《英语教学论》练习测试题库

(完整word版)《英语教学论》练习测试题库(完整word版)《英语教学论》练习测试题库华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案题型判断正误填空名词解释简答论述分值2020103020每小题分值1253＊55*3，20每套题题量2010281总题量804010405答题时间2020103020判断题1。Languageisalogicalsystem。Languageiscapableofproducingnewformsandmeanings.Minimalpairsarepairsofwordsthatdifferonlyinonesound。4Thewaysinwhichwordsfollowoneanotherandarerelatedtooneanotheriscalledsyntagmaticdimensionoflanguage,thedimensionof“chaining”or“sequencing”.Ingeneral,arisingintonationisseenasbeingmoreimpolitethatafallingone.Consciousknowledgeofrulesdoesnothelpacquisitionaccordingto7Thegoalofforeignlanguageteachingistoproduceover-usersofmonitor.8.Krashenbelievesthatadultsarebetterlanguagelearners，whilechildrenarebetterlanguageacquirers.9ForKrashen，theaffectivefilteristheprincipalsourceofindividualdifferenceinlanguageacquisition.10.ThenaturalorderhypothesisispresumedbyKrashentobetheresultofthelearnedsystem,operatingfreeofconsciousgrammar。11。 Onefunctionofalanguagecanonlybeexpressedbyonestructure.12。 Anormallessonshouldhavetheallthestagesdiscussedinthisunitandtheshouldbeinfixedorder。13。 Usuallyalessonshouldfocusonpracticingonesingleskillsothatthestudentsdevelopthatskillsuccessfully。14。 Thestagesofalessonoverlap.15。 Ateachstageofthelesson,activitiesfocusonallfourskills.Lessonplansareusefulonlybeforethelesson。Iftheteacherusesthesamesomestudentsmaynothavethechancetointhewaythatsuitsthembest.18。 Thereisnooneabsolutelycorrectwaytodrawupalessonplanandeachteacherdecidewhatsuitshimorherbutallgoodlessonplansgiveaclearpictureofwhattheteacherintendstodointhelesson。19。 InordertokeepstudentsinterestedinlearningEnglishitisimportanttoavarietyofactivitiesandtechniquesinthelesson.20.ItisenoughtointroducearangeofdifferentactivitiesintoalessontokeepthestudentsinterestedinlearningEnglish.21。 Arealgoodlessonplanshouldbelongandcomplicatedwithdetailedlessonnotes。22。 Timecanbesavedbydecidingonaformatwhichsuitsyouandthenkeepingapileblanks。23。 Allgoodlessonplansgiveaclearpictureofwhattheteacherintendstodointhelesson.24。 Writingacommentaftereachlessonisausefulhabitforateachertogetinto。25。 ItisacceptedbymostexpertsofforeignlanguageteachingthatGrammar—TranslationMethodoriginatedfromthe16thcentury.26。 Untilthe16thcenturyLatinwastaughtthroughactiveuseofspeechandwrittenwithoutgrammaranalysis。ThetheoryoflanguageunderlyingtheGrammar-TranslationMethodwasderivedComparativeHistoricalLinguistics.ThetheoryoflearningunderlyingtheGrammar-TranslationMethodwasFacultyyTheFacultyPsychologistsbelievedthatthemindofhumanbeingshadvariousfacultiescouldbetrainedseparately。Inagrammar—translationmethodclassroom,readingandwritingarethemajorfocus;littleornosystematicattentionispaidtospeakingorbecauseliterarylanguageisconsideredsuperiortospokenlanguageandisthereforethelanguagestudentsshouldThemostobviouscharacteristicsoftheCommunicativeApproachisthatalmosteverythingthatisdoneisdonewithacommunicativeintent。31。 Feedbackreferstoanyinformationwhichprovidesareportontheresultofcommunicationwhichtakesplacenotonlybetweenthelistenerandthespeaker.32。 Learningismoreeffectivewhenthelearnersareactivelyinvolvedintheprocess。33。 Withregardtosyllabusdesign，theCommunicativeApproachemphasizestopics.34。 Todaybothlanguageteachingexpertsandclassroomteachersagreethatthecommunicativeapproachisthebest。