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1、英语课程与教学论新编,Chapter 12,Schools of English Teaching Methodology,Contents,The Grammar-Translation Method The Direct Method The Audio-lingual Method The Cognitive Approach The Communicative Approach Task-based Language Teaching,The Grammar-Translation Method,1. Background 2. Theoretical Basis 3. Basic P
2、rinciples 4. Summary and Comments,1. Background,(1)The history of the Grammar-Translation Method is not fully and carefully documented. However, there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century. (2)The second
3、impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries.,1. Background,(3)Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated r
4、ules and paradigms and translation between languages. (4)In the 19th century, more experts of foreign 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.,2. Theoreti
5、cal Basis,(1) Theory of language The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics. （2）Theory of learning The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.,3. Basic Principles,（1）Main features （
6、2）Objectives （3）Techniques （4）Exemplification,(1) Main Features,1.Grammar is the core of language, and language materials are arranged according to the grammar system. 2.The main teaching activities are analysis, explanation and translation. 3.The major practice is translating from and into the targ
7、et language. 4.The teaching focus is reading writing. First language is the main medium of instruction. 5.The sentence is the basic unit of language teaching and learning. 6.Language accuracy is emphasized.,(2) Objectives,The objectives of learning a foreign language in a Grammar-Translation Method
8、classroom are to enable the learners: to read and translate its literature; to understand the target language; to help develop their minds; to gain a better understanding of the first language.,(3) Techniques,Reading Translation Deductive teaching of grammar Analysis and comparison Memorization Read
9、ing comprehension questions Written work,(4) Exemplification,Phase One A. The teacher reads and explain the new words and expressions in the first language. B. The teacher teaches the new grammar with deductive method. Phase Two A. Students are asked to read a few sentences out aloud and translated
10、them into the first language. B. The teacher analyses some difficult sentence and translates them into their native language. C. Students read the studied part of the passage silently and ask the teacher questions they can not answer by themselves. Phase Three A. Students are asked to write the answ
11、ers 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.,4. Summary and Comments,Main Advantages: It makes use of the first language. In Grammar-Translation Method, the first language is maintained
12、 as the reference system in the learning of the second language. It helps students develop reading comprehension and production of written language. It is easy for teacher to use. The Grammar-Translation Method makes few demands on teacher although it often creates frustration for students. It is re
13、latively easy to apply.,4. Summary and Comments,Disadvantages: Overemphasis on translation, dependence on first language. Overemphasis on translation can never emancipate the learners from dependence on the first language. Too much emphasis on reading and writing, neglect of listening and speaking.
14、It put too much emphasis on reading and writing and neglects listening and speaking. Not meeting the communicative and practical needs of the students. Knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation. The texts are mostly taken from literary works. The language learned often doesnt meet the practical needs of the learners. Rote-learning Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language,
