绪论外语教学法复习笔记

外语教学法复习笔记

第一章总论

The Nature of FLTM外语教学法的性质FLTM is a science which studies the processes and pattern of foreign language teaching ,aiming at revealing the nature and laws of foreign language teaching .that is to say ,it examines the practices and procedures in foreign language teaching; studies approaches ,methods and techniques; and also studies principles and belief that underlie them. In short ,FLTM is an

inter-disciplinary science and it makes uses of theories of different subiects.

学科性质It includes a lot of disciplines such as linguistics, psychology, psycholinguistics and sociolinguistics. Therefore, we say that FLTM is an inter- disciplinary science and it makes use of many subjects.

语言研究的历史we are quite certain that ,according to the records

available ,language study is at least more than 2500 years old.

The goal of foreign language teaching—is to help the learner master the target language in the shortest possible time. What do we mean by mastering the target language? —We mean that the learner is able to have successful communications with others in the target language.

Theories of Linguistics语言学理论

⑴Traditional linguistics: 传统语言学the traditional linguistics we mean the traditional study of language in ancient Greece. it has a tradition of more than

2000years. In the fifth century B.C. the ancient Greeks began to make a serious study of language in the realm of philosophy.

古希腊的两个著名论战：one was between the naturalists and the conventionalists on the relations between form and meaning.The naturalists argued that the forms of words reflected directly the nature of objects while the conventionalists thought that language was conventional and there was no logic connection between form and meaning of words.

The other was between the analogists and anomalists on the regularizes of language.— the analogists thought that language in general was regular and there were rules for people to follow while the anomalists thought that language was basically irregular and that was why there were so many exception and irregularities in the Greek language.

Natural of traditional linguistics传统语言学的特征：Trditional linguistics was practical in nature. People made a study of language in order to understand the classic words of ancient times and to teach students. They gave priority to the written form and used words as their starting point. They often took a prescriptive approach when they discussed rules of language.

⑵American structuralism 美国结构主义It started at the beginning of the 20th century in America. It became popular and influential in the 1930s and 40s through the world. The two forerunners of structuralism— Franz Boas and Edward Sapir. Franz Boas found that the traditional grammatical model could not be used to analyse the structures of those languages. Sapir found that although Indians’ languages had no written forms, they were very systematic and were very efficient in communications within their communities. The father of American structuralism — Leonard Bloomfield. He accepted the theories and principles of behaviourism. He characterized language and language acquisition in terms of behaviourist terminology. He thought language was a habit of verbal behaviour which consisted of a series of stimuli and responses. He argued that to acquire a language was to form a habit of

verbal behaviour and learning a second language was learning a new habit. He thought that speech was primary and writing was secondary.

⑶Transformational generative linguistics 转换生成论

The transformational generative linguistics was first put forward by Noam Chomsky in 1957. He wrote a book Syntactic Structures to spread his theory. His main

points---Chomsky assumes that children are born with a language acquisition

device(LAD). This LAD is made up of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. The child will use and test the principles again and again until his hypothesis agree with the actual grammar of the language. Chomsky has also made the distinction between the linguistic competence and linguistic performance. ⑷linguistic competence refers to the internalized knowledge that at native speaker of that language processes. Linguistic performance refers to the actual utterance produced by the native speakers. Chomsky believes that linguistics should study the linguistic competence, not the performance, of the native speaker so as to set up a system of rules that will generate an infinite number of grammatical sentences. In order to gain the goal, Chomsky argues that we should use a deductive, hypothesis-testing approach should be used.

⑷Functional Linguistics 功能语言学

It develops from the London School of linguistics and the precursor of it was

Br onislaw Malinowski. Malinowski’s conclusion is that ―the meaning of any single word is to a very hign degree dependent on its context.‖ And an utterances has no meaning at all if it is out of the context of situation. It was Malinowski who created the phra se ―context of situation‖. J.R.Firth, a linguist, approached the context of situation from a different point of view. He accepted Malinowski’s view and he thought the meaning of linguistic items depends on the context of situation. Firth’s main approach to the notion of function in context was by means of concept system. He believes any linguistic item has got two sets of context: the context of the other possible choices in a system and the context where the system itself occurs. People refer to his theory as system-structure theory. Halliday developed Firth’s theory of systemic linguistics and made progress in the study of context. He thought linguistic events should be accounted for at three primary levels: substance, form and context. The substance is the material of language which can be phonic or grahic. The form is the organization of the substance into meaningful events. The context is the relation of the form to non-linguistic features of the situations in which the language operates, and the relation of form to linguistic features otherthan those of the item under attention. He also said that language has formal meaning and contextual

meaning.theformalmeaning of a linguistic item is its operation in the network of formal relations. The contextual meaning of an item refers to its relation to extra features, i.e. the context. Halliday thought a particular situation type consists of three dimensions: the ongoing social activity, the role relationship involved, and the sysbolic or rhetorical channel. He c alled these three dimensions ―field‖, ―tenor‖,and ―mode‖. He believes that there is a systematic relationship between the context and the text.