TheTotalPhysicalResponsemethodemphasizescomprehensionandtheuseofphysicaltoteachaforeignlanguageatanintroductorylevel.TheSilentWayisbasedonthepremisethatthestudentsshouldbesilentasmuchasintheclassroom.37。 Inpractice，CommunityLanguageLearningismostoftenusedintheteachingofwritingskillandthecourseprogressionistopicbased。38。 Asuggestopadiacourseisconductedinaclassroominwhichstudentsareascomfortableaspossible.39。 TheSilentWay,CommunityLanguageLearning,andSuggestopaediaalllayemphasistheindividualandonpersonallearningstrategies.Thevowelisproducedwithout（orwithlittle)restrictionduringitsproductionandalwaysvoiced.Vowelsareformedmainlybythepositionofthetonguethelipsandmovementofthejaw。

secondarily,bytheshapeof42。 Consonantsvarydependingonwherandhowtheairstreamgetsmovementofthetongue,andalsowhetherthevoiceisusedornot。

theplaceand43.Aphonemeisthesmallestdistinctivesoundunit,incapableofchangeindifferentphoneticenvironments.44。 Theback—chainingtechniquemeansthestudentsrepeatasentenceafterthestartingfromtheendpartofthesentenceandmovingtowardsthebeginning.Ofthetwotypesofsentencestress,sensestressshowscontrast,whilelogicalstressmeaning.Pitchisproducedbyfrequencyofvibrationofthevocalcords.Thehigherthethehigherthepitch。Usuallylowkeyisusedforemphasisandcontrast；midkeyindicatesanexpected，neutralattitude；andlowkeyprovideslowinformation。48。 Ofthefourpossibletunemovements,highfallisusedforstatementsandhighriseisusedforquestionsaskingforrepetitionofsomething;lowriseisforyes/noquestions，etc。andfallriseisforcorrectionsandpolitecontradictions。Themostpowerfulsignalofstressisachangeofpitchonthevowel。Syllablesareshortwhentheyarestressed.51。Techniquesforgroupingitemsofvocabularyfallintothreegeneralcategories：semanticfield，phonologicalsetsandgrammaticalsets.Groupingitemsrelatedbyforexample,typesoffruit,belongstothesemanticfields.Metaphorisawayoftalkingaboutonethingintermsofanother.Itisadeviceforcreatingandextendingmeaning.TherelationshipbetweenthespokenandwrittenwordisidenticalinEnglish.54。Semantizationmeansthateverynewwordshouldbepresentedinsuchawaythatitsmeaningbecomescleartothelearner.55.Verbalpresentationofnewwordsmeansthatthemeaningofasecondlanguageworddemonstratedthroughconcreteobjects，visualaids,orthroughmimeandacting.56。 Anexercisewithheterogeneitygivesnoopportunityforthereallyadvancedtoexercisetheircapacity。57.Anexercisewithheterogeneitycanalsohaveapositiveeffectonlearnerattitudeandmotivation.Itprovidesanopportunityfortheteachertogiveslowerorlessconfidentstudentstheapprovalandencouragementtheyneed.58。Inthe“languageawareness”exercise，thestatement“Thebaby’scrying”aboutathirdperson’swhereabouts。59。InHammer’sfive—stepmodel，thepurposeof“elicitation”istoprovidetheteacherwithfeedbackastowhattodonext。60.Theaimofthepracticetocausethelearnerstoabsorbthe61。 Ifweasktheclasstolistenandweaskthequestionsafterwards,wearehelpingimprovetheirlisteningskillindeed。62。 AnimportantpartoftheskilloflisteningisbeingabletopredictwhattheisgoingtosaynextInanEnglishclassweareusuallyconcernedwithcasuallistening。Itisimportantfortheteachertoshowstudentshoweasyitistounderstandfromauthenticmaterialsratherthanhowdifficultitistounderstandeverything.Studentsalmostalwaysenjoylisteningtostories。Iftheteacherweretalkingtoomuchinclassthestudentswouldnotbelearning67。 Listeningactivitiescanonlybeconductedwiththewholeclass.68。Whenthestudentslistentorecordedmaterialsthereisverylittleopportunityforimmediateinteraction.69。