小論語法翻譯法的優(yōu)缺點(diǎn)

小論語法翻譯法的優(yōu)缺點(diǎn)Abstract：TheGrammar-TranslationMethodisatraditionalforeignlanguageteachingmethod．Ithasbeenusedwidelyformanyyears．Thispaperexplainstheadvantagesanddisadvantagesofthemethod．Throughthesamplelessonandtheexplanationofthemethod’sprinciplesandhistory，Currentsituation，thereader’swillgettoknowbetteraboutthismethodandrealizethereasonwhythemethodissopopular．Keywords:TheEnglishGrammar-TranslationMethod；advantagesanddisadvantages；1、IntroductionTheforeignlanguageteachingintheChinesemiddleschoolshashadalonghistoryfornearlyonehundredyears．ThemethodsofteachingEnglishareofdifferentkinds．Nowadays,thesituationsofthemethodsusedinEnglishteachingare:theDirectMethod,theGrammar-translationMethod,theAudio-lingualMethodandtheCommunicativeAPProacharecommonlyusedbytheEnglishteachers．However,thetraditionalGrammar-translationMethodisstillwidelyusedinthemostschoolsinChina.ThoughtheGrammar-TranslationMethodhasbeenregardedasatraditionalmethod,itisstillVerypopularinmanyschools，especiallyinChinesemiddleschools．WhytheGrammar-TranslationMethodhassuchastrongappealtothemostEnglishteachersinChinaisaquestionthatisworthbeingthoughtofdeeply．Everythinghasitstwosides,sodoestheGrammar—TranslationMethod．Itmusthaveitsadvantagesanddisadvantages．Whatarethey?Howtoavoiditsdisadvantagesandapplyitsadvantagestothewidestarrange?I’mgoingtomakesomedetailedresearchonthistopicinthispaper．2、TheGurrentSituationoftheTeachingofEnglishtheGrammar-TranslationMothodIntoday’sChina,variouskindsofforeignlanguageteachingmethodsareusedinmiddleschools．ThemethodthatoccupiestheleadingpositionofforeignlanguageteachingisstilltheGrammar-TranslationMethod．Althoughmanyeducatorshavebeguntousesomenewwaysofteaching,suchastheAudio—lingualMethodandtheCommunicativeAPProach，thiscannotchallengetheleadingpositionoftheGrammar-TranslationMethodinthefieldsofforeignlanguageteaching，yet．TheteacherswhouseGrammar-TranslationMethoddon’tneedtomastertheforeignlanguagethattheyareteachingcompletely．AlltheyneedtodoisgettingVeryfamiliarwiththetextbooksandrememberinggrammaticalrulesandvocabulary．Afterthepreparationofthelesson,theycantakethejobofteachingEnglish．ComparedtoothermethodsofEnglishteaching,theteacherswhousetheGrammar-TranslationMethoddon’tneedtohavethestrongabilitiesofgettingthestudentsreadyforclass．Theydon’tneedtoorganizevariouskindsofteaching/learningactiVitiesandtheydon’tneedanyteachingtools．TheGrammar—TranslationMethodcandecreasethetimeoflessonpreparationtothelowestlimit．Thenumberofthestudentsdoesn’thaveanyeffectontheteaching，either．So，whentheteachinggoalisonlytoformthestudens’abilitiesofreadingandwriting．TheGrammar-TranslationMethodisusuallythoughttobethebestway．Inthemiddleschools,theaimsofthestudentsarestillenteringthecollegesanduniversities．Underthecircumstancesofeducationfortheexamination,thedevelopmentoftheabilitiesofstudents’speakingandlisteningisusuallyignored.MostEnglishteachersinmiddleschoolsdon’tpayattentiontothephonetic；theyjustlayemphasisonthegrammarandreading．OneprimaryWorkofstudentsismemorizingthevocabularyandgrammaticalrules．Theteacherwillpayattentiontothetrainstudents’abilitiesoftranslation,andlittleattentionispaidtothetrainingoflisteningandspeaking．Thepaperofexaminationisalsofullofgrammaticalstructures．ThestudentsimprovetheirEnglishlevelsthroughnumerousmemorizationandpractice．Theconsequenceisobvious．