论语法翻译法在医学英语教学中的适用性

论文摘要

语法翻译法是以讲授语法、句子互译为主的教学方法。长期以来,这种教学方法在中国英语教学中一直占据着主导地位。但自从20世纪70年代末交际教学法传入中国后,随着它的传播,交际能力的培养逐渐成为外语教学的主要目的,采用交际教学法的呼声越来越高,交际教学法受到越来越多人的推崇,以往传统的语法翻译法的主导地位受到了挑战。然而,交际教学法并不完全适合中国国情。语法翻译法的内涵及其特征表明,语法翻译法在中国外语教学中,尤其在医学英语教学中有着其他教学法所不可比拟的优势,中国的语言学习环境决定了语法翻译法的适用性。就英语教学本身的内在规律来说,以英语进行课堂讲授是培养学生英语思考的习惯,是提高和巩固运用英语技能的有效方法和途径,因而是必须提倡采用的。但是,医学专业英语课程毕竟有它自己不同于基础英语的特点。医学是专业性很强的一门科学,它不仅要求学生牢记大量专业名词,而且还要有很强的逻辑分析能力,专业英语课程的教材多选自原版材料,不经任何加工和删减。在专业英语教程中遇到的许多抽象概念和阐述过程常常使人感到艰涩难懂。这种情况主要是由于中英两种文化的差异和思维模式的不同造成的。这就给授课者的讲解提出了更高的要求。这些抽象的概念或关系,有的可以通过比喻和举例等手段来加以说明,帮助学生理解。而往往有许多东西很难找到简单浅显的比喻或事例来说明。有时候,为了说明一个问题,你得花相当多的时间,费很大周折来解释.其结果是喧宾夺主.偏离了课堂授课的主题,效果反而不好,而且从课堂时间的运用来讲.也是很不经济的。即使课堂活动表象上完全以外语进行,但大多数学生在思维活动过程中仍存在母语与外语之问的转换。任何一种英语教学法的形成和发展都与英语语言学的有关理论、教学实践和社会需求密切关联。它以语言学理论与应用语言学理论为基础,既指导教学实践,又在实践中得到验证,并随着不同历史时期社会对语言的不同要求而不断改革、提高和完善,以适应教学发展。本文主要针对语法教学翻译法、医学专业英语特点和国内医学英语教学现状,结合近年来国外外语教学和翻译教学研究的最新成果,主要探讨以下几个主要问题:语法教学翻译法在国外外语教学界的兴起和发展;其内涵及特征;其存在的优点及弊端;医学专业英语特点及国内医学英语教学现状;人们发现语法翻译教学法诸多弊端后,是彻底淘汰,还是进行合理的改革,使语法教学翻译法成为培养医学生外语听、说、读、写四项技能的有效工具。从我个人近十年的医学英语教学经验来看,医学英语是基础阶段教学的继续和延伸,是从学习性向应用性的转变。因而,在该课程的教学中,合理而有效地使用语法翻译法,通过听、说、读、写能力的培养而使学生透彻地理解原文在医学英语教学中具有一定的适用性及价值。

论文目录

• Abstract
• 中文摘要
• Chapter One Introduction
• Chapter Two Grammar Translation Method
• 2.1. Definition and Features of GTM
• 2.2. Theory of Language Teaching Underlying GTM
• 2.3. Theory of Language Learning Underlying GTM
• 2.4. Development of GTM
• 2.4.1. Translation and Language Teaching Before the Linguistic Period
• 2.4.2. The Declining Role of Translation in Language Instruction
• Chapter Three The Value of the Grammar Translation Method
• 3.1. The Current Situation of the Teaching of English in GTM in China
• 3.2. The Rationality of the Existence of GTM
• 3.2.1. Accordance with the Natural Feature of the Language Teaching
• 3.2.2. Accordance with the Chinese Teaching Pattern
• 3.2.3. Accordance with the Tradition of Our Chinese Culture
• 3.3. The value of GTM
• 3.3.1. Creation of The Teaching form in FLT and FLL
• 3.3.2. Supplying the Main Framework in FLT and FLL
• 3.3.3. Emphasized Ability of Reading and Studying
• 3.3.4. Full Use of the Students’Native Language
• 3.3.5. Serving to be Conducted in Schools
• 3.4. Some Weak Points of GTM
• 3.4.1. Ignorance of Spoken Language
• 3.4.2. Ignorance of the Teaching of Pronunciation and Intonation
• 3.4.3. Less Focus on the Grammatical Structure of the Long Sentences
• 3.4.4. Undue Stress on the Effect of Grammar in the Teaching
• 3.4.5. The Dull Device of Teaching
• 3.5. A Short Summary and Comments of the Grammar-Translation Method
• Chapter Four The Applicability of GTM on the College English Teaching for Medical Purpose
• 4.1. The Role of Native Language
• 4.2. The Current Situation of Teaching English for Medical Purpose
• 4.2.1 Objectives of GTM in the Medical English Course
• 4.2.2. Techniques of GTM in the Medical English Course
• 4.2.3. Existing Problems of English Teaching for Medical Purpose
• 4.3. The Characteristics of the Medical English
• 4.3.1 Some Features of the Vocabulary
• 4.3.2 Some Features of the Grammatical Structures in medical English
• 4.3.3 Reasons for GTM on English Teaching for Medical Purpose
• 4.4. The Analysis of the Empirical Studies of the Role of GTM in the Medical Course
• 4.4.1 The Analysis of the Empirical Studies of the Role of GTM in English Learning for Medical Purpose
• 4.4.2 The Analysis of the Empirical Studies of the Role of GTM in English Teaching for Medical Purpose
• 4.5. Benefits of GTM in Language Teaching and Learning for Medical Purpose
• 4.6. Exemplification
• Chapter Five Some Suggestions for the Use of GTM in the English Teaching for Medical Purpose
• 5.1. Giving Priority to the Written Language
• 5.2. Making Full Use of the Native Language
• 5.3. Focusing More on the Analysis of the Long Sentences
• 5.4. Explaining the Key Points of the Medical Vocabulary
• 5.5. Paying Attention to the Problems Caused by the Application of GTM
• Chapter Six Conclusion
• Notes
• Bibliography
• Appendix
• Acknowledgements