《外语教学法》第二章练习
I. Multiple choices.
1. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners.
A. literary works
B. newspapers
C. tales
D. critical reviews
2. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics.
A. Applied
B. Comparative Historical
C. Traditional
D. Structural
3. Which of the following is NOT emphasized by traditional linguists?
A. Correctness.
B. The purity of a language.
C. Literary excellence.
D. Communication.
4. _______ the first language is used in the teaching of the second language in the Grammar-Translation Method.
A. A lot of
B. A little of
C. Little of
D. Not any
5. The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.
A. translate and write
B. read
C. read and write
D. read and translate
6. Some linguists thought that all languages ______ and were ruled by a common grammar.
A. originated from one language
B. started as the same language
C. came from many different languages
D. borrowed words from one another
7. It is believed that grammar analysis and translation began to be the basic procedures in foreign
language teaching from _______.
A. about 2,500 years ago
B. almost 1,000 years ago
C. the 16th century
D. the beginning of the 20th century
8. In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.
A. ineffective means
B. unaffective means
C. affective means
D. effective means
9. Which of the following types of questions is NOT included in the Grammar-Translation
Method?
A. Questions whose answers are learner's subjective judgements.
B. Questions whose answers are based on objective information in the text.
C. Questions whose answers are learner's inferences based on the text.
D. Questions whose answers are related to learners' own experience
10. Before the 16th century, Latin was taught and learned for____________.
A. reading literature in Latin
B. spoken and written communication
C. mastering grammar
D. learning fine arts
11. Overemphasis on translation will usually make the learner________the first language in the learning of the second language.
A. independent of
B. dependent of
C. independent from
D. dependent on
12. In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.
A. difficult vocabulary
B. translation passages
C. complicated grammatical rules
D. written exercises
13. Traditional linguists believe that the written form of language is to the spoken form.
A. senior
B. junior
C. inferior
D. superior
14. Which of the following techniques is NOT used in the Grammar-Translation Method?________
A．Reading B．Translation C．Written work D．Oral presentation
15. According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.
A．best and oldest B．most logical and well-organized
C．most widely learned D．most popular
16. With development of modern languages, Latin became a(n) ________ language.
A. scientific
B. living
C. dead
D. artistic
17. Some linguists believed that ________ languages originated from one language and were ruled by a common grammar.
A. all
B. some
C. European
D.many
18. The learning theory which served as the basis of the Grammar-Translation Method was ______ Psychology.
A. Development
B. Faculty
C. Child
D. Social
19. The major focus in a Grammar-Translation classroom is _________.
A. speaking and writing
B. listening and speaking
C. reading and speaking
D. writing and reading
20. Traditional linguists gave priority to the written form and took ______ as their starting point.
A. words
B. phrases
C. sentences
D. paragraphs
21. Overemphasis on translation can never free learners from dependence on the ______ language.
A. second
B. target
C. first
D. foreign
22. Most foreign language teaching experts concluded that the Grammar-Translation Method originated from the _____ century.
A. 15th
B. 16th
C. 17th
D. 18th
23. The primary purpose of learning Latin was to examine the _____in the Renaissance.
A. classical culture
B. Roman history
C. Catholic doctrines
D. religions
24. Most of the teaching activities in a Grammar-Translation classroom serve the purpose of mastering _______.
A. vocabulary
B. grammatical rules
C. skill of reading
D. skill of writing
25. In the Grammar-Translation Method, the teaching materials are arranged according to a _______ system.
A. language
B. content
C. logic
D. grammar
26. The Grammar-Translation Method came into being in the ______ century.
A. 16th
B. 17th
C. 18th
D. 19th
27. Before the 16th century ______ was a language of communication, the world’s most widely studied foreign language in the Western world.
A. Latin
B. German
C. French
D. Spanish
28. Students with the Grammar-Translation Method are expected to memorize grammatical rules and ______.
A. sentence patterns
B. principles for translation
C. structures
D. bilingual word lists
29. In the 19th century，foreign language teachers usually adopted the strategy of combining grammar roles with ______.
A.reading
B.speaking
C.writing
D. translating
30. In foreign language teaching，the target language was interpreted as a system of rules to be observed in texts and sentences，and to be related to the first language ______ and meaning.
