初中英语交际教学法与传统教学法之糅合

CombiningCommunicativeLanguageTeachingwiththeGrammar-TranslationMethodsinEFLTeachingRaoZhenhui(ProfessorPhD)SpeechOutline•OverviewofForeignLanguageTeachingMethods•DevelopmentoftheGrammar-TranslationMethod(G-T)intheWestandinChina•CharacteristicsoftheGrammar-TranslationMethodSpeechOutline•DevelopmentofCommunicativeLanguageTeaching(CLT)intheWestandChina•CharacteristicsoftheCLT•ComparisonbetweentheG-TMethodandCLT•ReasonsforUsingG-TintheChineseContextSpeechOutline•ReasonsforUsingCLTintheChineseContext•SomeUnsatisfactoryResultsandObstaclesinUsingCLTinChina•PrinciplesinCombiningCLTwiththeG-T•ASampleUnitIntegratingCLTwithG-TinReadingClassesOverviewofForeignLanguageTeachingMethodsThe16thcentury—the1890s1.GrammarTranslationMethod2.The1890s—the1940s(1)DirectMethod(Gouin,Berlitze)(2)OralApproach(Palmer,Hornby)OverviewofForeignLanguageTeachingMethodsThe1940s—1.AudiolingualMethodOverviewofForeignLanguageTeachingMethodsThe1970s•TotalPhysicalResponse(TPR),•SilentWay,•Suggestopedia•CommunityLanguageLearning•CommunicativelanguageTeaching(CLT)OverviewofForeignLanguageTeachingMethodsThe1980s—1.Task-basedMethod2.EclecticWayDevelopmentofGrammar-TranslationMethodintheWest1.The16thcentury2.The19thcentury3.The20thcentury4.The21thcenturyDevelopmentofGrammar-TranslationMethodinChina1.The1840s2.The1950s3.The1980s4.The21thcenturyCharacteristicsoftheGrammar-TranslationMethod•Classesaretaughtinthemothertongue.•Vocabularyistaughtthroughbilingualwordlist.•Sentencesarethebasicunitsofteaching.•Readingandwritingarethefocus,withlittleattentiontospeakingorlistening.•Grammaristaughtdeductively.•AccuracyisemphasizedDevelopmentofCommunicativeLanguageTeaching(CLT)Background1.TheoreticalBackground(1)Structuralism—Chomsky’sgenerative-transformationalgrammartheory(2)Behavioristicpsychology—CognitivepsychologyDevelopmentofCommunicativeLanguageTeaching(CLT)Background1.Practicalfoundation(1)Britishappliedlinguistics’(Wilkins,Halliday,Widdowson,Candlin,ChristopherBrumfit,KeithJohnson)emphasisonfunctionoflanguage(2)RapidapplicationoftheseideasbytextbookwritersDevelopmentofCommunicativeLanguageTeaching(CLT)1.Practicalfoundation(3).RapidacceptanceofthesenewideasbyBritishlanguageteachingspecialists,curriculumdevelopmentcenters,andevengovernment(4).ChangingeducationalrealitiesinEuropeCharacteristicsofCommunicativeLanguageTeaching(CLT)•Student-centered•Emphasisonmeaningandfunctionratherthanonlanguageforms•Emphasisoncommunicativecompetence•UsingEnglishtolearnit(strongversion.)/LearningtouseEnglish(weakversion).•AvoidingusingthemothertongueComparisonbetweentheG-TMethodandCLTG-T:AttentiontoformandstructureC-A:AttentiontoMeaningandcommunicationG-T:EmphasisonmemorizationC-A:EmphasisonusingG-T:TeachingwithoutcontextualizationC-A:TeachingwithincontextualizationComparisonbetweentheG-TMethodandCLTG-T:ExcessiveemphasisongrammaticalrulesC-A:AvoidingprovidingexplicitgrammarrulesG-T:ExcessiveemphasisontranslationC-A:AvoidingusingtranslationG-T:EmphasisonreadingandwritingC-A:EmphasisonlisteningandspeakingComparisonbetweentheG-TMethodandCLTG-T:FocusonlinguisticcompetenceC-A:FocusoncommunicativecompetenceG-T:EmphasisonaccuracyC-A:EmphasisonfluencyG-T:ExtensiveuseofpatterndrillsC-A:PeripheraluseofdrillingComparisonbetweentheG-TMethodandCLTG-T:ExtensiveuseofmothertongueC-A:AvoidingusingmothertongueG-T:Teacher-centeredC-A:Student-centeredReasonsforUsingG-TinChineseEducationalContexts1.EFLteachinginChinatakesplaceinanon-English-speakingcountry2.EFLteachinginChinaisrootedinChinesetraditionaleducationalbackgroundTraditionalChineseEducationWhatdoeslearningmean?•Itisalwaysusefultoopenabook(开卷有益）.•Whenthetimecomestouseyouknowledge,youwillregrethowlittleyouhaveread（书到用时方恨少）.TraditionalChineseEducationWhatiscorrectwayoflearning?•Learningwithoutthoughtbringsensnarement.Thoughwithoutlearningtotters.(学而不思则罔，思而不学则殆。）•Sayyes,whenyouknow;saynowhenyoudon’t.(知之为知之，不知为不知，是知也。）TraditionalChineseEducationWhataretherequirementsofateacher?•Beingamodelforpeopletofollow.(为人师表）•Passingonknowledge.•Showingstudentsthroughthedoor.TraditionalChineseEducationWhyisreviewsoimportant?•Byreviewingtheold,onelearnsthenew.(温故而知新。）•Whenonecanmemorize300Tangpoems,heissuretobeabletocomposepoemsofhisowneventhoughheisnotapoet.EffectofTraditionalChineseEducationonEFLTeaching•Concentrationonintensivereading.•Useofmemorizationandrotelearning.•Meticulousemphasisonlinguisticdetailsandlackofattentiontocommunicativeskills.•Useoftranslationasateachingandlearningstrategy.•Teacher’sauthorityandstudents’passiverole.ReasonsforUsingCLTintheChineseContext•ThegoalofEFLteachingistodevelopcommunicativecompetence(Hymes,1972).•Activitiesinvolvingauthenticcommunicationpromoteslearning(Allright,1984).•Theprocessofcommunicationisalearningprocess(Allright,1984).ReasonsforUsingCLTintheChineseContext•Involvingstudentstolearniseffective(Stevick,1976).•Meaningfulinteractionisofcrucialimportanceforlanguagelearning(Pica,1987).SomeUnsatisfactoryResultsfromUsingC-A•RegardingCLTasridiculousandinappropriate;•RefusingtositinacircleandspeakEnglish;•Regar