应用语言学 论文 11页

期末论文题目：AnalysisonGrammar-TranslationMethod所在学院：　外国语学院　　专业：学科教学英语　　　学号：2016281020066作者姓名：谭立力任课教师：汪火焰　　　　2017年1月15日11\nOUTLINEAbstractKeywordsI.BriefIntroductiononGrammar-TranslationMethodII.TheAdvantagesofGrammar-TranslationMethodIII.TheDefinitionofGrammarandtheRelationshipBetweenGrammaticalCompetenceandCommunicativeCompetence.IV.TheRevaluationofGrammar-TranslationMethodV.ConclusionBibliography中文标题、摘要、关键词11\nAnalysisonGrammar-TranslationMethodAuthor:TanLili　Number：2016281020066CourseName:AppliedLinguisticsAbstract:Grammar-TranslationMethodwasthemajorteachingmethodofforeignlanguageteachinginChina.However,ithasbeenimpactedandchallengedbytheemergenceofteachingapproaches,suchasCommunicativeLanguageTeaching,NaturalApproachandAudio-Lingualmethod.Thispaperintroducestheteachingstatusofgrammarteachinganddiscussesitsnecessityandpossibilityfromthreeaspects:thenatureofgrammar,therelationshipbetweengrammaticalcompetenceandcommunicativecompetence,thedisadvantagesoftraditionalgrammarteachinganditsdevelopmenttrend.KeyWords:grammar-translationmethod;advantagesanddisadvantagesI.BriefIntroductiononGrammar-TranslationMethodGrammar-TranslationMethod,whichdevelopedmorethan1,000yearsagoandthrivedin1940s,istheoldestofalllanguageteachingmethods.Later,thedevelopmentoflinguisticsandpsychologyformedatheoreticalandscientificfoundationforGrammar-TranslationMethod,makingitthemainmethodoflanguageteachingandlearninguntil1960s.Before1970s,Chinahadcultivated,mainlythroughGrammar-TranslationMethod,alargegroupofEnglishworkersandtechnicalpersonnelwithagoodcommandofEnglish.DuringtheMiddleAges,thismethodwasadoptedtohelppeopletoreadtheliteraturewritteninLatin.Inthe18thand19thcentury,peopleusedittoteachEnglishandFrench,thusformingacompleteteachingsystem.Inthebeginning,peoplelearnedlanguagetoreadandtranslateGreekandLatinbooks.Itwasthereforenecessaryandeffectivetocarryoutteachingwiththehelpofmothertongueandlearnthesetwolanguagesbytranslation.Itconforms,toalargedegree,totheobjectivelawunderwhichpeopleunderstandandlearnaforeignlanguage,andenableslearnerstograspitsgrammarsystem.ThestudyoflinguisticsalsoprovidesthetheoreticalbasisforGrammar-TranslationMethod.Linguisticsreferstothestudyoflanguageingeneralandofparticularlanguages,theirstructure,grammar,andhistory,thereforeprovidingscientificmethodsforlanguageteaching.Inthe18thcentury,thestudyandclassificationofvocabularybylinguistswasofgreatimportancetothedevelopmentofthismethod.Itisthesegrammaticaltermsanddivisionofwordsthatwehavealwaysreliedontoanalyzeandexplainthetext.Linguistsalsobelievethatlearnersshouldmasteraforeignlanguage11\nthroughstudyingwrittenlanguage,whichdefinesthecorrespondingcategoriesforthecontentofthismethod.Grammarisregardedasanadhesive,throughwhichlanguagelearnerscanexpresstheirthoughtandthenmasterit.Asaresult,itisseenasthecorecontentoflanguageteaching.Besides,inlanguagelearningandteaching,psychologypaysmoreattentiontolanguagelearnersandusers.AccordingtoChomsky’sgenerativism,mankindhasaninnateabilitytoformcertainconcepts,andconceptformationisaprerequisiteforhuman’sacquisitionofthemeaningsofwords.Generativismis,therefore,infavoroftheapplicationofGrammar-TranslationMethodinlanguageteaching.Wecansaythatitsappearancebenefitsfromthelinguists’knowledgeoflanguageandthesocialneedsatthattime.Theprincipalcharacteristicsofthismethodwerethese:1.Thepurposeofforeignlanguagestudyistolearnalanguageinordertoreaditsliterature.Itstressesstudents’mentaldisciplineandintellectualdevelopmentthatresultfromforeign-languagestudy.Studentsarerequiredtoimprovetheirreadingskillbyreadingoriginalwork.2.Readingandwritingarethemajorfocus;littleornosystematicattentionispaidtospeakingorlistening