《英语学科教学论》精品复习材料语言教学法的流派I. The Grammar-translation Method 语法翻译法背景：中世纪，拉丁语是欧洲文化教育、著书立说的国际语言及官方的语言。
后来，人们学习拉丁语的主要目的是阅读用拉丁语写的书籍和训练心智。
在18、19世纪，法语、英语兴起，人们就沿用教授拉丁语这类古典语言的翻译法。
后来，传统的翻译法逐步发展为今日的语法翻译法。
语法翻译法认为，学习外语首要的是学习语法。
因为学习语法既有助于理解、翻译外语，又有助于磨练治理，培养学生的逻辑思维能力。
对课文的理解其前提条件是正确理解课文中的语法能力。
语法翻译法倡导阅读领先，着重培养阅读与翻译能力，在此基础上，再兼顾听说训练。
Basic Idea:1.The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.基本思想：1。
外语学习的目的是为了读它的文学或为了从外语学习中产生的精神学科和智力发展而学习语言。
2.Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.2。
阅读和写作是主要的焦点，很少或根本没有系统的关注是听或说。
3. V ocabulary selection is based solely on the reading texts used. In a typical Grammar-Translation text, a list of vocabulary items is presented with their translation equivalents. Words are taught through bilingual word lists, dictionary study andmemorization. 3。
词汇选择仅基于阅读文本的使用。
在一个典型的语法翻译文本，一个词汇表的项目是与他们的翻译等值。
词是通过双语单词表教，字典学习和记忆。
4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.4。
句子是教学和语言实践的基本单位。
本课的重点是把句子分成目标语言，这是一个独特的特征的方法，它是这个重点。
5. Grammar rules are taught directly by the teacher with exception to each rule noted. Then the rues are practiced through translation exercises. 5。
语法规则是由老师直接讲授的，每个规则都有例外。
然后，所实行的是通过翻译练习。
6. The student?s native language is the medium of instruction. It is used toexplain new items and to enable comparisons to be made between the foreign language and the student?s native language.6。
学生的母语是教学的培养基。
它是用来解释新的项目，并使比较之间的外国语言和学生的母语。
以语法和词汇为主要内容，以翻译和语法讲解为主要手段，以母语为主要载体，以文字为依托工具，以系统培养学生的外语理解和翻译能力为主要目标。
II. The Audio-lingual Method 听说法背景：二战时期，美国不重视外语教学，当因为战争需要而需派送大批青年到有关国家时，就面临快速培训青年掌握基本的外语的需求。
当时对这些青年的培训都将结构主义语言学理论付诸教学实践，积累了教学经验。
后来，这些经验总结提升，形成了成熟的听说法语言教学。
Theoretical Foundation:1. Structural View of Language 结构主义语言学The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items.理论基础：1。
语言结构主义语言学结构视图语言结构观把语言视为一种由不同子系统组成的语言系统：语音系统（音系）；由声音组合产生的离散单元（形态），以及与之相结合的通信单元（语法）系统。
每一种语言都有有限数量的此类结构项目。
To learn a language means to learn these structural items so as to be able to understand produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audio lingual approach to language leaning emerged..学习一种语言意味着学习这些结构项目，以便能够理解产生语言。
当这种语言结构的观点是结合行为心理学的刺激反应原理，对语言学习产生..听说法2. Behaviorist Theory 行为主义心理学Learning is a process of habit formation. Stimuli, response, reinforcement. Learning a foreign language means students should do lots of repletion. 2。
行为主义理论行为主义心理学学习是一种习惯形成的过程。
刺激，反应，强化。
学习一门外语就意味着学生要做大量的实。
Basic Idea:1. The general objective is to enable the students to use the targetlanguage communicatively. In the early stages, the focus is on oral skills, with gradual links to other skills as learningdevelops. The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar. Very little use of the mother tongue by teachers is permitted.基本思想：1。
总的目标是使学生所使用的目标语言。
在早期阶段，重点是口头技能，与其他技能的逐渐联系，学习发展。
主要的压力是口头上的，这意味着学生要达到准确的发音和正确的语法。
很少使用母语的教师是允许的。
2. There is little or no grammatical explanation. Grammar is taught by inductive analogy2。
很少或根本没有语法解释。
语法是用归纳法进行的。
Activity Type:1. Repetition drill (重复练习):Repetition Drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher?s model as accurately and as quickly as possible.重复练习（重复练习）：重复训练经常用来教台词。
学生被要求尽可能准确地重复老师的模型。
2. Simple substitution drill (简单替换练习):The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place.简单的替换练习（简单替换练习）：学生从老师给他们的对话中重复了这条线，在适当的地方用球杆代替了这条线。
3. Progressive Drill (渐进替换练习):It is similar to the simple substitution drill. The difference is that the teacher gives cue phrases, one at a time, that fit into different slots in the dialogue line.4. Transformation Drill （转换练习）:The teacher gives students a certain kind of sentence, and affirmative sentence for example. Students are asked to transform this sentence into a negative one.5. Question-and-answer Drill (问答练习):Question-and-answer drill helps students practice with answering questions.6. Expansion Drill (扩展句子练习):This drill helps students to produce longer sentences bit by bit, gradually achieving fluency.7. Clause combination Drill (合并句子练习):Students learn to combine two simple sentences into a complex one.8. Backward build-up Drill (逆向读句练习):This drill is used when a long line of a dialogue is giving studentstrouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher?s cue, the students expand what they are repeating part by part until they are able to repeat the entire line.9. Chain Drill (连锁练习):Students, one-by-one, ask and answer questions of each other. The teacher begins the chain by asking him a question. That student responds, then turns to the student sitting next to him. A chain drill allows some controlled communication, even through it is limited.10. Mini-dialogue（小对话）:This drill helps students to learn to make an appropriate response or reply to a given utterance. Students are told in advance to respond.11. Completion (完成句子练习):Students hear an utterance that is complete expect for one word, then repeat the utterance in completed form.12. Use of minimal pairs (最小成对练习，又称语音辨别练习):The teacher works with pairs of words which differ in only one sound; students are first asked to find the difference between the two words and later to say the two words.III. The Cognitive Approach 认知法Theoretical Foundation:Cognitive view of language learning 认知语言学习观Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.) There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative.)Children are born with a special ability to discover for themselves the underlying rules of a language system. Chomsky referred to the innate language ability as language acquisition device (LAD). It is a postulated “organ” of the brai n that is supposed to function as a inborn device for language acquisition.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.Cognitive Psychology 认知心理学布鲁纳提出的“发现式教学法”：教学过程不应该由教师将规则和原理灌输给学生，而是要让学生在教师的引导下，通过“自己发现”进行逻辑思维活动，对所学材料或对象进行观察、分析和归纳。