《英语学科教学论》精品复习材料

语言教学法的流派

I. The Grammar-translation Method 语法翻译法 背景：

中世纪，拉丁语是欧洲文化教育、著书立说的国际语言及官方的

语言。后来，人们学习拉丁语的主要目的是阅读用拉丁语写的书籍和训练心智。在18、19世纪，法语、英语兴起，人们就沿用教授拉丁语这类古典语言的翻译法。后来，传统的翻译法逐步发展为今日的语法翻译法。语法翻译法认为，学习外语首要的是学习语法。因为学习语法既有助于理解、翻译外语，又有助于磨练治理，培养学生的逻辑思维能力。对课文的理解其前提条件是正确理解课文中的语法能力。语法翻译法倡导阅读领先，着重培养阅读与翻译能力，在此基础上，再兼顾听说训练。 Basic Idea:

1. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.

基本思想：

1。外语学习的目的是为了读它的文学或为了从外语学习中产生的精神学科和智力发展而学习语言。

2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.

2。阅读和写作是主要的焦点，很少或根本没有系统的关注是听或说。

3. Vocabulary selection is based solely on the reading texts used. In a typical Grammar-Translation text, a list of vocabulary items is presented with their translation equivalents. Words are taught through bilingual word lists, dictionary study and memorization. 3。词汇选择仅基于阅读文本的使用。在一个典型的语法翻译文本，一个词汇表的项目是与他们的翻译等值。词是通过双语单词表教，字典学习和记忆。

4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.4。句子是教学和语言实践的基本单位。本课的重点是把句子分成目标语言，这是一个独特的特征的方法，它是这个重点。

5. Grammar rules are taught directly by the teacher with exception to each rule noted. Then the rues are practiced through translation exercises. 5。语法规则是由老师直接讲授的，每个规则都有例外。然后，所实行的是通过翻译练习。

6. The student?s native language is the medium of instruction. It is used to

explain new items and to enable comparisons to be made between the foreign language and the student?s native language.6。学生的母语是教学的培养基。它是用来解释新的项目，并使比较之间的外国语言和学生的母语。

以语法和词汇为主要内容，以翻译和语法讲解为主要手段，以母语为主要载体，以文字为依托工具，以系统培养学生的外语理解和翻译能力为主要目标。

II. The Audio-lingual Method 听说法 背景：

二战时期，美国不重视外语教学，当因为战争需要而需派送大批青年到有关国家时，就面临快速培训青年掌握基本的外语的需求。当时对这些青年的培训都将结构主义语言学理论付诸教学实践，积累了教学经验。后来，这些经验总结提升，形成了成熟的听说法语言教学。 Theoretical Foundation:

1. Structural View of Language 结构主义语言学

The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items.

理论基础：

1。语言结构主义语言学结构视图

语言结构观把语言视为一种由不同子系统组成的语言系统：语音系统（音系）；由声音组合产生的离散单元（形态），以及与之相结合的通信单元（语法）系统。每一种语言都有有限数量的此类结构项目。 To learn a language means to learn these structural items so as to be able to understand produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audio lingual approach to language leaning emerged..学习一种语言意味着学习这些结构项目，以便能够理解产生语言。当这种语言结构的观点是结合行为心理学的刺激反应原理，对语言学习产生..听说法

2. Behaviorist Theory 行为主义心理学

Learning is a process of habit formation. Stimuli, response, reinforcement. Learning a foreign language means students should do lots of repletion. 2。行为主义理论行为主义心理学

学习是一种习惯形成的过程。刺激，反应，强化。学习一门外语就意味着学生要做大量的实。

Basic Idea:

1. The general objective is to enable the students to use the target

language communicatively. In the early stages, the focus is on oral skills, with gradual links to other skills as learning develops. The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar. Very little use of the mother tongue by teachers is permitted.基本思想：

1。总的目标是使学生所使用的目标语言。在早期阶段，重点是口头技能，与其他技能的逐渐联系，学习发展。主要的压力是口头上的，这意味着学生要达到准确的发音和正确的语法。很少使用母语的教师是允许的。

2. There is little or no grammatical explanation. Grammar is taught by inductive analogy2。很少或根本没有语法解释。语法是用归纳法进行的。

Activity Type:

1. Repetition drill (重复练习):

Repetition Drill is often used to teach the lines of the dialogue.

Students are asked to repeat the teacher?s model as accurately and as quickly as possible.重复练习（重复练习）：

重复训练经常用来教台词。学生被要求尽可能准确地重复老师的模型。 2. Simple substitution drill (简单替换练习):

The students repeat the line from the dialogue which the teacher has

given them, substituting the cue into the line in its proper place.

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