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本文格式为Word版,下载可任意编辑——对语法翻译法的再认识Abstract:GrammarTranslationMethodwasawidelyusedapproachinEnglishLanguageTeachingfrommiddle19thcenturytomiddle20thcentury.Itsexistencehasbeendebatedduringtheseyears.Asatraditionalteachingapproach,grammartranslationhasreceivedagreatdealofcriticism,someofwhichisnotjustified.Thispaperreexaminesgrammartranslationmethodintermsofitsoriginalmotivation,featuresandthereasonsofitsprosperityanddeclineatthattime,sheddinglightonitspracticalityinforeignlanguageteaching.
Keywords:grammartranslationmethod;oreignlanguageteachingreexamination
1.Background
Grammar-TranslationMethod(GTM)wasoriginatedinGermanyinthelateeighteenthcenturyandwasremaineduntilnowbecauseitsfundamentalstructurewasfamiliaramongthestudentsandteachers.ThemainpurposeofGTMwastosimplifylanguageteaching,emphasizetheaccuracyofsentencesincludingavarietyofsentencetranslationpractices.Onthecontrary,becauseofthecontrolofeducationsystembythegovernmentinGermany,theywouldliketoacceptthereformmovementandsetupteachingmonolinguallyduringtheearlydaysandtoacquireareadingknowledgeofforeignlanguagebystudyingagrammarandapplyingthisknowledgetotheinterpretationoftextsthroughtheuseofadictionary.Whenpeoplestillfocusedtheirattentiononteachingchildrenwithtextbooks,AhnandOllendorfftooksomemeasurestoreformwithpracticalmeaningwhichweresuitableforadultlearning.Fromcertainaspects,theytookanintermediatemethod.
2.SomeReasonsofGTM’sGloriousHistory
GTMisoneofthelongestandwidelyusedmethodsinforeignlanguageteaching,whichhasdominatedEuropeforseveralhundredyearsandreacheditspeakinthenineteenthcentury.Firstly,GTMconcentratesongrammar,whichcouldhelpstudentslayasolidgrammaticalfoundationandcontributetolearners’accuracyinexpression.Thephraseologyofthetargetlanguageisquicklyexplainedthroughsourcelanguage.Translationistheeasiestwayofexplainingmeaningsorwordsandphrasesfromonelanguageintoanother.Secondly,Teacher’slaborissaved.Teacherstakefulladvantageoftheirnativelanguageinteachingprocess,whichhelpthemsavemoretimeandbecauseoftheapplicationofnativelanguageandthestresstoteachersandstudentsisrelativelyless.
3.SomeReasonsofGTM’sDecline
Withthedevelopmentandimprovementofsocietyandtheory,traditionalGTMhasbeencriticizedfiercelythatitcouldn’tmeetthedemandssometimesbecausetherearesomeinadequaciesinitself.Thefirstreasonisthatitoveremphasizesgrammaticalrulesandstructures,butneglectsspeakingandlisteningandpayslittleattentiontostudents’soundandintonation,whichimpedesthecultivationofstudents’communicationabilities.ThesecondreasonisthatGTMtakesadvantageoftheinterpretationbetweensourcelanguageandtargetlanguagetoteach,whichwillleadtotheresultthatlearnersareover-dependentontheirmothertongue.Translationis,indeed,adifficulttaskandexacttranslationfromonelanguagetoanotherisnotalwayspossible.Alanguageistheresultofvariouscustoms,traditions,andmodesofbehaviorofaspeechcommunityandthesetraditionsdifferfromcommunitytocommunity.
4.Conclusion
TheGTMwasfeasibleaccordingtoitsbackgroundanddemandatthattime,whichhadtakentheplaceofthetraditionalteachingmaterialsthroughsomesentencesandphrases.What’smore,GTMfitsinwithChineseeducationformfromsomeanglesasthereareonetotwonewgrammarpointsandrules,alistofwordsandphrases,andsomepracticestotranslateinatext.However,thisissimilartothecourseofEnglishmajorduringcollegewhichiscalledintensivereading.Theyhavethesameprocedureandteachingprocess.Itisundoubtfulthatitisthefundamentaldemandtograspgrammaticalrules.Therefore,GTMisrequiredtolearnfromotherteachingmethods"strongpointstooffsetitsweaknesses.Undoubtedly,GTMcouldmakeuseofsomeadvantagesofSituationalMethod,AudiolingualMethodandCommunicativeMethod,combinewithmodernteachingequipments,createmoreopportunitiestocommunicatewithEnglishsothatlearners’communicativeabilitieswillbepromoted,thenitwillcontributetotheirbalancedandall-rounddevelopment,eventheprogressoftheeducationsysteminthewholesociety.
Bibliography
[1][Brown,H.D.1994.PrinciplesofLanguageLearningandTeaching.NJ:PrenticeHall.
[2]Chastain,Kenneth.TheDevelopmentofModernLanguageSkills:TheorytoPractice.Philadelphia:Cent
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