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1、Ó¢Óï½Ìѧ·¨ÖÐÓï·¨·Òë·¨Óë½»¼Ê½Ìѧ·¨µÄ¶Ô±ÈÑо¿1.Introduction1.1ABriefHistoryofForeignLanguageTeachingintheWest.ThehistoryofForeignLanguageTeachinghasbeensummedupasfollows:600yearsago,themostimportantforeignlanguagetaughtandlearnedinWesternEuropewasLatin.Betweenthe17tha
2、ndtheearly19thcenturies,¡±modern¡±languagesuchasEnglish,FrenchandGermanbegantobetaughtinmanyschoolsanduniversities,themainteachingmethodadoptedwasGrammarTranslationMethodwhichwasthemethodofteachingLatin.Theaimwastoteachstudentstounderstand(readandtranslate)thewritte
3、nlanguage.Inthesecondhalfofthe19thcenturyLinguistsandlanguageteachersbegantocooperatetoresearchamethodologyforforeignlanguageteachingthatwouldbebasedonascientificstudyoflanguageandastudyofhowpeoplelearned.InBritainintheReformMovement,linguistsemphasizedthestudyofpho
4、neticsandinthe1880sdesignedtheInternationalPhoneticAlphabet(IPA).Thatmeantthat,forthefirsttime,thesoundsofalllanguagescouldbesystematicallycompared.InFranceandGermanyduringthesameperiod,TheDirectMethod,wasdeveloped.Bytheearly20thcenturytheDirectMethodhadbeenofficial
5、lyadoptedinFrenchandGermanschools.WhentheUSAenteredtheSecondWorldWaritsuddenlybecameclearthatoralskillsinforeignlanguageswerenecessary.TheauthoritiesturnedtotheStructuralLinguiststoseekforascientificdescriptionoflanguageandtotheBehavioristPsychologistsforascientific
6、descriptionoflearning.TheresultoftheircooperationbecameknownastheAudio-lingualMethod.Inthe1950sand1960s,theOralandSituationalMethodsparallelingtheAudio-lingualMethod,developedinBritainasaresultofdecadesofworkbyBritishlinguists.Inthe1970sand1980s,developedfromtheseme
7、thods,cametheCommunicativeApproachoflanguageteaching.Thisapproachrecognizesthatlearnersneedtoknow14thegrammaticalrulesofthelanguage,butstressesthatthepurposeoflearningsuchrulesistobeabletodothings,toperformfunctions.Mostrecently,thegreateremphasisonlearnersasindivid
8、ualswhohavedifferentneeds,differentpersonalitiesanddifferentlearningstyleshasledtothesmall-scaleintroductionofavarietyofothermethodssuchas
