The-Grammar-Translation-Method语法翻译法

Presentedby:group1王家琴、唐静、刘亚南王君、王朝竟、余冰清•Ⅰ.Definition•Ⅱ.Origin•Ⅲ.Represent•ⅣObjectives•Ⅴ.Theoreticalbase•Ⅵ.Procedure•Ⅶ.Characteristics•Ⅷ.Assessment•Ⅸ.Conclusion•TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.AtonetimeTheGrammar-TranslationMethodwascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.RepresentmodernlanguagessuchasFrench,ItalianandEnglishgainedinimportanceasaresultofpoliticalchangesinEurope.Objectives•Memorizingverbforms,grammarrules,andvocabulary.•Abilitytoreadthetext(literature).•TranslatingfromL1toL2andfromL2toL1.(L1=nativelanguage/L2=targetlanguage)•Todevelopreadingandwritingskills.•Providingstudentsgoodmentalexercise.1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Latingrammarwasconsideredasthemostlogicalandwell-organizedgrammarintheGrammar-TranslationMethod.3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.①Thismethodwouldbeginwithamassivebilingualvocabularylist.Grammarpointswouldcomedirectlyfromthetextsandbepresentedcontextuallyinthetextbook,tobeexplainedelaboratelybytheinstructor.②Grammarthusprovidedtherulesforassemblingwordsintosentences.Tedioustranslationandgrammardrillswouldbeusedtoexerciseandstrengthentheknowledgewithoutmuchattentiontocontent.Sentenceswouldbedeconstructedandtranslated.E.g.ThenextmorningIhadabadaccidentwiththesledandhurtmyleg.Icouldn’tstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowIhadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetentandlaydownoutofthecoldwind.③Eventually,entiretextswouldbetranslatedfromthetargetlanguageintothenativelanguageandtestswouldoftenaskstudentstoreplicateclassicaltextsinthetargetlanguage.Verylittleattentionwasplacedonpronunciationoranycommunicativeaspectsofthelanguage.1.Itemphasizedtheteachingofthesecondlanguagegrammar.2.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.3.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.•4.IntheGrammar-Translationclassroom,theteacherusesthenativelanguageofthestudentsasthemainmediumofinstruction.Thereislittleuseofthetargetlanguage.•5.thesentenceisthebasicunitoflanguageteachingandlearning.•6.TheproceduresoftheGrammar-TranslationMethod,theteacheremphasizesaccuracyratherthanfluency.Advantages:•1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.•2.Itcanfosterstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudents’abilityofanalyzingandsolvingproblems.•3.Thefocusonunderstandingliterarytextsprovidesthesituationinwhichreadingandwritingabilitiesarewelltrained.•4.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.Disadvantage:1.Itisanunnaturalmethod].Thenaturalorderoflearningalanguageislistening,speaking,reading,andwriting.Thatisthewayachildlearnshisfirstlanguageinnaturalsurroundings;but,inthegrammartranslationmethodtheteachingofthesecondlanguagestartswiththeteachingofreading.Thus,thelearningprocessisreversed.2.Speechisneglected.Thegrammartranslationmethodplacesemphasisonreadingandwriting,neglectingspeech.Thus,thestudentswhoaretaughtthroughthismethodfailtoexpressthemselvesadequatelyinspokenEnglish.3.Exacttranslationisnotalwayspossible.Alanguageistheresultofvariouscustoms,traditions,andmodesofbehaviorofaspeechcommunity,andthesetraditionsdifferfromcommunitytocommunity.Thereareseverallexicalitemsinonelanguagewhichhavenoequivalentsinanotherlanguage.4.Itdoesnotgivepatternpractice.Apersoncanlearnalanguageonlywhenheinternalizesitspatternstotheextentthattheyformhishabit.Butthegrammartranslationmethoddoesnotprovideanysuchpracticetothelearnerofalanguage.Itratherattemptstoteachlanguagethroughrulesandnotbyuse.Conclusion•Thegrammartranslationmethodstayedinschoolsuntilthe1960s,whenacompleteforeignlanguagepedagogyevaluationwastakingplace.Inthemeantime,teachersexperimentedwithapproacheslikethedirectmethodinpost-warandDepressioneraclassrooms,butwithoutmuchstructuretofollow.Thetrustygrammartranslationmethodsetthepaceformanyclassroomsformanydecades.