语法翻译教学法：反思与创新

论文摘要

语法翻译教学法,这一在外语教学中使用最广的教学方法,在过去的几十年中,一直被不少外语教学研究者和外语教师视为过时的、不合时宜的教学方法而受到猛烈抨击,语法翻译教学法和语法能力的培养被看成是所谓的“目的教学法”和“落后的教学观念”。语法翻译法无法满足现代外语人才培养的需要,但笔者发现:在当前中国语境下,这一教学法虽然遭到种种批评却仍然在中学英语教学中得以广泛运用。各种教学法都有其产生的背景和条件,语法翻译教学法的形成和发展也有其特定的历史条件及其特殊的社会需求。本文首先对语法翻译教学法产生的背景做一简述,对其现状做一综述,得出如下结论:语法翻译教学法尽管有其明显的弊端,但也有其不可忽视的优点,如果与其他教学法相结合,仍不失为一种颇为有效的教学方法。笔者分析了目前我国英语教学的现状,结合我国中学英语特有的教育环境,教学条件和学生的实际情况,提出一种比较适合我国中学英语教学的综合法,即“实际教学法+语法翻译法+听说法=3P”课堂教学模式。

论文目录

• 中文摘要
• Abstract
• Chapter One Introduction
• Chapter Two Introduction of Grammar-Translation Method
• 2.1 What is Grammar-Translation Method?
• 2.2 Background of Grammar-Translation Method
• 2.3 Advantages of Grammar-Translation Method
• 2.4 Disadvantages of Grammar-Translation Method
• Chapter Three Features of Grammar-Translation Method and Its Effect on English Teaching
• 3.1 The Most Obvious Features of Grammar-Translation Method
• 3.1.1 Concentration on intensive reading as a basis for language study
• 3.1.2 Use of memorization and rote learning as a basic acquisition technique
• 3.1.3 Meticulous emphasis on linguistic details and a corresponding lack of attention to Communicative skills
• 3.1.4 Use of translation as both a teaching and a learning strategy
• 3.2 Reasons for the Features of Grammar-Translation Method
• Chapter Four Recent Changes in ELT in Chinese Middle Schools and the Present Situation of English Teaching Approaches in ELT Classrooms in QuanGuang
• 4.1 Recent Changes in ELT in Chinese Middle Schools
• 4.1.1 Teachers' different roles and students' initiative and enthusiasm
• 4.1.2 Fluency,not just accuracy
• 4.1.3 Use of the target language and first language
• 4.1.4 Adoption of multi media
• 4.2 The Present Situation of English Teaching Approaches in ELT Classrooms in QuanGang
• 4.2.1 Method of investigation
• 4.2.1.1 Subjects
• 4.2.1.2 Questionnaire
• 4.2.1.3 Data analysis
• 4.2.2 Critical analysis of the teachers' and students' responses to questionnaire
• Chapter Five The Obstacles in Applying CLT in China
• 5.1 Adoption of CLT
• 5.2 Resistance CLT met in China
• 5.2.1 Traditional Chinese education and its effect on English teaching
• 5.2.2 Teacher confidence
• 5.2.3 National examination
• 5.2.4 Lack of source materials and equipment
• 5.2.5 Large size class
• 5.2.6 Fallacies in CLT
• Chapter Six Measures in Promoting Efficiency of English teaching
• 6.1 Use the PPP framework
• 6.1.1 The PPP framework
• 6.1.2 The Presentation stage
• 6.1.3 The Practice phrase
• 6.1.4 The Production phrase
• 6.2 Reducing the amount of English teacher talk in ELT classroom
• 6.2.1 Teacher talk
• 6.2.2 Balance teacher-talking time and student-talking time
• 6.2.3 Using consistent language
• 6.2.4 Asking proper questions and giving suitable feedback
• 6.3 Making the best use of pair work and group work
• 6.3.1 Introducing pair and group work into traditional classrooms
• 6.3.2 Responsibility within groups
• 6.3.3 Monitoring pair and group work
• 6.3.4 Control the use of Chinese in group work
• 6.4 Students' responses to the measures
• Chapter Seven Conclusion
• REFERENCES
• APPENDIX A 关于英语课堂教学的调查问卷
• APPENDIX B The questionnaire English Teaching in the Classroom
• ACKNOWLEDGEMENTS