Thestudents’abilitiesofreadingandtranslationarelargelyimproved，andtheyareabletodealwithvariouskindsofstrangeproblemsofgrammar．However，theresultsoflisteningtestarealwaysunsatisfied．Notonlyinmiddleschools，butalsoincollegesanduniversities,theGrammar-TranslationMethodhasitswidesupports．Inthecollege，theCollegeEnglishteachingmaterialsalwayslayonlyemphasisontheknowledgeoflanguagestructure，butignoresthedevelopmentoforallanguageabilities．ManystudentshavelearnedEnglishformorethantenyears，buttheirabilitiesofspeakingarenotimproved．ThiskindofsituationisfirstlyduetothetraditionalwayofEnglishteaching-—-theGrammar—TranslationMethod．Ontheotherhand,EnglishismerelyacourseoftwoyearsforthestudentswhodonnotmajorinEnglish．UnderthepressuresoftheCET4,theyhavetospendsometimeonit.ThecurrentsyllabusofCollegeEnglishrequiresthestudentstohavethestrongabilitiesofreading,thecertaindegreeabilitiesoflisteningandthetentativeabilitiesofwritingandspeaking．Becausethelisteningtestonlytakesalittlepartofthewholeexam,theteachersalwaysemphasizethegrammarandvocabulary．Theoralteachinghasevenbeenomitted．Besides,theclasshoursarefewandthecontentofclassaremore．ThevocabularyoftheCollegeEnglishisverylargeandtherearemanylanguagestructurestobelearnedinit.Forsomestudents,theycanonlylearnsomewordsandgrammaticalstructurestodealwiththeirexaminations．Inthatcase,theGrammar—TranslationMethodisofuseagain.Therearenospeciallisteningororallessonsforthenon-Englishmajorstudents．Thebest-soldreferencebooksinthebookstoresarealwaysabouthowtomemorizevocabulary．MemorizationofvocabularyandpracticeofgrammarbecomealmosttheonlywayforthemtolearnEnglish．Infact,thishasleadtothefactthatmostnon—EnglishmajorstudentsdonothaveanyinterestinginEnglishlearning．productionofforeignlanguagelearningthroughthetwostatesofconstantandcompare．Forexample，whentheteacherisgoingtoteachstudentsthesubjunctivemood,itisbettertogetthehelpofstudents’nativelanguage．ThereisnosubjunctivemoodinChinese．Thestudentsareprobablyhardtounderstanditthroughthenativelanguageequivalents．Inthissituation’theteachercantrytousenativelanguagetoexplainitandhelpstudentsunderstandthisgrammaticalphenomenon．3.1.5Themethodisconvenienttocarryout．ThisisthemainreasonforthepopularityoftheGrammar-TranslationMethod．Oncetheteacherhasgraspedthebasicknowledgeoftheforeignlanguage，heisabletoteachit.Itdoesn’trequireanyteachingtoolsorequipments．Itdoesn’trequiretheteachertobequalifiedtoorganizeteaching．Itisalsothebestchoicefortheteacherswhodon’thavemuchtimetoprepareforalesson．Themethoddecreasesthetimeoflessonpreparationtothelowestlimit.So，ifthequalityofteachersisnotveryhighandtheteachingequipmentsisnotverygood；andthenumberofstudentsisverylarge；andtheamountofworkisbigortheenthusiasmisnotfull;theGrammar-TranslationMethodwouldbethebestchoicesforthoseEnglishteachers．3.2DisadvantagesoftheCrammar—TranslationMethodEverythingthathasadvantagesalsohasitsdisadvantages,sodoestheGrammar-TranslationMethod．Thismethodappearedinthenineteenthcentury,nowithasbeenthoughttobeatraditionalandundevelopedsystemofforeignlanguageteachingmethod．Manyprinciplesofit，suchastoomuchnativelanguage；thespokenlanguage’sdeparturewiththeliterarylanguage；thesingleformsofexercises,etc，don’taccordwiththeteachingprinciple，whichwe’repromotingnow．Itsteachingeffectisalwaysunsatisfied,too．FromthoseprinciplesandcharacteristicsoftheGrammar-TranslationMethod,wecanconcludethedisadvantagesofitasfollowing.3.2.1Itonlyemphasizesliterarylanguage,andignoresspokenlanguageTheGrammar-TranslationMethodseparatesspokenlanguagefromliterarylanguage．