Silentreadinginvolveslookingathetextandsayingthewordssilentlyourself.70。Therearenomajordifferencesbetweenhowonereadsone’smothertongueandonereadsinaforeignlanguage.71。Tounderstandaword，youhavetoreadallthelettersinit；tounderstandasentenceyouhavetoreadallthewordsinit.72。 Theteachercanhelpthestudentstoreadatextbyreadingitaloudwhiletheyintheirbooks。73。 Normallywhenwereadoureyesflickbackwardsandforwardsoverthetext74。 Inordertounderstandatextitisabsolutelynecessarytounderstandwordinthefirstplace.Authenticmaterialscanonlybeusedintheclassroomforbeginners.TextsareusuallyusedinEnglishclassesfortwomainpurposes:asawayofdevelopingreadingcomprehensionandasawayoflearningnewlanguage.77。 Throughreadingthestudentsnotonlylearnnewlanguage,butalsodeveloptheirskills.78.Whenthereadersreadtogetthegeneralpicture,onlythemainpointsarewhattheyinterestedin，notthedetail.79。 Plannedconversationsusuallydegenerateintosilenceorinvolveonlyasmallofstudents.80。 Ifthechosentopicforaconversationlessonistoogeneralitwillnotexcitestudents,ifitistoospecificsomestudentswillbeinterested，andothersnot.判断题答案1.F2.T3.T4.T5.F6。 T7.F8。T9。T10。F11.F12。F13。F14.T15。F2.16.F17. T18. T19. T20.F21。F22.T23。T24.T25.F26. T27。 T28。 T29。 T30. T31。 T32。 T33。F34。 F35。 T36. F37。F38。T39.T40.T41.T42.T43.F44.T45.F46。T47.F48。T49.T50。F51.T52.T53。F54.T55.F56。F57。T58.F59。T60。T61.F62。T63.F64。T65.T66.F67.F68。T69.F70.F71。 F72。 F73。 T74. F75. F76. T77。T78。 T79. T80。 T填空题Languageteachinginvolvesthreemaindisciplines.Theyarelinguistics,psychologyand .Linguisticsisthestudyoflanguageasasystemofhuman .Psycholinguisticsisthestudyofthementalprocessesthatapersonusesinproducingunderstandinglanguage,andhowhumanslearn . isthestudyofsecondandforeignlanguageteachingandlearning。5。Sociologyisthestudyoflanguageinrelationto ，suchassocialclass，educationallevelandsoon.6。Atamacrolevel,societyandcommunityinfluenceclassroomteaching .7。Themakingofforeignlanguageeducationpolicymusttakeintoconsiderationthe educationalsituationofthecountry.Thegoalsforsecondaryeducationare fromthoseforhighereducation.Syllabusdeterminesteachingaims，objectives，contentsand 。Teachingmaterialsshouldagreewithorreflecttheteachingmethods。

，aims,objectivesandThe approachtolanguagestudyisconcernedwithlanguageasaninstrumentofinteractionratherthanasasystemthatisviewedinisolation.12。 The approachtolanguageistoseeitintermsofthebitsandpiecesbyofwhichitisputtogether.13.ThemostcommonwordorderinEnglisharoundthesekeypartsinvariousways。

，withothersentenceconstituentsdraped14。 Accordingtothefunctionalists,languagehasthreefunctions: ,expressive,social.15。 isthestudyofhowwordscombinetoformsentencesandtheruleswhichtheformationofsentences.16.AccordingtoSkinner,languagebehaviorcanonlybestudiedthroughobservationofthe factors.17。 Accordingtothebehaviorists,alllearningtakesplacethrough .18。 Mentalismholdsthatahumanbeingpossessesamindwhichhasconsciousness,etc，andthemindcaninfluencethe ofthebody.19.Theinteractionalist’spositionisthatlanguagedevelopsasaresultofthecomplexbetweentheuniquelyhumancharacteristicsofthechildandtheenvironmentinwhichthechilddevelops.20。Chomskyreferstothechild’sinnateendowmentas,asetofcommontoalllanguages。21。Iftheaimofalessonis“Tolearnthenamesofcolours”thelessonmayfocusaparticular 。22.Thecardinalrulemeans 。23。 “KnowingEnglish”mustmeanknowinghowto inEnglish.24。 Thethreemainthingsthatalearnerhastoacquirewhenlearninganewstructuretheform，meaningand ofthestructure。