英语论文范例

……

......2

2.2 Linguistic competence and communicative competence

……………………

......3

2.3 The theory of the grammar- translation method

……

.

……………

...

…………

. ....4

2.4 The theory of the communicative approach

……………………………………

..5

III. Evaluations on the two English- teaching methods

…………………

.............6

3.1 The grammar translation method

………………………………………………

...6

3.1.1 The importance of the grammar translation method

...………………

. .......6

3.1.2 The disadvantages of the grammar translation method

……

......................7

3.2 The communicative approach

…………………………………………

............... ..9

3.2.1 The advantages of the communicative approach

…………… …

...............9

3.2.2 Accuracy and fluency

…… …………………………………

.

….

. ..............11

IV.

To

reconcile

the

communicative

approach

with

traditional

teaching

structure

……………………………………………………………………

.12

4.1 Three obstacles to the application of the communicative approach

……………

.12

4.1.1 Learners still used to the grammar-translation method

…………………

.12

4.1.2 Teachers not ready for the communicative approach

……………

............13

4.1.3 The test-oriented educational system

…………………………………

< br>.....13

4.2 The importance of reconciling

………………………… ………

...........................14

4.3 Reconciling

strategies…………………………………………………………

....15< /p>

V.

Conclusion ……………………………………… ……...

.............................16

References

…………

..

………………………………

.

………………… ……

...17

（空两行）

摘

要

（加粗、居中）

（空一行）

随着中国对外交流日益频 繁，中国人英语交际能力薄弱的特点日益显

现出来。因此，为了找到一个能够满足中国现 阶段英语教育要求的教学方

法，文章首先介绍了世界英语教学的两大理论，传统的语法翻 译法和新型

的交际教学法

,

而后加以具 体分析和比较。

最后作者建议把交际教学法同中

国英语教育的传 统教学构架结合起来是一个更适合的方法。

关键词：

英语教学法；语法翻译法；交际教学法；交际能力

< br>

I

（空两行）

Abstract

（加粗、居中）

（空一行）

With the growing communication of China with

the rest of world, it is becoming

increasingly

evident

that

Chinese

are

deficient

in

the

communicative

ability

of

English. Therefore, in order to figure out an English-teaching method that can meet

the

requirements

posed

by

the

current

English

education,

this

paper,

first

of

all,

makes

an

introduction

about

the

two

major

theories

for

teaching

English

in

the

world,

the

traditional

grammar- translation

method

and

the

currently-prevalent

communicative approach, both of which are, subsequently, analyzed and compared

in

detail.

At

last,

the

author

puts

forward

the

suggestion

that

the

communicative

approach

reconciled

with

the

traditional

teaching

structure

should

be

a

more

appropriate method for the current stage of development of China.

（空一行）

Key

words:

English-teaching

method;

the

grammar-translation

method;

the

communicative approach; communicative competence

II

I. Introduction

（空一行）

For

many

years,

China

had

been

sticking

to

adopting

the

grammar-translation

method as the only teaching method in its national English education. However,

with

the

increasing

need

of

Chinese

people

for

English

communicative

competence,

in

the

early

80s

a

new

English

teaching

method,

the

communicative

approach

that

is

aimed

to

develop

students?

communicative

competence was introduced into China and started to be experimented in some

schools by both Chinese and foreign English teachers. However, the theory of

the

communicative

approach

is

quite

different

from

Ch

ina?s

English

teaching

traditions, so it failed to reach the result expected and required by its theory. As

a

result,

there

has

been

the

debate

on

which

teaching

method

is

more

appropriate

for

China.

Some

educators

support

the

communicative

approach,

highlighting

the

value

of

adopting

it.

Some

focus

on

the

importance

of

the

grammar-translation

method.

However,

most

of

people

emphasize

that

the

communicative approach should be reconciled with the real situation of China?s

English

education.

Therefore,

this

article

will

discuss

and

evaluate

the

two

English teaching methods and the different opinions involved to suggest a more

appropriate English teaching method for China.

（空两行）

II. Literature review

（空一行）

2.1 The background for English teaching methods in China

Before

the

1980s,

China

had

been

exclusively

employing

the

grammar-translation method in its national English education for many years. In

the late 70s, China began to carry up the open up policy, opening its door to the

1

outside world, which needed China to communicative with the rest of the world.

However,

with

more

and

more

communication

with

other

counties,

Chinese

people

felt

the

difficulty

in

clearly

expressing

themselves

and

understanding

others

because

of

the

lack

of

communicative

competence.

Therefore,

in

the

early 80s, a new teaching method, the communicative approach which is aimed

to

improve

learners?

communicative

competence

was

introduced

into

China.

(

略

)

2.2 Linguistic competence and communicative competence

In

many

literatures,

when

it

comes

to

linguistic

competence,

it

is

always

associated

with

communicative

competence.

The

reason

is

that

linguistic

competence

is

one

component

of

communicative

competence.

Hymes

(1972)

gives

his

definition

of

communicative

competence,

which

is

widely

accepted

and

the

basis

of

many

further

developed

theory

about

communicative

competence.

He

thinks

that

communicative

competence

requires

learners

not

only to master the grammatical rules of a language but also to appropriately use

the language to the right person in the right place. (

略

)

2.3 The theory of the grammar-translation method

“Grammar

-translation, as its name suggests, took grammar as the starting point

for instruction” (Thornbury, 1999: 21).

It is characterized by the following: (1)

it first exposes students to the explanation of detailed grammar rules and asks

students

to

remember

them,

and

then

involves

students

in

the

exercises

of

translating sentences and texts into and out of the target language. (

略

)

China

has

been

employing

the

grammar-translation

method

in

its

national

English

education

and

how

the

method

is

used

in

China

fully

represents

its

characteristics motioned above. After teaching English in China for a period of

2

time,

foreign

English

educator

Harvey

(1985:

183)

briefly

summarized

the

features of the grammar- translation method in China as following:

“……a

concentration

on

intensive

reading

as

a

basis

for

language

study;

a

preoccupation

with

the

careful

,

painstaking

examination

of

grammatical

structure and a corresponding lack of

attention to more communicative skills;

the use of memorization and rote learning as a basic acquisition technique; a

strong emphasis on the correction of mistakes, both written and oral; a view of

literature and reverence for the printed word which tends to lead to the teaching

of non-existing skills; the use of translation as both a teaching and a learning

strategy”.

(

略

)

2.4 The theory of the communicative approach

The

communicative

approach

in

language

teaching

is

based

on

a

theory

of

language

as

communication.

It

is

modeled

on

how

language

is

used

as

a

communicative

tool

to

achieve

the

goal

of

language

teaching

and

is

aimed

to

develop students? communicative competence

(Richards & Rodgers, 2001). (

略

)

III. Evaluations on the two English-teaching methods

3.1 The grammar-translation method

3.1.1 The importance of the grammar-translation method

The characteristics of the grammar-translation method tell us that it is designed

and

created

for

developing

learners?

linguistic

competence.

In

China,

when

3