereadingactivityisnotjustaboutthewords,phrasesandsentences.Inmanycases,itisanabilitytoformanewideasystem,finallytoenhancetheabilityofanalysisandcognition.PsychologistGoodm
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- 关 键 词:
- 交际 翻译 中学生 阅读 技能 方面 培养 比较 研究