25。 Theattitudinalandemotionalfactorscanbeexpressedinanitemofvocabulary.areoftenreferredtoas .26. referstovarietiesoflanguagedefinedbytheirtopicandcontextofuse。27。 Animalisasuper-ordinateterm,whilecow,hors，pig，dog，cat，etc.are 28。 Thereisalackofconsistencybetween andpronunciationinEnglish.29。 Grammarisadescriptionofthe ofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage。30.Theemphasisoftheproductperspectiveongrammarisonthecomponentpartsofthelanguagesystem，dividedupintoseparateforms.Eachformisthe ofthegrammarian's31。 Processteachingengageslearnersin ，formulatingtheirownmeaningsincontextsoverwhichtheyhaveconsiderablecontrol。32。 Whenweteachgrammaras ，thelearnerisrequiredtoattendtogrammar,workingontaskswhichretainanemphasisonlanguageuse。33.Thecomplexform—functionrelationshipisnotasimplified,aone—to-one .34。

arerepresentedbyphoneticsymbolsbecausethereisnoone—to—onecorrespondencebetweenwrittenlettersandspokensounds.35. isoftendescribedasthemusicofwespeak.

thewaythevoicegoesupanddownas36。 MostcontributorstotheCommunicativeApproachsharetheviewthatlanguageisforcommunicationandaremoreconcernedwithmeaningthanwith .Atonetime wascalledClassicalMethodsinceitwasfirstusedinteachingoftheclassicallanguagesofLatinandGreek。Whenweusetheword wemeanthatanideaortheoryisbeingthatwhatevertheteacherdoes，certaintheoreticalprinciplesarealwaysborneinmind。A isasetofproceduresoracollectionoftechniquesusedinsystematicwaywhichitishopedwillresultinefficientlearning。40。 Thethreemajorcausesforerrorsare： mothertongueinterference, ，andinappropriateteachingmaterialsormethods.填空题答案1。munication3。language4.Appliedlinguistics5. social factors6.indirectly7.economic8.different9。methods10。 principles11。 functional12。 13。 SVO14.descriptive15。Syntax16.external17。habitformation18. behavior19。 interplay20。universalgrammar21。 topic22.one thing at a time23communicate24.use25。 connotationoraffectivemeaning26. Register27. hyponyms28. spelling29。 duct31. languageuse32。skill33.correspondence, or relationship34.Sounds35。Intonation36。 structure37. thegrammar—translationmethod38.approach39。 method40.overgeneralization名词解释题目ApproachtechniquemethodmethodologysociolinguisticsSR—modelphonemecasuallisteningTheAudiolingualMethodTheCommunicativeApproach名词解释答案1Whenweusethewordapproachwemeanthatanideaortheoryisbeingapplied:thatwhatevertheteacherdoes，certaintheoreticalprinciplesarealwaysborneinmind。2.Whenwetalkaboutatechnique，wemeanaprocedureusedintheclassroom。Techniquesarethetricksinclassroomteaching。3。Amethodisasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.4.Methodologyistheprincipleandtechniquesofteachingwithnonecessaryreferencetolinguistics。5Sociolinguisticsisthestudyoflanguageinrelationtosocialfactorsthatis，class，educationallevelandtypeofeducation,age，sex，ethicorigin,etc。6.SR-modelreferstoaconnectionwhichisestablishedbetweenastimulusorstimulussituation(s）andtheorganism’sresponse(R）tothisstimulus。7。Aphonemeisthesmallestdistinctivesoundunitorminimumunitofdistinctivesoundfeature.8。Whenwelistenwithnoparticularpurposeinmind,andwithoutmuchconcentration,thekindoflisteningiscalledcasuallistening.TheAudiolingualMethodisamethodofforeignorsecondlanguageteachingwhichemphasizestheteachingofspeakingandlisteningbeforereadingandwriting。10。TheCommunicativeApproachisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence。简答题.5.

