教学法理论 第3讲 语法翻译教学法课件.ppt

英语教学法理论讲义 第三讲 语法翻译教学法 Unit 3 The Grammar Translation Method,Outline of this unit,1.The objective of this unit 2.The background of the Grammar-Translation Method 3.What is the Grammar Translation Method? 4.The objectives and the principal features of GTM 5.Theoretical assumptions,,6.Teaching process 7.Assessment 8.Techniques of the grammar-translation method 9.Principles of the grammar-translation method: A Summary,An introduction,According to Wilkins(1972), the teaching methods basically go into two broad opposing categories by their attitudes towards the mother tongue, that is traditionalism and modernism. (Cited in Xiao, 2004:413) The former covers methods such as Classical G-T and more resent Cognitive Methods, asserting,,that one should take advantage of his mother tongue in FLL; the latter includes as a myriad of designations like the Direct Method, the Audio-lingual Method, the Audio-Visual Method, the CA and so on. (See Xiao, 2004:43),1. The objective of this unit,This unit is intended to help the students to master the Grammar-Translation Method in terms of background, main features, objectives, theoretical assumptions, activities, typical materials and assessment (both positive and negative).,,After this unit the learners should be able to: know the definition of GTM background of the method the principal features of the method the theoretical assumptions of the method the procedures used in the method the drawbacks and strengths of the method the principles used design a syllabus based on the method,2.The background of the Grammar-Translation Method,The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach dead languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production.,,Grammar-Translation Method (1890s-1930s): Around the turn-of-the-century, language students often translated cumbersome volumes from Classical Greek or Latin into English via this approach. It consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in English), some sample sentences, and exercise drills to practice the new structures. Little opportunity for real second-language acquisition existed then.,,In the western world, foreign language teaching in school was synonymous with the learning of Latin or Greek. Latin was taught by means of what has been called the Classical Method: focus on grammatical rule, memorization of vocabulary of various declensions and conjunctions, translation of texts, doing written exercises, little thought was given to teaching somebody how to speak the language.,,In the eighteenth century, the Classical Method was adopted as the chief means to teach other foreign languages. In the 19th century, the Method came to be known as Grammar-Translation Method.( Stern, H. H 2001: 252),,According to Howatt (1999: 131), The Grammar-Translation Method was devised and developed for use in secondary schools. It was even called “the grammar school method”. This method began in Germany, or more exactly, Prussia at the end of the 18th century.,,The origins of the method do not lie in an attempt to teach languages by grammar and translation, these were taken for granted anyway. The original motivation was reformist. (Howatt, 1999: 131),,The traditional approach in the 18th century had been to acquire a reading knowledge of foreign languages by studying grammar and applying this knowledge to the interpretation of texts with the use of a dictionary. However, these methods were not well-suited to the capabilities of younger school pupils. The Grammar-Translation Method was an attempt to adapt these traditions to the circumstances and,,requirements of schools. It preserved the basic framework of grammar and translation because they were familiar to the teachers and students. Its principal aim was to make language learning easier. (Howatt, 1999: 131) The central feature was the replacement of the traditional texts by exemplary sentences. The 20th century structuralist approach was also founded on the supremacy of the sentence and the two methodologies have much in common.,3. What Is The Grammar Translation Method?,At the height of the Communicative Approach to language learning in the 1980s and early 1990s it became fashionable in some quarters to deride so-called old-fashioned methods and, in particular, something broadly labelled Grammar Translation. There were numerous reasons for this but principally it was felt that translation itself was an academic exercise rather than one which would actually help learners to use language, and an overt focus on grammar was to learn about the target language rather than to learn it.,,As with many other methods and approaches, Grammar Translation tended to be referred to in the past tense as if it no longer existed a。