“Grammar–translation method”的意思、由来-开放百科全书

The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 1500s, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been rejected by scholars, and has no theoretical basis ^[1].

Criticism of the term

The overall concept of grammar-translation has been criticized due to a lack of verifiable sources that supported the existence of such a method in the nineteenth century, or earlier.{{sfn|Bonilla Carvajal|2013|p=247}}

History and philosophy

The grammar–translation method originated from the practice of teaching Latin. In the early 1500s, Latin was the most widely studied foreign language due to its prominence in government, academia, and business. However, during the course of the century the use of Latin dwindled, and it was gradually replaced by English, French, and Italian. After the decline of Latin, the purpose of learning it in schools changed. Whereas previously students had learned Latin for the purpose of communication, it came to be learned as a purely academic subject {{citation needed|date=June 2016}}.

Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. This theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics.^[2] Additionally, an adult with such an education was considered mentally prepared for the world and its challenges.

At first it was believed {{by whom|date=June 2016}} that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum.{{citation needed|date=October 2012}} When modern languages did begin to appear in school curricula in the 19th century, teachers taught them with the same grammar–translation method as was used for classical Latin and Greek.{{sfn|Richards|Rodgers|2001|p=4}} As a result, textbooks were essentially copied for the modern language classroom. In the United States of America, the basic foundations of this method were used in most high school and college foreign language classrooms.

Principles and goals

There are two main goals to grammar–translation classes. One is to develop students' reading ability to a level where they can read literature in the target language.{{sfn|Richards|Rodgers|2001|p=5}} The other is to develop students' general mental discipline.

The users of foreign language wanted simply to note things of their interest in the literature of foreign languages. Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked.^[3]

Method

Grammar–translation classes are usually conducted in the students' native language. Grammar rules are learned deductively; students learn grammar rules by rote,^[4] and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often consist of the translation of classical texts.

There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading, and then only in the context of translation.

Materials

The mainstay of classroom materials for the grammar–translation method is the textbook. Textbooks in the 19th century attempted to codify the grammar of the target language into discrete rules for students to learn and memorize. A chapter in a typical grammar–translation textbook would begin with a bilingual vocabulary list, after which there would be grammar rules for students to study and sentences for them to translate.{{sfn|Richards|Rodgers|2001|p=4}} Some typical sentences from 19th-century textbooks are as follows:

Reception

The method by definition has a very limited scope. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language . A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plötz, a major proponent of this method {{Citation needed|date=June 2016}} in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules".^[6]

According to Richards and Rodgers, the grammar–translation has been rejected as a legitimate language teaching method by modern scholars:

Influence

The grammar–translation method was the standard way languages were taught in schools from the 17th to the 19th century. Despite attempts at reform from Roger Ascham, Montaigne, Comenius and John Locke, no other methods gained any significant popularity during this time.

Later, theorists such as Viëtor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar–translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar–translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.

Despite all of these drawbacks, the grammar–translation method is still the most used method all over the world in language teaching. This is not surprising as most language proficiency books and tests are in the format of grammar–translation method; and hence the use of the method continues.

Notes

1. ^Zhou, G. & Niu, X. (2015). Approaches to language teaching and learning. Journal of Language Teaching and Research, 6(4), p. 798
2. ^{{Cite book|url=https://philpapers.org/rec/HATTWO|title=Logic and the Workings of the Mind: The Logic of Ideas and Faculty Psychology in Early Modern Philosophy|last=Hatfield|first=Gary|date=1997|publisher=Ridgeview Publishing Co|editor-last=Easton|editor-first=Patricia|pages=21–45}}
3. ^Kho, Mu-Jeong (2016). How to Implant a Semiotic and Mathematical DNA into Learning English, Seoul: Booklab Publishing Co. {{ISBN|979-11-87300-04-5}} (53740), 261 pages.
4. ^{{Cite book|url=https://www.worldcat.org/oclc/864808581|title=Approaches and methods in language teaching|last=1943-|first=Richards, Jack C.,|others=Rodgers, Theodore S. (Theodore Stephen), 1934-|isbn=9781107675964|edition=Third|location=New York|oclc=864808581}}
5. ^{{harvnb|Titone|1968|p=28}}, cited in {{harvnb|Richards|Rodgers|2001|p=4}}.
6. ^{{cite book|last=Bahlsen|first=Leopold|title=The Teaching of Modern Languages|year=1905|publisher=Ginn & Co.|location=Boston|pages=12}}