应用语言学 论文

1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2OUTLINEAbstractKeywordsI.BriefIntroductiononGrammar-TranslationMethodII.TheAdvantagesofGrammar-TranslationMethodIII.TheDefinitionofGrammarandtheRelationshipBetweenGrammaticalCompetenceandCommunicativeCompetence.IV.TheRevaluationofGrammar-TranslationMethodV.ConclusionBibliography中文标题、摘要、关键词3AnalysisonGrammar-TranslationMethodAuthor:TanLiliNumber：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.Linguistsalsobelievethatlearnersshouldmasteraforeignlanguage4throughstudyingwrittenlanguage,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’communicativecompetenceratherthantomerely5teachgrammarandvocabulary.AccordingtoAudio-LingualMethodbasedonthetheoryofstructurallinguistics,learnersdonotneedtounderstandgrammaticalrules,forlanguagestudyisaprocessofforminghabitsandthestudyofsentencestructures.Itfocusesonaccuracythroughdrillandpracticeinthebasicstructuresandsentencepatternsofthetargetlanguage.NaturalMethodrejectstheformalgrammaticalorganiz