英语教学法流派Approaches and Methods in Language Teaching,外国语学院,Traditional Approach Structuralist Approach Humanistic Approach Development of Communicative Approach:,Grammar-Translation Method,Direct Method,Situational Approach,Audiolingual Approach,Community Language Learning,Total Physical Response,The Silent Way,Suggestopedia,Communicative Language Teaching,Task-Based Language Teaching,Content-Based Instruction,Overview of ELT Methodology,Grammar-Translation Method,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,The Grammar-Translation Method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.,Definition ：,It was first used in the teaching of the classical languages of Latin and Greek. In the 16th century ，grammar analysis became the basic way in foreign language teaching in Europe. Until the 19th century, grammar translation method became widely approved and used in the whole world.,Background,1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality. 2. Grammar is regarded as the core of language ,grammar is the main content in classroom.,Theoretical base,3. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.,1. The focus on classroom is teaching and practices of grammar of the target language. 2. Language skills are emphasized reading and writing but little or no systematic attention is paid to speaking and listening. 3. The native language is overused. There is little use of the target language. 4. the teacher emphasizes accuracy rather than fluency .,Characteristics,1. 复习：默写单词；个别与集体背诵上一课课文第几段等等。 2. 教授新词：教师课前将本课新词的英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗读英语单词后，教师说汉语，学生说英语单词，或反之。 3. 讲授语法（规则动词现在进行时）：教师讲解动词现代进行时的意义及其变化规则后，在黑板上写出课文中的动词原形，要求学生将它们转换成现在分词，再变成现在进行时。,Procedure,4. 讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生的错误。 5. 巩固新课：学生跟教师逐句朗读课文后，教师根据课文提问，学生按课文内容回答。 6. 布置作业：拼写单词；语法填空；背诵某段课文。,This method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor.,Procedure,Grammar thus provided the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated.,E.g.:ThenextmorningIhadabadaccidentwiththe sledandhurtmyleg.Icouldntstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowI hadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetent andlaydownoutofthecoldwind.,Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language.,Advantages,1.It can help students to have a better understanding of the meaning of abstract words and complicated sentences. 2.It can foster students ability of reading comprehension and producing grammatically correct sentences and develop students ability of analyzing and solving problems.,3. The Grammar-Translation makes few demands on teachers although it often creates frustration for students.,Disadvantage,1.The method by definition has a very limited scope of objectives. 2.Through grammar translation, students lacked an active role in the classroom.,The direct Method,1.Definition 2. Background 3. Theory 4. The principal characteristics 5. Teaching procedure 6. Advantages and disadvantages,Definition,The Direct Method is the learning of language in a relevant setting. No translation is allowed. Meaning is to be conveyed directly into the second language through demonstration and visual aids.,Background,In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching. It was developed as a response to the Grammar-Translation method. One of the revolutionists was Francois Gouin.,Use the natural way to communicate, like a baby learning its mother tongue. The learning of grammar/ translating skills should be avoided because they involve the application of the MT.,Theoretical base,Classroom instruction was conducted exclusively in the target language. Only everyday vocabulary and sentences were taught. Grammar was taught inductively. New teaching points were introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas. 6.