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1、Three Methods,1204 021202005,The Grammar-translation Method,Background there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century. three impetus： (1)the modern languages provided one of the conditions for grammar analys
2、is and the application of grammatical rules in translation exercises in teaching Latin.,(2)the second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. (3)in the 19th century, more experts of foreign languages teaching
3、adopted the strategy of combining grammar rules with translation.,Theoretical Basis (1)theory of language The theory of language underlying the Grammar-translation Method was derived from Comparative Historical Linguistics. (2)theory of learning The theory of learning underlying the Grammar-translat
4、ion Method was Faculty Psychology.,Basic Principles (1)main features Reading and writing are the major focus. Little or no systematic attention is paid to speaking or listening , because literary language is considered superior to spoken language and is therefore what language students should learn.
5、 The teacher uses the native language of the students as the main medium of instruction. The teacher emphasizes accuracy rather than fluency.,(2)Objectives to enable the learners to read and translate its literature. to provide students with good mental exercise that helps develop their minds. to ga
6、in a better understanding of the first language.,(3)Techniques reading translation deductive teaching of grammar analysis and comparison memorization reading comprehension questions written work,(4)Exemplification The main procedures for a typical lesson with the Grammar-translation Method can be di
7、vided into three phases. Phase One : Read and explain the new words and expressions in the first language . Teach the new grammar with deductive method. Phase Two :reading/translation/analysis/ask questions Phase three: write answers,Summary and Comments (1)main advantages have a better understandin
8、g of the meaning of abstract words and complicated sentences. foster students ability for reading comprehension and grammatical production. reading and writing abilities are well trained. make few demands on teachers.,(2)Disadvantages never emancipate the learners from dependence on the first langua
9、ge. cannot not sure that students can use them appropriately in real communicative situation. often doesnt meet the practical needs of the learners. does not motivate students to actively communicate in the target language.,The Direct Method,The direct method is a method of foreign or second languag
10、e teaching which insists that only the target language should be used in class and meanings should be communicated “directly” by associating speech forms with actions , objects , mime , gestures , and situations . It believes in the natural process of language learning and in the inductive teaching
11、of grammar.,Background The Direct Method got its name from the assumption that meaning are to be connected directly with target language , without going through the process of translating into the students native language. (1) In the mid and late 19th century , European political and economic reason
12、s international exchanges increases much faster than ever before.,(2)The rapid development of linguistics , psychology and education greatly stimulated the establishment of the Direct Method. Herman Paul , formed the main linguistics base W. M. Wundt ,laid the psychological foundation J. A . Comeniu
13、s, ideas on the education justified the views on language teaching with the Direct Method,Theoretical Basis (1) It negates the dominant role of translation in traditional method and offers an impetus that the direct means should take the place of translation as the main technique in foreign language
14、 learning. (2)Speech patterns rather than grammar should be the fundamental elements of language. (3)Training in phonetics will enable teachers and students to pronounce the language accurately. (4)Thoughts and corresponding utterances come in sequences and ends-means series . The verbal expression
15、of an event is not just a word but a sentence.,Basic Principles (1)main features This method aims at developing the students ability to communicate in the target language. Grammar is learned inductively through listening and speaking activities. The unit in a language is the sentence.,（2）Objectives
16、To foster the students ability to communicate in the target language. To enable the students to think in the target language. Pronunciation is paid attention to in order to form the beginning of a course . Vocabulary takes precedence over grammar.,（2)Techniques direct association questions and answe
17、r exercises conversation practice error correction dictation,(4)Inductive teaching of grammar Grammar is by no means taken for granted by most practitioners of the Direct Method . Instead ,it learned inductively through listening and speaking activities. listening comprehension tasks graded composit
18、ion,Exemplification Classroom procedures in the Direct Method can be roughly divided into three phases: presentation by direct association oral practice in the target language consolidation with written work,Summary and Comments (1)advantages contributes greatly to forming the habit of thinking in t
19、he target language. achieves automaticity of using the target language. special attention paid to pronunciation and intonation is a desirable in teaching spoken language. foster four skills strategically. the unit , sentence , can be easily accepted by students.,(2)disadvantages it teaches the stude
20、nts abstract concepts without explicit grammar explanation , students lack a necessary knowledge of the target language. it places a high demand on the teachers.,The Audio-lingual Method,Background During the WWII , there was a need for people to learn foreign language rapidly for military purposes.
21、 Linguists and applied linguists during this period were becoming increasingly involved in the teaching of English as a foreign language . It had become Audio- lingualism by 1950s.,Basis (1)theory of language The theory of language underlying Audio- lingualism was derive from a view proposed by Amer
22、ican linguists in the 1930s and the 1940s. Elements in a language are produced in a rule-governed way. Language samples could be exhaustively described at any structural level of description. They argued the language is primarily what is spoken and only secondarily what is written.,(2)theory of lear
23、ning A method of teaching is not only based on a theory of language , but also needs to refer to the psychology of learning and to a learning theory. Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.stimulus, response , reinfo
24、rcement,They reflect the influence of structural linguistics and behaviorist psychology in language teaching. Language is speech , not writing. A language is what its native speakers say , not what someone thinks they ought to say. Languages are different. A language is a set of habits. Teach the la
25、nguage , not about the language.,Basic Principles By structural linguistics and behaviorist psychology , this method has five features. Emphasis on the teaching of listening and speaking before reading and writing. Dialogues are the main presentation. Mimicry, memorization and pattern drills. Discou
26、raging the use of the mother tongue in the classroom. Use of language laboratory. Tape recorders and other audiovisual equipment often have central roles in an audio-lingual classroom.,Objects to enable the students to use the target language communicatively. reading and writing may be taught , but
27、they are dependent upon oral skills as priority. Brooksshort-range :begin with listening and speaking , and using these basis for teaching and writing. long-range: to develop in the students the same types of abilities that native speakers have , to use it automatically without stopping to think.,Te
28、chniques Repetition drill Simple substitution drill Progressive drill Transformation drill Question-and-answer drill Expansion drill Clause combination drill Backward build-up drill Chain drill Mini-dialogue,Exemplification Recognition Imitation and repetition Patter drills Follow-up activities,Summ
29、ary and Comments Disadvantages Its theoretical basis was found to be weak. Techniques used in the Audio-lingual Method are also found faulty. Students are not expected to make any spontaneous , personal contribution. Learners play a reactive role by responding to stimuli , and thus have little contr
30、ol over the content , pace or style of learning. If the learners internal mechanism is not brought into full play , learning cannot be effective. Individual differences in students received fresh consideration.,Advantages Methods and approaches developed before it were considered unscientific. It at
31、tempts to make language learning accessible to large groups of ordinary learners. This method stresses syntactic progression and uses pattern drills to help the students gain control over grammatical structures. They appear to offer the possibility of language learning without requiring a strong academic background and inclination.,