A.words
B.rules
C.sentences
D. context
31. The most logical and well-organized grammar is ______ grammar.
A. German
B. French
C. Latin
D. Russian
32. Different questions are designed in a Grammar-Translation Method classroom for students to answer in order to check their ______ of the reading passage.
A. structure
B. organization
C. understanding
D. composing
II. Fill in the blanks.
1. The Grammar-Translation Method proved to be an effective means in studying foreign __culture___ through literary works.
2. The experts in grammar analysis and translation approach believed that the human minds could be trained by logical __analysis___ of the classic language, memorization of complicated rules, and translation between languages.
3. When discussing the rule of language, traditional linguists tended to take a __prescriptive_____ approach.
4. In the Grammar-Translation Method, the teaching materials are arranged according to _grammar_____ system.
5. Most of the teaching activities in a Grammar-Translation classroom serve the __purpose____ of mastering grammatical rules.
6. Generally speaking, the Grammar-Translation Method belongs to the school of traditional linguistics.
7. In the view of Grammar-Translation Method, the first language is maintained as the reference in the acquisition of the target language.
8. The theory of learning underlying the Grammar-Translation Method was faculty
Psychology.
9. In Grammar-Translation Method, grammar is the main content in foreign language classrooms.
10. The teacher uses the _first_____ language of the students as the main medium in teaching in a Grammar-Translation classroom.
11. With the development of modern languages, Latin gradually became displaced as a __living______ language.
12. It was believed by traditional linguists that the _written____ form of language was superior to the spoken one.
13. In a Grammar-Translation classroom, the basic unit of language teaching and learning is the _sentence______.
14. The strategy of combining grammar rules with _translation_____ was adopted by many foreign language teachers in the 19th century.
15. Latin grammar was at that time thought to be the most logical and _well-organized_____ grammar.
16. Some Grammar-Translation Method advocators thought that all languages originated from _one language_____ so that they were governed by a common grammar.
17. The ultimate __purpose_____ of learning a foreign language in a Grammar-Translation Method classroom is to enable the students to read and translate its literature.
18. Only in the late 18th century did the __combination_____ of grammar rules with translation into target language become popular as the principal practice technique.
19. The major practice in a Grammar-Translation Method classroom is translating from and into the _target_____ language.
20. The _medium_____ of instruction in the Grammar-Translation Method is the first language or mother tongue.
21. The experts in grammar analysis and translation approach believed that the human minds could be trained by logical analysis of the classic language，memorization of complicated rules，and _translation_____ between languages.
22. The fundamental purpose of learning Latin was to study the _clasical_____ culture which was worshipped in the Renaissance.
23. __latin_______ was a language of communication that people widely studied in the Western world before the 16th century.
24. The two steps in Phase One of a Grammar-Translation Method classroom are explanation of new words and expressions, and teaching of new _grammar_____.
25. Viewed the nature and purpose of education, the Grammar-Translation Method was an expression of _ classical___ humanism.
III. Matching: (10%)
Directions: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked①，②，③，④，or⑤ in Column A with the one marked a, b, c, d, or e in Column B. One point is given to each pair you match correctly.
1.A. The event B. The time
1c 2e 3b 4a 5d
2. A. FLTM B. Objective
1d 2c 3a 4b 5e
3. A B
4. A: techniques used in B: the purpose
Grammar-Translation Method:
5. A: the main feature of the Grammar-B: the advantage or disadvantage associated
Translation Method with the feature
6.
IV. Questions for short answers.
1. What was traditional linguists' attitude towards the written and spoken form of language?
2. What form of language did the traditional linguists give priority to and what did they take as their starting point?
3. What are the four objectives involved in the Grammar-Translation Method?
They are to read and translate literature, to understand the target language, to develop the learners’ minds, and to gain a better understanding of the first language.
4. When do most experts of foreign language teaching believe the Grammar-Translation Method began to become a formal foreign language teaching method?
