论语法翻译法和交际法的整合 ——培养高中生的语言能力和交际能力

论文摘要

随着对外交往的日益密切,社会对外语的要求越来越高。然而,我们的学生学了多年的英语之后,却无法用英语与英语族人顺畅地交流。众所周知,为了应付高考,我们的英语课堂教学仍然是以大量的语法讲解为主,忽视听、说、读、写等能力的培养,尤其是缺乏口头表达能力的培养。采用教学法上的“语法翻译法”培养出来的学生,语言能力较扎实,但口头表达能力却明显不足。采用交际教学法培养出来的学生,适得其反,口头表达能力较强,而语言能力却显得不足。笔者以为这种情况任其发展,最终也会影响交际能力的提高。为了改变上述现状,许多专家、学者和一线英语教师都作了许多有益的尝试。笔者提出:在课堂教学中,为了使学生的语言能力和交际能力同时得到提高,我们必须对语法翻译法和交际教学法进行整合。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• Chapter Two The Grammar-Translation Method and the Communicative Approach
• 2.1 The Grammar-Translation Method
• 2.1.1 A Brief Introduction to the Grammar-Translation Method
• 2.1.2 Principles
• 2.1.3 Techniques
• 2.1.4 Procedures
• 2.2 The Improved Grammar-Translation Method
• 2.2.1 A Brief Introduction
• 2.2.2 The teaching principles of the improved Grammar-Translation Method
• 2.2.3 The teaching procedures of the improved Grammar-Translation Method
• 2.3 How the Grammar-Translation Method Developed into the Communicative Approach
• 2.3.1 The Grammar-Translation Method and its limitations
• 2.3.2 The Direct Approach/Method
• 2.3.3 The Audio-lingual Method/Approach
• 2.3.4 The Oral or Situational Approach
• 2.3.5 The Cognitive Approach
• 2.3.6 The Affective-humanistic,the Comprehension-based and the Communicative
• 2.4 The Communicative Approach
• 2.4.1 A Brief Introduction
• 2.4.2 Principles
• 2.4.3 Techniques
• 2.4.4 Procedures
• 2.5 The Comparisons of the Grammar-Translation Method and the Communicative Approach
• Chapter Three The Necessity of Integration of the Grammar-Translation Method and the Communicative Approach
• 3.1 The Advantages and Disadvantages of the Grammar-Translation Method and the Communicative Approach
• 3.1.1 The Advantages and Disadvantages of the Grammar-Translation Method
• 3.1.2 The Advantages and Disadvantages of the Communicative Approach
• 3.2 The Need for Integrating the Grammar-Translation Method and the Communicative Approach
• Chapter Four Integrating the Grammar-Translation Method and the Communicative Approach
• 4.1 Linguistic Competence
• 4.2 Communicative Competence
• 4.3 Fluency and Accuracy
• 4.4 The Dialectical Relationship between Linguistic Competence and Communicative Competence
• 4.5 The Channels of Integrating Two Methods
• 4.5.1 Emphasizing the Teaching of Vocabulary and Grammar
• 4.5.2 Improving Both Linguistic Competence and Integrating Skills
• 4.5.3 Raising both Receptive and Productive Skills
• 4.5.4 The Integrated Instruction of the Four Skills and the Language Features
• 4.5.5 Potential Problems and the way out
• Chapter Five Conclusion
• Bibliography
• Acknowledgements