Teaching Strategies of Oral Class Interaction [2]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
cond language" (Stern, 1983: 455). "The sole
form of instruction was mechanical translation". "Oral work was reduced to an absolute
minimum" (Titone, 1968: 27). Reading and writing are the major focus. Vocabulary is
selected based completely on the reading materials. Words are taught through bilingual
word lists, dictionary study and memorization. In a typical text, the grammar rules are
presented and illustrated, a list of vocabulary items are presented with their translation
equivalents. Accuracy is given more emphasis. Students are‘expected to attain high
standards in translation. In written exercise, errors should be avoided completely.
Grammar is greatly focused in instruction and is generally taught deductively一that is, by
presentation and study of grammar rules and then practiced through translation exercises.
Sentence is the basic unit of teaching and language practice, grammar is used as an aid to
the study of the text (Howatt, 1984: 131). The students' native language is the medium of
instruction. It is used to explain new items and to enable comparison to be made between
the foreign language and the students' native language.
Grammar-Translation Method has no "literature that offers a rational or justification
for it or that attempts to relate it to issues in linguistics, psychology, or
Educational theory"
洲shards&Rodgers, 1986: 5). It is still used in situations where understanding literary
texts is the primary focus of foreign language study. Contemporary texts for the teaching
of foreign languages at college level for non-English majors often reflect Grammar-
Translation principles. It may be true to say that, to a certain degree, Grammar-Translation
Method is still widely practiced in our country.
To sum up, Grammar-Translation Method is totally teacher-controlled. The aim,
principle and procedure of instruction are led by the teacher. Students are responsible for
passive taking-in of the rules and facts offered by the teacher. The focus is on grammar,
translation, accuracy and reading. It loses sight of cultivating students' ability to use
language, especially of students' spoken language. It is form-based rather than meaning-
based.
Chapter One A Survey Study on Various Approaches of FLT in China
1.2 Audiolingual Method
Audiolingual Method is also called "informant-method" or Army Method. It came
into being with the Army Specialized Training Program (ASTP) in 1942 to supply the U.
S. Government with personnel一who can act as interpreters,, code-room assistants,
translators in other countries in World War II. During this period, linguists and applied
linguists were becoming increasingly involved in the teaching of English as a foreign
language. There was a growing demand for skills in the teaching of English as America
grew a major international power. Thousands of foreign students came to the United States
required training in English. Thus by the mid-fifties, Audiolingual Method emerged.
Audiolingual Method has structural linguistics in 1950s and behavioral psychology as
its convincing and powerful theory. As for structural linguistics, language was viewed as a
system structurally related elements for the encoding of meaning, the elements being
phonemes, morphemes, words, structures and sentence types. An important」tenet of
structural linguistics was that the primary medium of language is oral. Since many
languages do not have a written form and we learn to speak b
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