外语教学简史第一章-A-brief-history-of-language-teaching.pptVIP

Chapter I A brief history of language teaching This chapter provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. Changes in lan- guage teaching methods throughout history have reflected a. Recognition of changes in the kind of proficiency learners need (oral proficiency or reading comprehension) b. Changes in theories of the nature of language and of language learning. Part I The Language Learning and Teaching before 19th Century 500 years ago In the eighteenth century By the nineteenth century 500 years ago 500 years ago, Latin was the dominant language of education, commerce, religion, and government in the Western world. But Latin was not a language of spoken and written communication. It was a dead language. Children enter grammar school to learn Latin in order to read classical works of famous Latin writers such as Virgil, Ovid, and Cicero and to develop intellectual abilities. Latin was taught through rote learning of grammar rules, translation and practice in writing sample sentences. In the eighteenth century In eighteenth century, “modern” languages such as English, French and Italian began to enter European schools, and they were taught using the same way that were used for teaching Latin.Textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. These sentences were constructed to show the grammar rules and had no relation to the language of real communication. By the nineteenth century By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools, which became known as the Grammar-Translation Method. Part II The Grammar-Translation Method The general idea The principal characteristics Advantages and disadvantages Conclusion The general idea Grammar Translation was