Реферат: Формирование грамматических навыков на начальном этапе обучения иностранному языку

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1. Classes are taught in the mother tongue, with little active use of the target language.

2. Much vocabulary is taught in the form of lists of isolated words.

3. Long elaborate explanations of the intricacies of grammar are given.

4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of word.

5. Reading of difficult classical texts is begun early.

6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

8. Little or no attention is given to pronunciation.

Brown H., Douglas ‘Principles of language teaching’, N.Y., 1987

e list the major characteristics of Grammar Translation.

The grammar-translation method is largely discredited today. With greater interest in modern languages for communication the inadequacy of grammar-translation methods became evident.

The Direct Method.

The Direct Method appeared as a reaction against the grammar-translation method.

There was a movement in Europe that emphasized language learning by direct contact with the foreign language in meaningful situations. This movement resulted in various individual methods with various names, such as new method, natural method, and even oral method, but they can all be referred to as direct methods or the direct method. In addition to emphasizing direct contact with the foreign language, the direct method usually deemphasized or eliminated translation and the memorization of conjugations, declensions, and rules, and in some cases it introduced phonetics and phonetic transcription.

The direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. This is true only up to a point, since the psychology of learning a second language differs from that of learning the first. The child is forced to learn the first language because he has no other effective way to express his wants. In learning a second language this compulsion is largely missing, since the student knows that he can communicate through his native language when necessary.

1. Classroom instruction was conducted exclusively in the target language.

2. Only everyday vocabulary and sentences were taught.

3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and student in small, intensive classes.

4. Grammar was taught inductively, i.e. the learner may discover the rules of grammar for himself after he has become acquainted with many examples.

5. New teaching points were introduced orally.

6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.

7. Both speech and listening comprehension were taught.

8. Correct pronunciation and grammar were emphasized.

The basic premise of Direct Method was that second language learning should be more like first language learning: lots of active oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. We can summarize the principles of the Direct

Method:

The Direct Method enjoyed considerable popularity through the end of nineteenth century and well into this one.

Now we shall discuss “The Audiolingual Method”.

The Audiolingual Method (It is also called Mimicry-memorization method) was the method developed in the Intensive Language Program. It was successful because of high motivation, intensive practice, small classes, and good models, in addition to linguistically sophisticated descriptions of the foreign language and its grammar.