Schools-of--English-Teaching-Methodology(1)

SchoolsofEnglishTeachingMethodologyTypes•theGrammar-TranslationMethod•theDirectMethod•theOralApproach•theAudio-lingualMethod•theCognitiveApproach•theNaturalApproach•theCommunicativeApproach•task-basedLanguageTeachingcontentsBackgroundDefinitionTheoreticalBasisBasicPrinciplesSummaryandCommentsTheoryoflearningTheoryoflanguageMainfeaturesObjectivesTechniquesAdvantagesDisadvantagesBackgroundThehistoryoftheGrammar-TranslationMethodisnotfullyandcarefullydocumented.•Inthe16thcentury,grammaranalysisandtranslationbegantobethebasicproceduresinforeignlanguageteaching.•Inthelate18thcentury,theregularcombinationofgrammarruleswithtranslationintothetargetlanguagebecametheprincipalpracticetechnique.Therefore,itisacceptedbymostexpertsofforeignlanguageteachingthattheGrammar-TranslationMethodoriginatedfromthe18thcentury.•Inthe19thcentury,theGrammar-TranslationMethodbecametheprincipalmethodofteachingmodernlanguagesinschools.Definition•Itisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.•AtonetimeitwascalledclassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.Theoryoflanguage•Alllanguagesoriginatefromonelanguageandareruledbyacommongrammar.•ThetheoryoflanguageunderlyingintheGrammar-translationMethodwasderivedfromComparativeHistoricalLinguistics.•TheGrammar-TranslationMethodbelongstotheschooloftraditionallinguisticswhichbelievedthatthewrittenformoflanguageissuperiortothespokenform.•Inforeignlanguageteaching,thetargetlanguageisprimarilyinterpretedasasystemofrulestobeobservedintextsandsentencesandtoberelatedtothefirstlanguagerulesandmeanings.Theoryoflearning•Themindofhumanbeingshasvariousfaculitiesthatcanbetrainedseparately.•Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageshelptodevelopmentality.•Latingrammaristhemostlogicalandwell-organizedgrammar.•Thelanguagewasabodyofknowledgetobelearned,withanemphasisonintellectualrigor.Mainfeatures•Grammaristhecoreoflanguage,andlanguagematerialsarearrangedaccordingtothegrammarsystem.•Themainteachingactivitiesareanalysis,explanationandtranslation.•Themajorpracticeistranslatingfromandintothetargetlanguage.•Theteachingfocusisreadingwriting.•Firstlanguageisthemainmediumofinstruction.•Thesentenceisthebasicunitoflanguageteachingandlearning.•Languageaccuracyisemphasized.Objectives•toreadandtranslateitsliterature;•tounderstandthetargetlanguage;•tohelpdeveloptheirminds;•togainabetterunderstandingofthefirstlanguage.★AnultimatepurposeoflearningaforeignlanguageinaGrammar-Translationclassroomistoenablethelearnerstoreadandtranslateitsliterature.Techniques•Reading•Translation•Deductiveteachingofgrammar•Analysisandcomparison•Memorization•Readingcomprehensionquestions•WrittenworkAdvantages•InGrammar-TranslationMethod,thefirstlanguageismaintainedasthereferencesysteminthelearningofthesecondlanguage.•Systematicstudyofgrammaticalrulesplaysanimportantroleinfosteringstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.•Thefocusonunderstandingliterarytextsprovidesthesituationinwhichreadingandwritingarewelltrained.•TheGrammar-TranslationMethodmakesfewdemandsonteacheralthoughitoftencreatesfrustrationforstudents.Itisrelativelyeasytoapply.Disadvantages•Overemphasisontranslationcanneveremancipatethelearnersfromdependenceonthefirstlanguage.•Itputtoomuchemphasisonreadingandwritingandneglectslisteningandspeaking.•Notmeetingthecommunicativeandpracticalneedsofthestudents.•Thetextsaremostlytakenfromliteraryworks.•Memorizinggrammarrulesandbilingualwordlistsdoesnotmotivatestudentstoactivelycommunicateinthetargetlanguage.#♂Background•TheDirectMethodgotitsnamefromtheassumptionthatmeaningsaretobeconnecteddirectlywiththetargetlanguage,withoutgoingthroughtheprocessoftranslatingintothestudents’nativelanguage.•Itwasdevelopedinthelate19thcenturyasareactionagainsttheGrammar-TranslationMethodandoutoftheneedforbetterlanguagelearninginanewworldofindustryandinternationaltradeandtravel.Definition•Itisamethodofforeignorsecondlanguageteachingwhichinsiststhatonlythetargetlanguageshouldbeusedinclassandmeaningshouldbecommunicated“directly”byassociatingspeechformswithactions,objects,mime,gesturesandsituations.•Itemphasizestheimportanceofspokenlanguage.Thereforeholdsthatreadingandwritingshouldbetaughtonlyafterspeaking.TheDirectMethodbelievesinthenaturalprocessoflanguagelearningandintheinductiveteachingofgrammar.TheoreticalBasisThetheoryoflanguageunderlyingtheDirectMethodwasmainlyderivedfromthefollowingviewsbytheinnovatorsandreformersofthe19thcentury:a.Everylanguagehasitsownstructure.b.Spokenlanguagecomesbeforewrittenlanguage.c.Spokenlanguageisalearnablesystemofsounds.d.Languageandthoughtarecloselylinked.Thoughtsandcorrespondingutterancesdonotoccurrandomlyorsingly;theycameinsequencesandends-meansseries.Mainfeaturesa.Studentslearntothinkinthetargetlanguage.b.Meaningispresentedbyrelatingdirectlytothephysicalworld.c.Targetlanguageisthelanguageofinstructionandcommunicationintheclassroom.d.Grammarislearnedinductiv