Ittakesthedevelopmentofreadingabilitiesastheprimaryoronlygoals．Thespokenlanguageteachingislimitedtothepronunciationofthewords，usually．Themethoddoesn’tpayattentiontoexplainforeignlanguageintheforeignlanguage．Thedevelopmentofstudents’communicativeabilitieswithforeignlanguageislargelyaffected．TheGrammar-TranslationMethodthinksthatthesentencesarethecommunicativeunitsoflanguage．Theformsofthetargetlanguageandthelanguagepointsareemphasized．Theanalysisandpracticeofthelanguagestructureareemphasized．Itonlyemphasizestheteachingofusingthelanguageknowledge,while，ignorestheteachingofusingthelanguage’ssocialandculturalbackgrounds．Itignoresthedevelopmentofmakinguseofthelanguage．Theprimaryskillstobedevelopedarereadingandwriting.Littleattentionisgiventospeakingandlistening，andalmostnonetopronunciation．Suchteachingofforeignlanguagealwaysleadstothefailureofstudents’communicationwiththeforeignlanguagethey’relearning．Obviously，theGrammar-TranslationMethoddoesn’tcatchthenatureoflanguageintheforeignlanguageteaching．Manyfactsalsoshowthattheforeignlanguagewithoutcommunicativeabilitiesisalwayswithdefects．Sincetheignoranceofthecommunicativeabilitieshasdeviatedfromtheprimaryprincipleoftheforeignlanguageteaching,thisbiggestdisadvantageoftheGrammar-TranslationMethodshouldbecaughtenoughattentionbytheteacherswhoareusingthemethodtoteach．3.2.2Itignorestheteachingofpronunciationandintonation．Thispointhasalmostthesamemeaningandcontentwiththeformerone．Theconsequenceofsuchignoranceisalsothecommunicativefailureofthelanguagelearners．Thetrainingofpronunciationshouldbethestartoftheforeignlanguageteaching．Thecruxoflearningaforeignlanguageshouldbethegraspingofthepronunciation．Thatistosay，infact,pronunciationisthebaseofforeignlanguagelearningThefirstcourseforastudentwhomajorsinEnglishisalwayspronunciationandintonation．ThisisthebestprovidencefortheviewpointOnlywhenstudentsmasterpronunciationandintonationindeed，theyareabletolearntheforeignlanguagesuccessfully．Thetrainingofpronunciationshouldmakefulluseofthephoneticalphabets．Thestudentsshouldalwaysbetaughtinthestandardpronunciation,andtheteachershouldalwayscorrectthepronunciationerrorsofstudentswithoutdelay．Rightandgoodtrainingofpronunciationwillmakeasolidbasisforthelaterstudyoftheforeignlanguage．ButtheGrammar-TranslationMethodisnotthecase．3.2.3Itputsunduestressontranslation.Theteacherteachesforeignlanguagemerelythemeansoftranslation.TheGrammar-TranslationMethodmakesthestudentstrendtoformthehabitsofrelyingontranslation,evenwhentheyareusingthetargetlanguagetocommunicate．Thisisnotgoodforthedevelopmentofthestudents’abilitiestocommunicatewithforeignlanguage．Toomuchrelyontranslationwillleadstosomeobstacleswhilecommunicatewithforeignlanguage，thoughitispossibletofindnativelanguageequivalentsforalltargetlanguagewords．Accordingtothelinguisticviewpoints,thenativelanguage’seffectonthetargetlanguagesmeansmorethanthenativelanguage’sinvolvements．Forexample，theprocessofinterpretationofChineseandEnglishisrealizedlikethis：CONCEPT→CHINESE→ENGLISH．Inaword．thereseemstobeaverycloserelationshipbetweennativelanguageandconcept,andtherefore，itisveryhardforthetargetlanguagetoenterthepsychologicalprocessofthought．Thatistosay，ifwerely·ontranslationwhenwe’recommunicating,theconceptinournativelanguagewillcertainlyhaveinfluenceontheoutputinformofforeignlanguage,becausetheculturalandsocialbackgroundsofthetwolanguagesaredifferentatall.It’sbettertostrengthentheteachingoftheculturalbackgroundsofforeigncountries．