Howdoyouunderstandthedifferencebetweenapproach,method，andtechnique？WhatarethethreeviewsoflanguagethatsupportpopularforeignlanguageWhataretheelementswithwhichamethodisconcerned？Whatarethepointsofconcernofmethodology?Apartfromamasteryofaforeignlanguage，whatotherknowledgeshouldaforeignlanguageteacherhaveinordertodohis/herjobwell?Inwhatsensecananunderstandingofthecontextofeducationcontributetoteachingandlearning?Whydowesayassessmenthasgreatbackwasheffectsonforeignlanguageteachinglearning？WhatisthedifferencebetweenSkinner’sbehaviorismandChomsky’smentalism？DoesKrashen’stheoryofsecondlanguageacquisitionbeginwiththeories,orwithdata?Whatistheroleofformallearningaccordingtothemonitorhypothesis？AccordingtoKrashen，thereisonlyonewayforhumantoacquirelanguage.Whatisit？Whatisthefunctionoftheaffectivefilter？13。Whataresomeofthemainstagesofa14。WhatisthefocusofaGrammar—Translationclassroom?WhatlanguageskillsareemphasizedbytheGrammar—translationMethod？WhatarethemaintechniquesusedinaGrammar-Translationclassroom？Whatspecificaspectsdoescommunicativecompetence18。WhatlanguageskillsareemphasizedbytheDirectMethod？19.HowshouldlanguagerulesbelearnedaccordingtotheDirectMethod?20。WhyisfirstlanguageforbiddeninaDirectMethodclassroom？Howcanwedescribethemainproficiencygoaloftheteachingandlearningpronunciation?Whatkindofwordstendtobeandwhatkindofwordstendtobeunstressed?Whyshouldweteachpronunciationandintonationincontext?Whatarethetwofunctionsofintonation?25。Whatarethetechniqueswhichyoucanusetoteachintonationinameaningful26。Whatkindofknowledgedoyouneedtohaveifyousayyouknowaword?27.WhatarethethreemainformsofwordbuildinginEnglish?28。Howdoyoudecidewhetherawordshouldenterthestudents’activeorvocabulary?29.Whatarethesixprinciplestorememberwhenpresentingnewvocabularyinclass?30。Whattrickscanateacherteachhisstudentstousetomemorizevocabulary?31。Whatistherelationshipbetweenthegrammaticalformsofalanguageandcommunicativefunctions？Whatarethethreedifferentviewsongrammarteaching？Whatisthemajordifferencebetweendeductivelearningofgrammarandlearningofgrammar？34。Whatarethetwoobjectivesinpresentinganewstructuralitem？35。Whatarethefactorsthatcontributetosuccessfulpracticeofgrammar？36。WhyislisteningimportantinlearningEnglish?What’sthedifferencebetweencasuallisteningandfocusedlistening?Whataresomeoftheadvantagesofusingacassetterecorder？Whatkindofquestionsshouldweaskourstudentswhenwewanttogivethematoread?40。Whydowesaythatreadingaloudisnotveryusefulforreadingatextinclass？简答题答案1。Whenweusethewordapproachwemeanthatanideaortheoryisbeingapplied:thatwhatevertheteacherdoes,certaintheoreticalprinciplesarealwaysborneinmind.isasetofproceduresoracollectionoftechniquesusedinasystematicwaywhichitishopedwillresultinefficientlearning.Whenwetalkaboutwemeanaprocedureusedinclassroom。Atechniquethenisthenarrowestterm,meaningonesingleeAmethodwillconsistofanumberoftechniques,probablyarrangedinaspecificrThewordapproachismuchmoregeneralandhastheimplicationthatwhatevermethodortechniquestheteacheruses，hedoesnotfeelboundbytheebutonlybythetheoryinwhichhebelieves.Ifhecanfindnewandbettermethodsortechniqueswhichwillfitinwithhisapproach,thenhewilladoptthese.2。Theyarethestructuralview;thefunctionalviewandtheinteractionalview3。Therearesixelements:thenatureoflanguage；thenatureoflanguagelearning；goalsandobjectivesinteaching;thetypeofsyllabustouse;theroleofteachers,andinstructionalmaterials;andthetechniquesandprocedurestouse.4.Thepointsofconcernofmethodologyinclude:athestudyofthenatureoflanguageskills（eg.reading，writing，speaking,listening)andproceduresforteachingthemb。