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1、ChapterIAbriefhistoryoflanguageteachingThischapterprovidesabackgroundfordiscussionofcontemporarymethodsandsuggeststheissueswewillrefertoinanalyzingthesemethods.Changesinlan-guageteachingmethodsthroughouthistoryhavereflecteda.Recognitionofchangesintheki
2、ndofproficiencylearnersneed(oralproficiencyorreadingcomprehension)b.Changesintheoriesofthenatureoflanguageandoflanguagelearning.PartITheLanguageLearningandTeachingbefore19thCentury500yearsagoIntheeighteenthcenturyBythenineteenthcentury500yearsago500yea
3、rsago,Latinwasthedominantlanguageofeducation,commerce,religion,andgovernmentintheWesternworld.ButLatinwasnotalanguageofspokenandwrittencommunication.Itwasadeadlanguage.ChildrenentergrammarschooltolearnLatininordertoreadclassicalworksoffamousLatinwriter
4、ssuchasVirgil,Ovid,andCiceroandtodevelopintellectualabilities.Latinwastaughtthroughrotelearningofgrammarrules,translationandpracticeinwritingsamplesentences.IntheeighteenthcenturyIneighteenthcentury,“modern”languagessuchasEnglish,FrenchandItalianbegant
5、oenterEuropeanschools,andtheyweretaughtusingthesamewaythatwereusedforteachingLatin.Textbooksconsistedofabstractgrammarrules,listsofvocabulary,andsentencesfortranslation.Thesesentenceswereconstructedtoshowthegrammarrulesandhadnorelationtothelanguageofre
6、alcommunication.BythenineteenthcenturyBythenineteenthcentury,thisapproachbasedonthestudyofLatinhadbecomethestandardwayofstudyingforeignlanguagesinschools,whichbecameknownastheGrammar-TranslationMethod.PartIITheGrammar-TranslationMethodThegeneralideaTh
7、eprincipalcharacteristicsAdvantagesanddisadvantagesConclusionThegeneralideaGrammarTranslationwasoffspringofGermanscholars.Someexponents:JohannSeidenstucker,KarlPlotz,H.S.Ollendorf,andJohannMeidingerTheobjectis“toknoweverythingaboutsomethingratherthanth
8、ethingitself”.GrammarTranslationwasfirstknownintheUSasthePrussianMethod.Themajorcharacteristics1.Thegoalofforeignlanguagestudyistolearnalanguageinordertoreaditsliteratureorinordertobenefitfromthementaldisciplineandintellectualdevelopmen