3.2.4Itputsunduestressontheaffectofgrammarintheteaching.Theexplanationofgrammarisalwaysstartingfromthedefinitions,thenthesamplesentencesaccordingtothedefinitions．Itisalwaysdivorcedfromthepracticalrequirementsandthelanguagelevelsofthestudents．Thestudentsareforcedtobeconsciousofthegrammaticalrulesofthetargetlanguage．Whereverpossible，verbconjugationsandothergrammaticalparadigmsshouldbecommittedtomemory．Theclassteachingusuallyignoresthepracticeanddevelopmentoflanguagehabits．Theforeignlanguageclassiseasilyturnedintoalectureoftheteacher．Theteacheristheauthorityintheclassroom．Mostoftheinteractionintheclassroomisfromtheteachertothestudents．Traditionalgrammarteaching’sgoalsarereadingforeignliteratureandinterpretationofthenativelanguageandtargetlanguage．Inthearrangementofteaching,ittakesthegrammaticalrulesasthecentercompletely．Thewholeteachingprocedurebreaksawayfromthelanguage’scommunicativecircumstance．Theteachercarriesoutthedetailedexplanationofthegrammaticalrules，basedonthelogicalinference；andthestudentsmakegreateffortstomemorizethoserules．Theonlyexercisesaresometranslation,blankfillingorcorrection,whicharecompiledbytheteacherortheeditorsofthetextbooks．3．2.5Itlaysunduestressonthemechanicalmemorizing;andthedeviceofteachingisdull．Studentsaregivenlistsoftargetlanguagevocabularywordsandtheirnativelanguageequivalents，thentheyareaskedtomemorizethem．Studentsarealsorequiredtomemorizegrammaticalrulesandgrammaticalparadigmssuchasverbconjugations．Themechanicalmemorizingdoesn’thaveanygoodeffectonthestudyofforeignlanguage,anditmayaddtothestudents’worrieswhentheyarelearningit.Thesingledeviceofteachingisnotgoodtolaunchteaching．Theteachingatmosphereinclassroomisalwaysdull；itcan’tarisethestudents’interests．Thatisthereasonforwhymanystudentsdon’tliketolearnforeignlanguage．Forexample,manystudentsdon’twanttolistentotheteacherinclassroom,theywouldratherliketoreadthetextbooksandmemorizethevocabularybythemselves．Finally,thisleadstotheunthoroughunderstandingoftheknowledge．AllthesearethenegativeeffectsbroughtbytheGrammar-TranslationMethod．3.3AShortSummaryoftheAdvantagesandDisadvantagesoftheGrammar—TranslationMethodTosumup,theGrammar-TranslationMethodhasmanyadvantagesanddisadvantagesofitsown.Itfoundsthedeviceoftranslationinthefieldofforeignlanguageteaching，itusestobeareforminthehistoryofforeignlanguageteaching．Itreplacestheabstrusegrammaticalparagraphswithsentences．Thissimplifiestheteachingofforeignlanguagelargely．Itmakesfulluseofthestudents’nativelanguage；thisimprovestheirabilitiesofunderstanding．Itputsunduestressontheteachinggrammar,thestudents’abilitiesofliterarylanguagearegreatlystrengthened；andtheirabilitiesoflogicalthinkingandsolvingproblemsareimproved．Allthesehaveimprovedtheeffectoftheforeignlanguageteaching．Thelanguagelearningprovidesgoodmentalexercises．Thedevelopmentofstudents’abilitiesofreadingandtranslationalsomakesthebasicusageofforeignlanguagepossible．Thecharacteristicofconveniencerealizesthepopularityofforeignlanguageeducation．Itprovidesmorechancesformorepeopletoleanforeignlanguage．Butthismethod’signoranceofspokenlanguageteachingmisleadsthedirectionoftheforeignlanguageteaching．Oneprimarygoaloftheforeignlanguageteachingistousethelanguagetocommunicate．However,theignoranceofspokenlanguageandlisteningjustmakestheteachingcan’treachthisgoal.Thisevengoesagainstthebas