中学英语语法教学(1)(2)
2015-07-21 01:37
导读：In 19th century, the European countries exchanged a lot; the Grammar-Translation Method had been challenged. The direct method arose at that moment and was promoted in Europe and America. During this
In 19th century, the European countries exchanged a lot; the Grammar-Translation Method had been challenged. The direct method arose at that moment and was promoted in Europe and America. During this teaching method, the grammar still took the leading position, but it emphasized the actual application, the different context becomes the factor, which the grammar teaching must consider. The direct method started to exclude the native language. The characteristics of the direct method were that, using induction method to teach grammar rules; paying attention to the speaking and listening practice; choosing the talking material as the text book. It did not contrast with the native language. This method could foster the oral communicative ability, but had revealed its weakness in the ability of reading, writing, and the absorption language information.
In the 50's of 20th century, as a result of the structuralism in American dominant position, there appeared Audio-lingual method in the US foreign language teaching. The American linguists have formulated a plan to train skills that were good at oral speaking. The Direct Method developed into Audio-lingual method under the influence of structural linguistics. The Direct Method’s characteristics were that, to master the grammar rules through a lot of listening and speaking practice, not to use native language and translation as far as possible. For example, in Fries’s Teaching and Learning English as a Foreign Language, he considered that the difficulties of foreign language learning are the result of different language structure system’s conflict.
Audio- lingual Method and other teaching method, which based on the theory of structural linguistics, their teaching point is on the sentence constitution rules. Afterward, as the use of the electrified aids, the audio-lingual method developed into the Audio—Visual Method. The criticism to the Direct Method, Audio-lingual method and other teaching method is their too limited grammar conception and abstract grammar teaching that divorced from the reality. Those students who were educated under these teaching methods cannot communicate with others naturally. There is another weakness that the Direct Method, Audio-lingual method neglects students’ acknowledged ability and language creation ability.
（科教作文网 zw.nseac.com整理） Otherwise, Hymes advanced his famous view about “communicative ability”. In his opinion, people should have the ability of language and communication, so they can communicate with others at anytime, anywhere, with anyone, in any way. Advocated by Hymes and Labov, the social linguistics flourished in USA .The foreign language teachers began to realize that it’s positive to practice grammar rules in the meaningful context; however, context was limited, mechanical practice can not foster students’ communication flexibility. Therefore, there appeared the Communicative Approach. It took the cultivation of communicative ability as their teaching aim; it emphasized on the meaning but not the accuracy of the sentence pattern. Grammar teaching must follow the communicative approach; some grammar rules are even completely neglected.