thestudyofthepreparationoflessonsplans,materials,andtextbooksforteachinglanguageskillsc.theevaluationandcomparisonoflanguageteachingmethods(eg.theAudiolingualMethddsuchpractices,proceduresprinciples，andbeliefsthemselves(Richardsetal,177)5.He/sheshouldhavesomeknowledgeabouttherelatedsubjectssuchaslinguistics,psychologyandpedagogy.Heshouldalsoknowthatalotofvariablesinfluenceclassroomteaching.Factorlikeforeignlanguageeducationthegoalofforeignlanguagelearners，teachers,syllabus,teachingmethod，teachingmaterialsteachingaids,andassessmentandevaluationallinfluenceclassroomteaching.Ifateacherdoesnotknowthemhewouldnotabletoteachaccordingtothecircumstancesandwouldachievethebestresultspossible。6.Teachingandlearningaforeignlanguageinevitablyinvolvesrelationshipsbetweendifferentaspectsoflife,andteachingEnglishsuccessfullyisnotjustaquestionofmethod.OtherthingsinfluenceEnglishlanguageteaching(ELT)greatly.Refertotheninevariablesdiscussedinthetext.7.Bothpositiveandnegativebackwash。Assessmentcanprovideteacherswithforlessonplanningandremedialwork。Studentscanalsogetinformationabouttheirlearningandprogress，thereforehaveasenseofachievement.ThroughassessmenttheygettoknowtheirproblemsandareasforfurtherstudyandtHowever,inappropriateassessmentcancauseworries,discourageweakstudents,emphasisongradesinsteadofonabilitiesandcompetence,etc.8。Wherebehaviorismignoredthecontributionofthechilditselfinthelearningprocess,mentalismhaspracticallydeniedthatlinguisticinputandenvironmentplayaroleinprocess,andhasgenerallypaidveryscantattentiontotheactualcourselanguagedevelopmenttakes。9。Krashen'stheoryofsecondlanguageacquisitionbeginswiththeoriesorassumptions,notdata.Heusedadeductivemethod,thatis,hesetupanumberofhypothesesfirstthencollectedinformationordatatosupport/refutehishypotheses。10。Themonitorhypothesisstatesthatformallearninghasonlyonefunction,andthatisasa“monitor”or“editor”andthatlearningcomesintoplayonlytomakechangesintheofourutterance,afterithasbeenproducedbytheacquiredsystem.Acquisitioninitiatesthespeaker’sutterancesandisresponsibleforfluency.Thusthemonitoristhoughttoaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallywrittenorspoken，buttheutteranceisinitiatedentirelybytheacquiredsystem.11。Byunderstandingmeaningfulmessagesorcomprehensibleinput;theformulaisi+1。12。Accordingtotheaffectivefilterhypothesis,comprehensibleinputmaynotbeutilizedbysecondlanguageacquirersifthereisa“mentalblock”thatpreventsthemfromfullyprofitingit.Theaffectivefilteractsasabarriertoacquisitio：ifthefilteris“down”，inputreachestheLADandbecomesacquiredcompeteneifthefilteris“up",theinputisblockedanddoesnotreachtheLAD.Thus“inputistheprimarycausativevariableinSLA,affectivevariablesactingtoimpelorfacilitatethedeliveryofinputtotheLAD.”13.Herearesomeofthemainstagesofalesson：Presentation:Theteacherpresentsnewwordsorstructure，givesexamples,writesontheboard,etc。Practice:Studentspracticeusingwordsorstructuresinacontrolledbeoralorwritten。