Theories of Psychology心理学理论

The first laboratory of experimental psychology was set up at the University of Leipzig, Germany, in 1879. It announced the official birth of psychology. It was opened by Willhelm Wundt.第一个心理实验室建立

⑴Gestalt psychology 格式塔心理学

It was founded by a group of German psychologists in the 1920s. Their research was focused on the area of perception, aiming at the study of the relationship between parts and whole in people’s perception experience. They found that people perceived objects and scenes as organized wholes before they noticed their component pars. They used the word Gestalt, which means ― organized shape ” or “whole form‖ in English, to name their school of psychology They argued that an object was not the sum of the individual parts. For example, an article is not the sum of individual words that make up the article. So people’s mind sh ould be understood in terms of a whole.

⑵Psychoanalysis心里分析It is theory of the mind put forward by Sigmund Freud. Freud found that many of his patients’ mental problems were caused by some disturbing events in their childhood. But the patients could not remember these disturbing events. The part of the mind which is out of the reach of consciousness was called by Freud the subconscious mind, Which was the most important concept in psychoanalysis. Freud divided the mind into conscious and unconscious mind and he was the first to study unconscious mind. Freud believed the contents of the unconscious mind consist of buried memories and instinctive wishes and will influence the activities of the conscious mind. The basic approach of Freud was to analyse the irrational behaviour of the patients, including their dreams and slips of the tongue.

⑶Behaviourism 行为主义

In 1913, the American psychologist John B. Watson published an article

― Psychology as the Behaviourist Views it ‖. The article was regarded as a formal introduction to behaviourism. Watson did a lot of experiments with nonhuman animals and animal’s behaviours without any consideration of the animal’s mind. The goal of psychology set out in his articles was to understand the environmental conditions that would cause an animal to behave in a particular way. According to Watson, there was no fundamental difference between human behaviour and that of other animals. Watson’s ideas were accepted by many psycholog ists. The dominant position of behaviourism was maintained until the mid-1960s.

The leader of behaviourism was Skinner. He developed a new kind of apparatus for studying learning in animals and a new way of describing the learning process. Watson’s theory is called classic behaviourism while Skinner’s theory is called

neo-behaviourism. The early behaviourists focused the attention on the topic of learning and they tried to characterize learning in terms of stimuli and response. Stimuli are observable events in the world that affect behaviour and responses are observable behavioural acts. Skinner argued that learning process could be divided into two kinds: classical conditioning and operant conditioning. In classical conditioning a stimulus that did not elicit a response comes to elicit a response. By operant conditioning the occurrence of a response will be determined by the consequences of the response. For example, we look up a word in a dictionary because we can find out the meaning of the word in it.

⑷Cognitive psychology认知理论

The term cognition means knowledge and cognitive psychology can be defined as the study of people’s ability to acquire, organize, remember and use knowledge to guide their behaviour. The most important factor that has made cognitive psychology the dominant approach is the development of the computer technology. The brain works in a similar way to process information. The brain receives information through senses, processes it and sends it out as behaviour actions.

The American linguist Noam Chomsky greatly influenced cognitive psychology. In his book Syntax Structure (1957) Chomsky argued that language should be viewed as

a system of mental rules which are wired into the brain as a result of evolution. Cognitive psychologists maintain that all the relationship among stimuli, responses and consequences are learned and are integrated into the animal’s knowledge.

There are two principal types of cognitive structures—schemas and concepts. Schemas refer to sets of rules that define particular categories of behaviour. Concepts are rules that describe properties of events and their relation with one another. Children acquire schemas and concepts by interacting with their environment with the help of two process — assimilation and accommodation. Assimilation refers to the process by which new item are added to a concept or schema. Accommodation refers to the process by which the existing concept or schema is changed on the basis of new information.

