论文部分内容阅读
【摘要】在外语教学领域中，听说法与交际法都在其各自的历史时期占据着主导地位，是外语课堂教学中经常使用的两种教学方法。它们产生于不同的年代，不同的国家。听说法是注重培养学生听说能力的教学方法，而交际法更注重于培养学生的交际能力。本文对这两种教学法进行了对比分析，以便于能够更好地理解和使用其进行外语教学。
【关键词】听说法;交际法;外语教学
【Abstract】In the field of foreign language teaching， both“Audiolingual Method ” and “Communicative Language Teaching” which are often used in foreign language teaching， play a dominant role in their respective historical periods. They were discovered in different times， in different countries. The Audiolingual Method is a teaching method which focuses on cultivating students’ listening and speaking ability， while communicative language teaching pays more attention to cultivating students’ communicative competence. This paper aims to make a comparative analysis of the two teaching methods in order to have a better understanding and use them in foreign language teaching.
【Key words】The Audiolingual Method; Communicative Language Teaching; Foreign language teaching
【作者簡介】武艳龙，王悦琦，吉林外国语大学。
Audiolingual Method emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
Communicative Language Teaching（CLT）， or the communicative approach， earlier known as the “functional approach” and “notional-functional approach”， is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
The methods mentioned above are often used in foreign language teaching. This paper makes a comparative analysis of the two teaching methods in order to better guide the foreign language teaching.
1. Background
1.1 Background of Audiolingual Method
The Audiolingual Method developed in the U.S. during the Second World War. The government commissioned American universities to develop foreign language program to supply the war. So in 1942 the government set up a special training program， Army Specialized Training Programmer （ASTP）， to improve soldiers’ foreign language skills. Thus the Audiolingual Method came into being.
1.2 Background of Communicative Language Teaching
CLT’s emergence can be traced back to the 1970s and was generated in the countries of the western European Community， mainly Britain. In order to strengthen the communication of EC， foreign language teaching must attach importance to the role of foreign language as a medium， and communicative approach emphasizes the communicative function of language. Communicative approach is influenced by sociolinguistics， psycholinguistics， philosophy of language， anthropology， sociology and other disciplines. 2. Theoretical Basis
Primarily， the two teaching methods are different from each other on the theoretical basis.
The theoretical basis of the Audiolingual Method is the American structuralist linguistics and behavioristic psychology. Structuralist linguists believe that spoken language is the primary part of the language and each language has its own language structure characteristics. J.B.Watson， the founder of behaviorist psychology， proposed a formula for stimulus response. B.F.Skinner thinks that the operational conditioned reflex is the coupling process of R-S and he attributes the teaching process to stimulation-reaction-reinforcement. L.Bloomfield regarded the language as a series of reaction of “stimuli and reactions” Bloomfield regards language as a series of
【关键词】听说法;交际法;外语教学
【Abstract】In the field of foreign language teaching， both“Audiolingual Method ” and “Communicative Language Teaching” which are often used in foreign language teaching， play a dominant role in their respective historical periods. They were discovered in different times， in different countries. The Audiolingual Method is a teaching method which focuses on cultivating students’ listening and speaking ability， while communicative language teaching pays more attention to cultivating students’ communicative competence. This paper aims to make a comparative analysis of the two teaching methods in order to have a better understanding and use them in foreign language teaching.
【Key words】The Audiolingual Method; Communicative Language Teaching; Foreign language teaching
【作者簡介】武艳龙，王悦琦，吉林外国语大学。
Audiolingual Method emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
Communicative Language Teaching（CLT）， or the communicative approach， earlier known as the “functional approach” and “notional-functional approach”， is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
The methods mentioned above are often used in foreign language teaching. This paper makes a comparative analysis of the two teaching methods in order to better guide the foreign language teaching.
1. Background
1.1 Background of Audiolingual Method
The Audiolingual Method developed in the U.S. during the Second World War. The government commissioned American universities to develop foreign language program to supply the war. So in 1942 the government set up a special training program， Army Specialized Training Programmer （ASTP）， to improve soldiers’ foreign language skills. Thus the Audiolingual Method came into being.
1.2 Background of Communicative Language Teaching
CLT’s emergence can be traced back to the 1970s and was generated in the countries of the western European Community， mainly Britain. In order to strengthen the communication of EC， foreign language teaching must attach importance to the role of foreign language as a medium， and communicative approach emphasizes the communicative function of language. Communicative approach is influenced by sociolinguistics， psycholinguistics， philosophy of language， anthropology， sociology and other disciplines. 2. Theoretical Basis
Primarily， the two teaching methods are different from each other on the theoretical basis.
The theoretical basis of the Audiolingual Method is the American structuralist linguistics and behavioristic psychology. Structuralist linguists believe that spoken language is the primary part of the language and each language has its own language structure characteristics. J.B.Watson， the founder of behaviorist psychology， proposed a formula for stimulus response. B.F.Skinner thinks that the operational conditioned reflex is the coupling process of R-S and he attributes the teaching process to stimulation-reaction-reinforcement. L.Bloomfield regarded the language as a series of reaction of “stimuli and reactions” Bloomfield regards language as a series of