.3.Grammaristaughtdeductively;andthesentenceisthebasicunitofteachingandlanguagepractice;accuracyisemphasized.PeoplegraduallyfoundoutthedisadvantagesofthismethodaftertheSecondWorldWar,duringwhichtherewasahugedemandforpeoplewhocanspeakforeignlanguage,studentstrainedbythismethodcannotmeettheneedsofthetimes,generativelinguisticsbecamethemainstreamoflinguistictheorybyreplacingstructurallinguistics,andtheemergenceofcognitivisminpsychologyledtoconsiderabledevelopmentinpeople’scognitiveability.CommunicativeApproachandNaturalMethoddominatedlinguisticsafter1970s,withGrammar-TranslationMethodfacedwithseverechallengeandalmostbeingabandoned.Thesetheoriesheldthatlanguageteachingrequiresnoexplanationandlanguagestudyisnotaprocessofreasoningbutaresultofpeople’sinnernaturalabilityundercertaincircumstance,thatlanguagestudyinvolvespracticalconversation.AccordingtoCommunicativeApproachbasedonthetheoryoffunctionallinguistics,thepurposeoflanguageteachingistocultivatestudents’communicativecompetenceratherthanto11\nmerelyteachgrammarandvocabulary.AccordingtoAudio-LingualMethodbasedonthetheoryofstructurallinguistics,learnersdonotneedtounderstandgrammaticalrules,forlanguagestudyisaprocessofforminghabitsandthestudyofsentencestructures.Itfocusesonaccuracythroughdrillandpracticeinthebasicstructuresandsentencepatternsofthetargetlanguage.NaturalMethodrejectstheformalgrammaticalorganizationoflanguageasaprerequisitetoteachingandthatafocusoncomprehensionandmeaningfulcommunicationaswellastheprovisionoftherightkindsofcomprehensibleinputprovidethenecessaryandsufficientconditionsforsuccessfulclassroomsecondandforeignlanguageacquisition.ItholdswithNewmarkandReibelthat“anadultcaneffectivelybetaughtbygrammaticallyunorderedmaterials”.InfluencedbythelanguageteachingpatternofformerSovietunionin1950sand1960s,ChinahasadoptedGrammar-TranslationMethodasitsmainteachingmethoduntiltheearly1980.WiththedeepeningofChian’sreformandopeningup,thereexistedmanyforeignlinguistictheoriesandteachingmethodsandanincreasingdemandforimprovingstudents’communicativecompetence.Asaresult,Grammar-TranslationMethodgraduallydroppedoutofitsmainstreampositioninlanguageteaching.InvariousEnglishtextbookspublishedoverthepastfewyears,theproportionofgrammarisdecreasingyearbyyear.Inaddition,grammaronlyaccountsfortenpercentinallkindsofEnglishexaminations.Itseemsthatgrammaticalcompetenceisopposedtocommunicativecompetence,andthatgrammarteachinghasbecomeadispensablepartinlanguageteachingandevenbecomeanobstacletothedevelopmentofstudents’communicativecompetence.II.TheAdvantagesofGrammar-TranslationMethod1.Itfocusesongrammarteaching,combinedwithvocabularyanalysisandabundanttranslationpractice,totrainstudents’readingandtranslationability.Thegrammaranalysisismadeinorderofdifficulty,whichwellreflectstheessentialfunctionoflanguageacquisition.Let’stakeskill-learningmodelasanexample.Skill-learning-model,fromtheangelofbehaviorismandcognitivedevelopment,emphasizesthatlearnersshoulduseexercisestoachievetheanticipatedpurpose,masteringalanguage.Theacquisitionofacertainskillentailstheintegrationofskilltrainingofitsparts,whichisdecidedbytheorderinwhichweuselangue.Thatistosay,themoreinformation---grammar,vocabulary,11\nandsyntacticstructures----alanguagelearnergetsatthepreliminarystageoflearning,themoreinitiativehewillhavetoachievehishigheraim.Wecanthereforesaythatitisaneffectivewaytolearnasecondlanguagethroughthestudyofgrammarandvocabulary.2.Fromtheperspectiveofteachingcontent,itrequiresstudentstograspgrammaticalrules,vocabularyandsentencestructuresthroughaconsiderableamountoftranslationpractice.Thisinstructionformembodiesthestudent-centeredclassteachingmodelinwhichstudents,byutilizingthegrammaticalrulestheirteacherstaught,conducttranslationandbilingualconversationsoastobeclearaboutthedifferencesandsimilaritiesbetweentheirmothertongueandtargetlanguageandstrengthentheirunderstandingofit.3.Thecharacteristicsofthismethodalsoputsforwardahighrequesttotheteachers’andstudents’languageability.First,onlywhenteachershaveabetterunderstandingofbothmothertongueandtargetlanguage,cantheyimparttotheirstudentsgrammaticalknowledgeandlanguagestructuralsystemandmakeajudgmentabouttheirtranslation.Second,onlywhenstudentsmemorizeandrecitegrammaticalrules,cantheyguaranteethequalityoflanguageoutput.Inthisway,bothstudentsandteachersstudyandmemorizegrammaticalrules,andgraspthetargetlanguagethroughlotsoftranslationexercise.Ⅲ.TheDefinitionofGrammarandtheRelationshipBetweenGrammaticalCompetenceandCommunicativeCompetence.Inlinguistics,grammaristhesetofstructuralrulesgoverningthecompositionofclauses,phrases,andwordsinanygivennaturallanguage.Thetermrefersalsotothestudyofsuchrules,andthisfieldincludesmorphology,syntaxandphonology,oftencomplementedbyphonetics,semantics,andpragmatics.Thereareseveralinstances.AccordingtoLongmanDictionaryofContemporaryEnglishwrittenbyPaulProcter,grammarreferstotherulesbywhichwordschangetheirformsandarecombinedintosentences.InCrystal’sAFirstDictionaryofLinguisticsandPhonetics,grammarreferstothewaywordsandtheircomponentparts,combinetoformsentences.Thesetwodefinitionsarelimited,buttheytellusthatgrammarisindispensabletocorrectsentencemaking.Bowenpointedoutthatgrammarreferstotherulesbywhichwecombinemeaningfulwordsandphrasesintosentencesforthecommunicationandtheunderstandingofinformation.Bowen’sexplanationismoreprecise.Usinggrammartomakesentences11\ncannotberestrictedtoitsformsandseparatedfromcertainmeanings,forasentence,cutofffrompracticalenvironment,willnotproduceanymeaning.Somescientists,however,enlargethedefinitionofgrammar.Gribbin,forinstance,dividesgrammarintothreeparts:theunconsciousknowledgeoflanguage,theconsciousknowledgeoflanguage,andlanguagerulesandusage.Thereisnodoubtthattheultimatepurposeoflanguageteachingistocultivatestudents’abilitytoputwhathehaslearnedintopracticalcommunication,namely,communicativecompetence.Thenthequestionweshouldbespecificaboutiswhethergrammarteachingisopposedtothecultivationofcommunicativecompetence.Linguisticcompetenceconsistsgenerallyoftwoparts:languageknowledge(pronunciation,vocabulary,andsentence)andlanguageability(listening,speaking,reading,andwriting),ofwhichgrammaticalcompetenceisthemostimportantpart.Communicativecompetencereferstotheabilitytoachieveacertaincommunicativeaimbyacombinationoflanguageandnon-language(gesturesandfacialexpressions)approaches.Itgenerallyincludessociolinguisticcompetence,strategiccompetenceanddiscoursecompetence.Languagelearningshouldfollowthreeprinciples:grammaticalprinciple,communicativeprincipleandculturalprinciple.Aslinguisticcompetenceisanimportantconditionforthedevelopmentofcommunicativecompetence,andgrammaticalcompetenceisanimportantpartoflinguisticcompetence,itcanbeseenthatgrammaticalcompetenceisthemostimportantpartofcommunicativecompetence.Oncegrammarteachingisconductedinanappropriateway,itwillactasacatalystfortheimprovementofcommunicativecompetence.Andpoorgrammaticalcompetencewillabsolutelyhaveanegativeimpactonthecultivationofcommunicativecompetence.Wecandrawaconclusionfromtheabovediscussionthattheyarenotopposedbutcomplementarytoeachother.WhatGrammar-TranslationMethodemphasizesisrationalknowledgeandrules,grammar,translationandcontrast,mothertongue,andlanguageknowledge,withoutpayingmuchattentiontolanguageskills.CommunicativeMethod,takinglinguisticfunctionasthekeylink,centersonpragmaticcommunicationratherthangrammar.Thatistosay,“Fluencyissuperiortocorrectness”and“Teachinglanguageratherthanteachingknowledgeaboutlanguage”.Grammar-TranslationMethodcanmakeupforthedeficiencyofCommunicativeMethodandAudio-LingualMethodintraining11\nlearners’readingandgrammarcompetence.CommunicativeMethodcaninturnremedythedefectofGrammar-TranslationMethodinpracticaluse.Inthemiddleandlaterperiodsoflanguagelearning,students,equippedwithacertainamountoflanguageknowledge,canreinforcewhattheyhavelearnedandimprovetheirabilityinusingthelanguagewiththehelpofCommunicativeMethod.However,itdoesnotmeanthatGrammar-TranslationMethodshouldbediscarded,sinceitstillplaysanessentialroleintheanalysisoflonganddifficultsentences.IV.TheRevaluationofGrammar-TranslationMethodItisundeniablethattherearelotsofdefectsintraditionalgrammarteaching.Withoutmodificationandimprovement,itwouldbehardtoadapttotheneedofourageandtoberevitalized.Grammar-TranslationMethod,withitsundiversifiedteachingmeansandprocess,overemphasizestranslationexerciseandignoresthetrainingofspeakingandlistening.Theanalysisoflanguagematerialswithoutcertaindiscoursemakesthestudentsonlyfocusontherationalanalysisofsyntaxand`impedesthedevelopmentofstudents’listeningandspeakingskill.Whatstudentshavelearnedismerelytheboringconceptsandrules.Astheydonothaveenoughopportunitytobeexposedtovariouslanguageforms,theserulesandconceptsacquiredcanhardlyturnintounconsciousknowledgeandskillandthuspracticalcommunicationisbesetwithdifficulties.ThatisthemainreasonwhyatpresentourcountrycommonlyexiststheproblemofdumbEnglishinforeignlanguageteaching.Despitethedeficienciesintraditionallanguageteaching,itdoesnotmeanthatgrammarteachingisunimportant.Onthecontrary,grammarhasalwaysbeenandwillundoubtedlybeanimportantpartoflanguagelearning.Grammar-TranslationMethodisthebasisofvariousteachingmethods.Asitishasbeenaroundforalongtime,itwillinevitablybecriticizedwhenthereappearsothernewteachingapproachesandmethods.Grammartranslationemphasizesthestudyofbasiclanguageknowledge.Onlybymasteringacertainamountoflanguageknowledgeandrules,canwecarryoutimitationtrainingandthendeveloptheabilityinusinglanguage.Translationplaysanimportantroleinlanguageteaching.First,translationcanhelplearnersmakeclearthestructureandsystemoftheirmothertongueandtargetlanguage,revealingthecorrespondingrelationshipbetweentheirforms;Second,intheprocessofcomparing11\ntwolanguages,translationcanenableustodiscovertheirdifference.Languageissystematic,anditssystematicnessistoalargedegreereflectedinitsgrammaticalstructures.Grammarandvocabularyarethesourcesofcommunication.Withoutadeepunderstandingofthewords,andwithoutafinegraspofgrammarrules,thecultivationofcommunicativecompetencewouldbecomewaterwithoutsource.Grammar-Translationmethodisaneffectivewaytoachieveotherteachingmethods.Itcaneffectivelyresolvethedifficultiesinlanguageteaching,helpstudentsaccuratelygraspthecharacteristicsanddifferencesoftwolanguages.AsthefamouslinguistF.G.Frenchoncesaid,grammaticalpointsshouldbeexplainedinnativelanguage.ItisthereforeusefultocompareEnglishgrammaticalpointswiththoseofChinese.Headdedthatitwouldbedifficulttoexplainsomewordsclearlywithoutthehelpoftranslation.Grammar-Translationmethodalsohelpstoimprovestudents’interestinlearningEnglish,enhancetheirlearningmotivation,andtoacertaindegreereducetheirlearninganxietyandstress.Theepiphanyaboutthesubtledifferencesbetweendifferentlanguageswillenablestudentstoproduceastrongsenseofself-realizationandtriggerastronginterestinforeignlanguagelearning.Grammarandtranslationarealsooneoftheultimateaimsoflanguageteaching.ThestudyandmasteryofgrammaticalknowledgewillhelplearnersanalyzeandcomprehendEnglisharticlesandinformation.Amongthefiveskills,translationisamostcomplexandhigh-valuedone.Itisbothaprocessandapurpose---tosomeextentaveryimportantpurpose---offoreignlanguagelearning.Ithelpslearnerstolearnandunderstandnewknowledgeandenablesthemhelpotherstolearnnewknowledge.Itisareliablewayoflanguageexamination.Itisevenanimportantmeansofimprovingoralability.Thetranslationmethodplaysanindispensableroleincultivatingstudents'readingandwritingability.Whenutilizingateachingmethod,weshouldconsideritsscientificityandprobabilityandrelatedrestrictingfactors,suchasstudentsource,teachingstaff,languageenvironmentandteachingcondition.Theimprovementofthelearners’abilityinusingEnglishmustbebasedontheunderstandinganduseofwrittenlanguage.WhatlanguageteachingaimsatistohelpstudentslearnEnglishratherthanstudyEnglish.Therefore,severalsuggestionsarewereputforward:11\n1.Muchattentionshouldbepaidtothetrainingofbasiclanguageskillsinfundamentalstage.LanguageteachingshouldbeorganizedandcarriedoutaccordingtotheideasandmethodsofGrammar-TranslationMethod.IfstudentshavenotmasteredthebasicgrammaticalknowledgeofEnglish,whenevertheyspeak,theyfeelthattheyalwaysgetstuckandthatgrammarkeepsthemfromgoingonsmoothly.ToexpressthoughtsandfeelingsinfluentEnglish,theaccuracyoflanguagestructureisofextremeimportance.Therefore,greatimportanceshouldbeattachedtotheexplanationandexerciseofcorevocabulary,basicsentencestructuresandgrammaticalpointstohelpstudentspossessproficientlanguagebasis.2.StudentsshouldbeencouragedtouseandpracticeEnglish.ClassteachingshouldbeorganizedaccordingtothestrategiesandmeansofCommunicativeMethod.TeachersmustrealizethatGrammar-TranslationMethodandCommunicativeMethodarenotcontradictorybutcompatible.Communicativecompetenceconsistsoflinguisticcompetence,andtheformerisbuiltonthelatter.Thus,weshouldemphasizethecorrectnessandfluencyoflanguageanditsappropriatenessaswell.Inclassteaching,teachersshouldreexaminetheirroles,andplayfullytheirmediationroleinordertomakestudentsactivelyparticipateinclassroomactivities,toencouragethemtousewhattheyhavelearnedandspeakEnglishasmuchaspossible.3.Muchattentionshouldbepaidtolanguageinput.Readingandrecitingplayacrucialroleinlanguageteaching.Languagelearningisaprocessofhabitformation,andrecitingisaneffectivewaytoformgoodlanguagehabits.Recitingisbasedontheclearunderstandingofvocabulary,grammarandstructureofanarticle.Duringthereciting,studentsshouldbeencouragedtoreadloud.Withafinegraspofgrammaticalknowledgeandalargevocabulary,studentscaneffectivelyimprovetheirabilityinlistening,speakingandwriting.V.ConclusionTheappearanceofCommunicativeMethodhadtheimpactsandchallengesonthesurvivalofGrammar-TranslationMethodraisesquitehigherrequirementstolanguageteaching.Traditionalgrammarteaching,withitsfocusonlyonlanguageforms,cannolongermeettheneedsofcurrentlanguageteaching,andgrammarreachingreformmustbe11\nenforced.Thekeyproblemisnotwhethergrammarshouldbetaught,buthowwecombinegrammarteachingwiththecommunicativeaimoflanguageteaching.Grammarshouldplayitsfullpartinthelanguageteaching.Despiteitsdefects,Grammar-TranslationMethodisstillindispensableinthelanguageteaching.Bibliography[1]PaulProcter.LongmanDictionaryofContemporaryEnglish[M].London:PitmanPress,1978:494.[2]Crystal,D.AFirstDictionaryandLinguistics[M].London:AndreDentsch,1986:494.[3]Gribbin.TheRoleofGeneralizationinStudyingGrammarandUsage[J].EnglishJournal,1966:55-56.[4]H.H.Stem.FundamentalConceptsofLanguageTeaching[M].ShanghaiForeignLanguageTeachingPress,1997:126-452.[5]JackC.RichardsandTheodoreS.Rodgers.ApproachesandMethodsinLanguageTeaching[M].ForeignLanguageTeachingandResearchPress,2000.[6]郝兴跃.再论语法在外语教学中的作用[J].云南师范大学学报,2003(5):4-5.[7]桂诗春.运用语言学[M].湖南教育出版社,1998.[8]张谦中.国外外语教学法主要流派[M].华东师范大学出版社,1983.11