Theories of Second Language Acquisition二语获得论

⑴The habit formation theory It comes from the behaviourist psychology and was very popular in the 1950s and 60s. According to behaviourists, learning a second language means the formation of a set of linguistics habits. Imitation and practice play an important role in the process of habit-formation. According to the habit-formation theory, the old habit—mother tongue of the learner will either facilitate or get in the way of the second language learning. Negative transfer means the learner transfers the ways of expression in the mother tongue to the target language. They will cause errors.

⑵The hypothesis of linguistic universals 语言共性说

It believed that there exist certain linguistic properties which are true to all the natural languages in the world. The hypothesis of linguistic universals is born of the study of linguistic universals. Core grammar and peripheral grammar: Chomsky divides the grammar of a natural language into core grammar and peripheral grammar. According to him, human beings are born with a language acquisition device which consists of a set of general principles. The core grammar of a natural language agrees with the inborn set of general principles while the peripheral grammar can not be governed by the language acquisition device. The core grammar agrees with the inborn general principles and is much easier to learn.

⑶The acculturation theory 文化认同说

The meaning of the theory: By acculturation they mean that individuals of one culture have to go through the process of modification in attitudes, knowledge, and behaviour in order to function well in another culture. It involves social and psychological adaptations. The relation between acculturation and second language acquisition: The degree of acculturation will control the degree of second language acquisition. Factors which determine the degree of acculturation success: The social and psychological distance play a decisive role in acculturation success. Negative psychological factors that will increase the psychological distance: language shock, culture shock, low motivation and high boundaries.

⑷The discourse theory 话语交际说

It was put forward by Hatch in the late 1970s. It was developed from Halliday’s theory of first language acquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition — only through communication discourses.

⑸The monitor theory 监控理论It was put forward by Krashen in the late 1970s. The theory consists of the following five hypotheses:①The acquisition-learning hypothesis The theory claims that adult learners of a second language have to ways of developing their competence — acquisition and learning. The basic distinction

between language acquisition and language learning is whether the learner pays a conscious attention to the rules of the target language. Acquisition refers to the subconscious process in which learners develop their language proficiency. Learning refers to the conscious process in which learners acquire the knowledge of rules of the target language. ②The monitor hypothesis Different functions— According to Krashen, acquisition is responsible for the fluency of the utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages. Three conditions — In order to perform this monitor function, language learners have to satisfy at least three conditions: sufficient time to monitor his production, to have his focus on form, and to have clear knowledge of the rules of the target language. ③The natural order hypothesis Same order — The hypothesis claims that foreign language learners acquire the rules of the target language in the same order no matter where, when and how they are learning the language. Speed —In Krashen’s point of view, language teaching cannot change the natural order of language acquisition. It can only facilitate the speed of acquisition. ④The input hypothesis Language input and language acquisition— According to Krashen, the only way for people to acquire a language is by understanding messages or receiving comprehensive input. They move from their current level to the next level by understanding input. ⑤The affective filter hypothesis Purpose — It attempts to explain the variation in speed of language acquisition among individuals of the same group. The three affective factors which determines the speed of success — motivation, self-confidence, and anxiety. Influence of the three factors — learners with high motivation, self-confidence, and low anxiety will do much better than those that are unmotivated, lacking in

self-confidence and concerned too much with failure. That is to say, learners with a low affective filter will get more input than learners with a high affective filter.

⑹The cognitive hypothesis 认知假说①Cognitive psychologists regard learning as

a cognitive process because they think it involves internal presentations which offer regulation and guidance for performance. ②Notions — In the cognitive theory, automaticity and restructuring are the most important notions because learners have to select appropriate vocabulary, grammatical rules and conventions governing language use. ③Modes — Cognitive psychologists think the process of language communication is a kind of information processing. When processing information, people use two ways which are called automatic and controlled modes. Teaching and practice will help the learner to acquire the automatic processing capacity. ④Different stages — The cognitive theory holds that language learning at the beginning stage involves more of the process of automaticity while at the advanced stage it involves more of the process of restructuring.

A Brief History of Foreign Language Teaching(外语教学的简要历史)

⑴The Reform Movement(1882-1906) Grammar-Translation Method — It was the first method used at the end of the 18th century. The principal aim was to help learners to acquire a reading knowledge of the target language. This method did not pay attention to the importance of speech. The primary of speech — In 1882, Victor published a pamphlet entitled Language Teaching Must Start A Fresh Which started the reform movement. The principles of the movement were the primacy of speech and the absolute priority of an oral method in the classroom.

