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1、MethodologiesinForeignLanguageTeaching?abriefhistoricaloverview"Anygivenmethodisonlyaseffectiveasitsimplementation."?1.Grammar-TranslationMethod(1890s-1930s):Aroundtheturn-of-the-century,languagestudentsoftentranslatedcumbersomevolumesfromClassicalGreek
2、orLatinintoEnglishvíathisapproach.Itconsistedmainlyofexhaustiveuseofdictionaries,explanationsofgrammaticalrules(inEnglish),somesamplesentences,andexercisedrillstopracticethenewstructures.Littleopportunityforrealsecond-languageacquisitionexistedthen.2.Co
3、gnitiveApproach(1940s-1950s):Thisapproachintroducedthefourprinciplelanguageskillsforthefirsttime:listening,speaking,reading,andwriting.Oralcommunicativecompetencebecamethefocus.Comprehensibleauditoryinputbecameimportantandspeakinginthetargetlanguagebega
4、ntooccur.Learningaboutthelanguagewasoveremphasized.3.Audio-LingüalMethod(1950s-1960s):Withtheadventandpopularityofaudiotapes,thisapproachusheredinthefirstrecordingswhereinthelanguagelearnercouldactuallyhearandmimicnativespeakersonreel-to-reelaudiotapes,
5、oftenusedwithearphonesinalanguagelabsetting.Lessonsoftenbeganwithasampledialoguetoberecitedandmemorized.Thiswasfollowedupwithsubstitutionpatternandsaturationdrillsinwhichthegrammaticalstructurepreviouslyintroducedwasreinforced,withemphasisgiventorapidfi
6、restudentresponse.Repetition,substitution,transformation,andtranslationbecametheorderoftheday.ThismethodwasstronglyinfluencedbyB.F.Skinner'sbehavioristviewtowardlearningwhichfavoredhabit-formingdrilltechniques.Unfortunately,moststudentscouldn’ttransfert
7、hesedialoguesintotheirownreal-lifeexperiences.4.TheDirectMethod(1970s):Thismethodpresenteddiscussioninthetargetlanguageasthemajorpriority.ReferencetoEnglishequivalentsbecamediscouraged.Grammarlearningbecameinductiveinnaturewithoutovertexplanationsgivent
8、hepupil.Teacher/studentinteractionbecamefuller,guessingofcontextorcontent,completingfill-ins,anddoing“cloze”exercisesweretheorderoftheday.Accuracyinpronunciationandoralexpressionbecamevital.Examplestobefollowedbecamethemainintent
