grammar-translation-method.ppt

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1、outline1、Definition 2、origin3、Theory base4、features5、representative6、Procedures7、Advantages and disadvantages8、Teaching activities and learning styles9、Teaching materials & methodsDefinition:lThe Grammar-Translation Method is a method of foreign or second language teaching which uses translation and

2、 grammar study as the main teaching and learning activities. Originlbegan to be the basic procedures in foreign language teaching from the 16th century when modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. lOnce called Classical Me

3、thodlThe fundamental purpose of learning Latin was to study the classical culture, which was worshipped in the Renaissance.lOnly in the late 18th century did the regular combination of grammar rules with translation into the target language become popular as the principle practice technique.lMost ex

4、perts of foreign language teaching accepted the Grammar-Translation Method as a formal language teaching method from the 18th centurylIn the mid-19th century, the Grammar-Translation Method became the principal method of teaching modern languages in schools.Theoretical baselTheory of language(语言理论）语

5、言理论）lTheory of learning(学习理论学习理论)Theory of language(语言理论）l（1）All languages originate from one language and are ruled by a common grammar. (所有语言都所有语言都源于一种共同语言，受约于同一种语法）源于一种共同语言，受约于同一种语法）l（2）The written form of the language is superior to the spoken form. (书面语言优越于口头语言书面语言优越于口头语言)l（3）The students first

6、 language is the reference system in the learning of the target language. (学学生的第一语言被看作是学习目标语的参照系统）生的第一语言被看作是学习目标语的参照系统）Theory of learning(学习理论)l(1) The mind of human being has various faculties that can be trained separately. (人的大脑有各种不同的机能，这些机能可以人的大脑有各种不同的机能，这些机能可以分别训练分别训练)l(2) Understanding and mem

7、orization of complicated grammatical rules of language help to develop mentality. (理理解和记忆各种语言的复杂语法规则可以发展脑解和记忆各种语言的复杂语法规则可以发展脑力）力）l（3）Latin grammar is the most logical and well-organized grammar.（拉丁语语法（拉丁语语法是最具有逻辑性、最有理性的语法）是最具有逻辑性、最有理性的语法） l（4）The language was a boy of knowledge to be learned, with a

8、n emphasis on intellectual rigor. (语言语言是一门须学习的学问，重点放在智力的严密是一门须学习的学问，重点放在智力的严密上。上。)Teaching materials & methodsl1 Teaching AimlGTMs teaching aim is to train students to be able to read and write, mainly for listening and speaking which arent paid more attention.l2 Curriculum（总课程）（总课程）planlThe content

9、 and progress of GTM, is in accordance with the difficult principle of teaching grammar and vocabulary ,which focus on training those of.Key Features lAccording to Prator and Celce-Murcia， the key features of the Grammar Translation Method are as follows: （1）Classes are taught in the mother tongue,

10、with little active use of the target language. （2） Much vocabulary is taught in the form of lists of isolated words. (3) Long elaborate explanations of the intricacies of grammar are given. (4) Grammar provides the rules for putting words together, and instruction often focuses on the form and infle

11、ction of words. (5) Reading of difficult classical texts is begun early. l(6) Little attention is paid to the content of texts, which are treated as exercises in in grammatical analysis.l(7) Often the only drills are exercises in translating disconnected sentences from the target language into the m

12、other tongue. l(8) Little or no attention is given to pronunciation. representative By the eighteenth century, although European schools had the modern foreign language class. However, they still used the grammar-translation method, because the object of study of linguistics is basically the written

13、 language.The purpose of people to learn a foreign language was mainly in order to read the foreign materials and documents. German linguists H.G. Ollendorff summed up the practical experience of the grammar-translation method.Whats more, mechenical linguistics and psychology had an influence on the

14、 grammar-translation method theory so that this method had become a science and foreign language teaching system.lH.G. Ollendorff (1803-1865)lFeatures of his course:obscure theory of interaction: In this exercise, the structure of declarative sentences is closed tothe structure of interrogatives . H

15、e is the first textbook writer to use a graded linguistic syllabus seriously; his grading system is heavily influenced by convention and logic.Procedures l1. Translation of a Literary Passage Translating target language to native languagel2. Reading Comprehension Questions Finding information in a p

16、assage, making inferences and relating to personal experiencel3. Antonyms/Synonyms Finding antonyms and synonyms for words or sets of wordsProceduresl4. Cognates lLearning spelling/sound patterns that correspond between L1 and the target languagel5. Deductive Application of Rule lUnderstanding gramm

17、ar rules and their exceptions, then applying them to new examplesl6. Fill-in-the-blanks lFilling in gaps in sentences with new words or items of a particular grammar type Proceduresl7. Memorization Memorizing vocabulary lists, grammatical rules and grammatical paradigms l8. Use Words in Sentences St

18、udents create sentences to illustrate they know the meaning and use of new wordsl9. Composition Students write about a topic using the target language the advantages and disadvantagesAdvantages:l1.Both the teachers and students of English find it convenient to resort to some kind of translation.l2.T

19、he teachers find the techniques prescribed in the grammar translation approach suitable for them to solve the problems of large groups.l3.By this kind of method, the teachers do not need to show much imagination in planning their lessons, since they usually follow the textbooks page-bypage and exerc

20、ise-by-exercise.l4.It is easy to apply and does not require a teacher who is a fluent speaker of the language.disadvantages. l1.There is no attention paid to accurate pronunciation.l2.There is no attention paid to the use of language in communication and on the activities of listening and speaking.l

21、3.A general lack of communicability in the language.l4.The language learning was uninspiring, rather boring.l5.Students do not feel that they have mastered the rules of the target language. Their role in the classroom is for the greater part of the time a passive one. They only absorb and then re-co

22、nstitute what they have absorbed to satisfy their teacher.Teaching activities and learning styleslTeacherslFirst, explaining the changes of word classlSecond, the rules of grammarlThird, translating the sentences and paragraphslStudents:lReciting words & looking up the dictionary lReading up grammar

23、lDoing exercises of translationlStep 1 : teaching the words meaning & Part of speech in Chinese, like “red,yellow,blue” ,then read them several times.lStep 2 : open the text, following the teacher to read “The book is red. The pencil is yellow.” “It is green. It is blue.” Then ask students to translate them into Chinese.lStep 3 : explaining the structure of grammar in Chinese ,like（东西）（东西） is（颜（颜色）与色）与 ”It is （颜色）（颜色）”.lStep 4 : requiring students to do exercises of English-Chinese or Chinese-English translation. Like, The box is green. The door is blue.” “it is red.” 或或那个球是蓝的它是黄的那个球是蓝的它是黄的.