⑵Modern language teaching and research (1906-1940) During this period, the teaching of English as a second /foreign language because a profession. There appeared a number of world-famous scholars and books. Harold Palmer tried out the Oral Method in his teaching.

⑶Structural language teaching (1940-1970) In this period, structural language teaching was used as the main method and its theoretical basis was American structuralism and behaviourism. During the Second World War, American structuralists created a new method, called Audiolingugual Method, In the 1950s, a new method called Transformational Generative Linguistics was born. It criticized the Audilingual Method.

⑷Communicative language teaching (1970- ) At the end of 1950s, Chomsky’s transformational generative linguistics started a revolution. And then the end of 1960s, cognitive psychology came into being. They caused the appearance of a new teaching method. ①Communicative language teaching This is probably the main trend dominating the language teaching profession today. ②New theories of second language acquisition Influenced by Chomsky’s hypothesis of language acquisition device(LAD) and the cognitive psychology, many new theories of second language acquisition were introduced in the 1970s. ③New methods of language teaching Communicative language teaching is the main trend in this period. But there are some other methods which are also tried. ④New approach to language syllabus While some applied linguists were trying to find the best way to teach languages, some other applied linguists began to design the notional syllabus. ⑤Exploration of the human relations People have realized that relations between teachers and students, and relations among the students themselves are very important in language teaching. They try to find the better relations among them.

1-What are the function and result of the two controversies in ancient Greece?

古希腊两个著名论争的功能和结果？

One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The other controversy was between the analogiata and the anomalists on the regularities of language. The analogists claimed language was regular and there were rules for people to follow. The anomalists maintained there were no rules . Their debate roused people’s interest in language and led them to the detailed study of Greek. The direct result was the appearance of a book of Greek grammar.

2 What are the main features of traditional linguistics?传统语言学的主要特征Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to spoken form. They tried to set up principles and standards for people to use language correctly.

3-What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism? 这些人对美国结构

主义发展的贡献

Franz Boas and Edward Sapir were forerunners of American structuralism. Boas studied the American I ndians’ languages and found that the traditional grammatical model could not be used to analyse the structure of those languages. He had to describe those language as they were used. This started American structuralism. Leonard Bloomfield accepted the theories and principles of Franz Boas. He argued that linguists should describe instead of prescribing what people say and should take an inductive approach in analyzing data. In 1933, he published the book Language. It soon became the bible of American structuralism.

4-What is the influence of behaviourism over American structuralism? 行为主义对美国结构主义的影响

In 1933, the American psychologist John Watson published an article entitled Psychology as Behaviourist Views It . This was the formal introduction behaviourism. Watson believed we had no direct way to observe the animal’s mind. We could only observe the animal’s behaviour and the external environmental conditions. Behaviourists studied the relation between stimuli and responses. They divided learning process into two kinds. One kind is now called classic conditioning. The other is called operant conditioning. Behaviourism helped the development of structuralism.

5-- What is Chomsky’s explanation of the first language acquisition process? 乔姆斯基对母语获得的解释

Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. When the child is born, the particular language environment will trigger the LAD. Children’s language acquis ition process completes when the universal grammar is successfully transformed into the grammar of a particular language.

6-What is the difference between linguistic competence and linguistic performance? 语言能力和语言应用的不同

Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. Linguistic performance refers to the actural utterance produced by the native speakers.

7-How does transformational generative linguistics differ in research methods?在研究方法上转换生成语言学有什么不同？

Transformational generative linguistics opposes the structuralist method of taking linguistic performance as the goal. It also attacks the inductive approach. It believes that linguistics should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.

8--What is the main feature of functional linguistics?功能语言学的特征Functional linguistics, founded by Malinowski and devel oped by Firth, believes ―the meaning of any single word is to a high degree dependent on its context‖ It introduced the phrase ―context of situation‖. The theory is based on the notion of function in context. Its point of view is that linguistic events should be accounted for at three primary levels: substance, form and context. The theory also divides a particular situation type into three dimensions.

9--What is the basic theory of Gestalt psychology? 格式塔心理学的主要理论Gestalt psychology appeared in the 1920s. Its research was focused on the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptional experience. It claimed that people received objects and scenes as organized wholes before they noticed their component parts. The word Gestalt means ―organized shape‖ or ―whole form ‖ in English.