PracticecanProduction：Studentsuselanguagetheyhavelearnttoexpressthemselvesmorefreely。Likepractice，productioncanbeoralorwritten.Reading:Studentsreadatextandanswerquestionsordoasimpletask。Listening:Theteacherreadsatextordialoguewhilethestudentslistenandquestions,orthestudentslistentothetape.Revision：Theteacherreviewslanguagelearntinanearlierlesson，torefreshthestudents'memories，orasapreparationforanewpresentation.<0225>14.ThefocusofaGrammar—TranslationMethodisgrammar.TheprocessoflearninggrammarisconsideredanimportantmeansoftrainingmentalabilitiesTheteachingmaterialsareaccordingtothegrammaticalsystem。15。Readingandwritingareemphasizedbecauseliterarylanguageisregardedassuperiortospokenlanguageandisthereforethelanguagestudentsshould。ThisemphasisonreadingwritingskillsalsoresultsfromthepurposeoflearningtoreadandtranslatetheclassicalliteratureofLatin.16.AGrammar-Translationteacherusuallyusesthefollowingtechniquestohelprealizethecourseobjectives:Reading，2)Translation，3）Deductiveteachingofgrammar,Analysisandcomparison,5）Memorization，6）Readingcomprehensionquestions，and7)Writtensuchasfill-in-the-blanks，usingnewwordstomakeupsentences,andsoon.17.Communicativecompetenceincludes：knowledgeofthegrammarandvocabularyofthelanguage，knowledgeofrulesofspeaking（eg.knowinghowtobeginandendconversations，knowingwhattopicsmaybetalkedaboutindifferenttypesofspeechevents,knowingwhichformsshouldbeusedwithdifferentpersonsonespeaktoandindifferentsituations)，c)knowinghowtouseandrespondtodifferenttypesofspeechacts，suchasrequests，apologies，thanks，andinvitations,d）knowinghowtouselanguageappropriately.18。Conversationalskillsareemphasized,thoughtheteachingofallfourskillsisconsideredimportant.Readingandwritingexercisesshouldbebaseduponwhatthestudentshavepracticedorallyfirst。Pronunciationispaidattentiontofromthebeginning。19。Languagerulesarelearnedinductivelythroughlisteningandspeakingactivities.TheteachersetsupafewcarefullychosenillustrationsofaruleandleadsthestudentstodiscoverrelationshipofthenewelementstootherspreviouslyStudentsworkouttherulegoverningthoseexamples。Inotherwords，studentshavetoinducegrammaticalrulesfromexamplesinthetext.Alanguagecouldbestbelearnedbybeingusedactivelyintheclassroom.20.Thedirectmethodologistsviewforeignlanguagelearningassimilartofirstlanguageacquisition.Thelearnershouldtrytoestablishadirectassociationbetweenlanguageformsandmeaningsinthetargetlanguage.Mothertongueisconsideredasaninterferingfacorratherthanareference.Inordertodevelopthestudents'abilitytocommunicateinthetargetlanguage，studentsshouldbeencouragedtothinkinthetargetlanguage.Thebestmethodnottomakethelearntherules,buttoprovidedirectpracticeinspeakingandlisteningthroughimitationandrepetition.Thebestmethodtoteachingmeaningistomakethelook,andsay，i。e.usingsensoryexperience.21.Themainproficiencygoalcanbedescribedingeneraltermsasphonologicalcompetence，isTheabilitytorecognizeanddiscriminatesignificantsoundfeatures.Theabilitytoproduceintelligibleandacceptablesounds，bothsegmentallyprosodically.Theabilitytointerpretwrittenlanguagephonologically,asinreadingaloud,andrecreatedspokenlanguagegraphically,asinwritingfromdictationandnote-taking.22.Stressedwordstendtobenouns,adjectivesand

ie。contentwords。Structure(orform)words,articles,prepositions，etc.tendtoreceiveweakstressorunstressed。23Itisthecontextthatdeterminesorgivesmeaningtothesoundsstress，words,andsentencesHumansoundshavesocialandcommunicativefunctionsThesamewordssaidwithdifferentrhythmandintonationwillproducedifferentmeaningsdependingonthespeaker’sattitudeandintention。Practicingthepronunciationofindividualsoundsinisolationissometimesnecessary,butnotsufficientindevelopingstudents’phonologicalcompetence。24。Itindicatesgrammaticalmeaninginmuchthesamewayaspunctuationdo