（2)Techniques ① direct association ② questions and answer exercises ③ conversation practice ④ error correction ⑤ dictation
(4)Inductive teaching of grammar
Three Methods
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陈笑
The Grammar-translation Method
• Background there is evidence that grammar analysis and
translation began to be the basic procedures in foreign language teaching from the 16th century.
②To enable the students to think in the target language.
③Pronunciation is paid attention to in order to form the beginning of a course . Vocabulary takes precedence over grammar.
(2)theory of learning The theory of learning underlying the
Grammar-translation Method was Faculty Psychology.
• Basic Principles
(1)main features
①Reading and writing are the major focus.
It believes in the natural process of language learning and in the inductive teaching of grammar.
• Background
The Direct Method got its name from the assumption that meaning are to be connected directly with target language , without going through the process of translating into the students’ native language.
② Phase Two :reading/translation/analysis/ask
• Summary and Comments
(1)main advantages
have a better understanding of the meaning of abstract words and complicated sentences.
③The teanguage of the students as the main medium of instruction. The teacher emphasizes accuracy rather than
(2)Objectives
①to enable the learners to read and translate its literature.
Grammar is by no means taken for granted by
most practitioners of the Direct Method . Instead ,it learned inductively through listening and speaking activities. ①listening comprehension tasks ②graded composition
(2)Disadvantages
never emancipate the learners from dependence on the first language.
cannot not sure that students can use them appropriately in real communicative situation.
three impetus： (1)the modern languages provided one of the
conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin.
• Theoretical Basis
(1) It negates the dominant role of translation in traditional method and offers an impetus that the direct means should take the place of translation as the main technique in foreign language learning.
listening and speaking activities. ③ The unit in a language is the sentence.
（2）Objectives
①To foster the students’ ability to communicate in the target language.
②to provide students with good mental exercise that helps develop their minds.
③to gain a better understanding of the first language.
(3)Techniques ①reading ②translation ③deductive teaching of grammar ④analysis and comparison ⑤memorization ⑥reading comprehension questions ⑦written work
②Little or no systematic attention is paid to speaking or listening , because literary language is considered superior to spoken language and is therefore what language students should learn.
• Exemplification
Classroom procedures in the Direct Method can be roughly divided into three phases: ①presentation by direct association ②oral practice in the target language ③consolidation with written work
• Basic Principles
(1)main features ①This method aims at developing the students ability to communicate in the target language. ②Grammar is learned inductively through
foster students ’ ability for reading comprehension and grammatical production.
reading and writing abilities are well trained.
make few demands on teachers.
(1) In the mid and late 19th century , European political and economic reasons international exchanges increases much faster than ever before.
(2)The rapid development of linguistics , psychology and education greatly stimulated the establishment of the Direct Method. [Herman Paul , formed the main linguistics base] [W. M. Wundt ,laid the psychological foundation] [J. A . Comenius, ideas on the education justified the views on language teaching with the Direct Method]
• Theoretical Basis (1)theory of language The theory of language underlying the Grammar-translation Method was derived from Comparative Historical Linguistics.
(2)the second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries.
(3)in the 19th century, more experts of foreign languages teaching adopted the strategy of combining grammar rules with translation.