10--What is the basic theory of psychoanalysis? 心里分析的主要理论The basic theory of psychoanalysis is put forward by Freud. The theory divided the mind into conscious and unconscious mind. The conscious mind is only a very small part of the whole mind while the rest remains unconscious. Psychoanalysis aims to analyse the irrational behavour of patients.

11--What are the principles of behaviourism? 行为主义的原则The principles of behaviourism are as follow: Psychologists should study what could be observed

publicly and objectively instead of considering animal’s mental events because these things could not be seen. Behaviourism believes that the study should be focused on learning and the relation between stimuli and responses.

12--What is the difference between classical conditioning and operant conditioning? 经典性和操作性条件反射的区别Classical conditioning means the stimulus that does not elicit a response comes to elicit a response after it is paired several times with a stimulus that already elicited a response. Operant conditioning means the occurrence of a response will be determined by the consequence of the response.

13-- What are the three factors that have helped to set up the cognitive psychology? 认知心理学发展的三个前提条件The three factors are the development of computer technology, Jean Piaget’s research work on the reasoning abilities of children, and the work of the American linguist Chomsky.

14--How does the cognitive psychology explain the acquisition of knowledge? 认知心理学如何解释知识获得The term cognitive means knowledge and cognitive psychology can be defined as the study of people’s abili ty to acquire, organize, remember and use knowledge to guide their behaviour. As for the acquisition of knowledge, cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. The schemas refer to sets of rules that define categories of behaviour and concepts are rules that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes —assimilation and accommodation.

15--How does the habit-formation theory explain the second language acquisition process?习惯养成论如何解释二语获得过程Habit-formation theory was put forward by a group of behaviorists. According to their theory, learning a second language means the formation of a new set of linguistic habits. Imitation and practice play n important role in the process of habit-formation. Imitation will help learners identify the association between stimuli and responses while practice will reinforce the association and help learners to form the new linguistic habit.

16--how does the hypothesis of linguistic universals explain the second language acquisition process? 语言共性说The hypothesis says there exist certain linguistic properties which are true to all natural languages into core grammar and peripheral grammar. Human beings are born with a language acquisition device (LAD). The second language learners usually acquire the core grammar of the target language and then the peripheral grammar. The cor e grammar of the learner’s mother tongue will help the learners to learn the target language.

17--How does the acculturation theory explain the second language acquisition? 文化传递说Acculturation means individuals of one culture have to go through the process of modification in attitudes, knowledge and behavior in order to do well in another culture. It believes that second language acquisition is just one aspect of acculturation and the degree of acculturation will control the degree of second language acquisition.

18--How does the discourse theory explain the second language acquisition process? 话语情境说The discourse theory argues that there is little difference between the first language acquisition process and the process of the second language acquisition –only through communication discourse can the learner acquire the second language.

19---What are the five hypothesis of the monitor theory? They are the acquisition –learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.

20--How does the cognitive theory explain the second language acquisition process? The cognitive theory claims that second language learning should be regarded as the acquisition of a complex cognitive skill. The process of second language acquisition is a process in which the internal representations are being restructured constantly. The acquisition involves two process- automaticity and restructuring. Language learning at the beginning stage involves none of the process of restructuring.

21-What are the principles and consequences of the Reform Movement? The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the language teaching process, and the absolute priority of an oral method in the classroom. The consequences were great. Many people took part in the reform and movement. A lot of book were published. An applied linguistic approach to language teaching began to take shape.

22--What’s the contri bution made by Daniel Jones and Harold Palmer to the development of Daniel Jones teaching? Daniel Jones was the first one that helped to make a profession the teaching of English as a second /foreign language. And he did a lot of research on the profession of foreign language teaching. He wrote a number of books from his research. Harold Palmer tried out the Oral Method in his teaching and did his research on the English vocabulary. He published a lot of books on methods of language teaching and textbooks.

23 What are the reasons for the rise and fall of Audiolingual Method? Audiolingual Method comes from the theories and ideas of behaviourism and structurism. It was very popular in the 1950s. Towards the end of the 1950s, transformational generative linguistics started a war against it and finally brought it down from its dominant position.

24-What are the main trends of applied linguistic research in the present period? In the present period, applied linguists have began to study foreign language teaching from different perspectives. New ideas and new trends appear very quickly. The new trends include communicative language teaching, new approaches to language syllabus and exploration of human relations, in foreign language teaching.

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

英语课程教学法复习笔记

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