5. What kind of students are considered successful learners in a Grammar-Translation classroom?
6. What is the definition of the Grammar-Translation Method?
7. What are the three main teaching activities in a Grammar-Translation Method classroom?
8. There are five steps proceeding in Phase One and two of a Grammar-Translation Method classroom. What are they?
9. What is the core of a Grammar-Translation classroom?
V. Questions for long answers.
1. On the basis of your teaching or learning experience can you discuss with us the advantages and disadvantages of the Grammar-Translation Method?
2. What teaching method would you like to use in a classic English literature classroom? To what extent is this method still desirable in modern language teaching in spite of many attacks on it?
3. Please make a comment on the advantages and disadvantages of the Grammar-Translation Method.
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能
全国2005年10月高等教育自学考试全国统一命题考试 外语教学法试卷 （课程代码 0833） 本试卷共6页，满分1 00分；考试时间1 50分钟。 Write all your answers on answer sheet! Ⅰ． Multiple Choice: (15%) Directions: In this section, you are given 15 questions beneath each of which are four choices marked A,B, C, and D．You are to make the best choice either to complete the incomplete statement or to answerthe question．One point is given to each correct choice． 1．Which of the following is NOT emphasized by traditional linguists? A．Correctness．B．The purity of a language． C．Literary excellence．D．Communication． 2．_______ the first language is used in the teaching of the second language in the Grammar-Translation Method． A．A lot of B．A little of C．Little of D．Not any 3．According to the Direct Method, every language has _______ structure． A．similar B．its own C．co-related D．the same 4．The Direct Method _______ the similarities between the first language acquisition and second language learning． A．is against B．overemphasizes C．draws on D．pays no attention to 5．Advocates of the Direct Method consider students’ mother tongue as _______ system in learning the second language． A．an interfering B．a helping C．an integrating D．a similar 6．In order to find ways of associating the new materials with ideas or objects with which the pupils are familiar, D．Ausubel would prefer _______． A．straightforward explanation and exposition B．pupil-generated discovery methods C．rote learning D．inductive and deductive inference 7．Of the three procedures followed in a cognitive classroom, which can be viewed as the performance stage? A．Exercises．B．Application activities． C．Introduction of new materials．D．None of the above． 8．Chomsky and others claimed that every normal human being was born with a(n) _______．A．ADL B．LDA C．LAD D．ALD 9．The authors of the book The Natural Approach: Language Acquisition in the Classroom are _______． A．Chomsky and Terrell B．Krashen and Halliday C．Krashen and Terrell D．Chomsky and Krashen
第一章 1-What are the function and result of the two controversies in ancient Greece? 古希腊两个著名论争的功能和结果? One controversy was between the naturalists and the conventionalists. The naturalists argued that the form of words reflected the nature of objects. The conventionalists thought that language was conventional and there was no logic connection between form and meaning of words. The other controversy was between the analogiata and the anomalists on the regularities of language. The analogists claimed language was regular and there were rules for people to follow. The anomalists maintained there were no rules . Their debate roused people’s interest in language and led them to the detailed study of Greek. The direct result was the appearance of a book of Greek grammar. 2 What are the main features of traditional linguistics? 传统语言学的主要特征 Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to spoken form. They tried to set up principles and standards for people to use language correctly. 3-What are the contributions made by Franz Boas, Edward Sapir and Leonard Bloomfield to the development of American structuralism? Franz Boas, Edward Sapir and Leonard Bloomfield对美国结构主义发展的贡献
《外语教学法》第三章练习 1. According to the Direct Method, every language has _______ structure. A. similar B. its own C. co-related D. the same 2. The Direct Method _______ the similarities between the first language acquisition and second language learning. A. is against B. overemphasizes C. draws on D. pays no attention to 3. Advocates of the Direct Method consider students' mother tongue as _______ system in learning the second language. A. an interfering B. a helping C. an integrating D. a similar 4. ______ can be introduced as a means of consolidation and evaluation in the Direct Method. A. Reading B. Listening C. Speaking D. Writing 5. The first Berlitz School was established in（） A. 1778 B. 1828 C. 1878 D. 1928 6. In the Direct Method,（）communicative skills are regarded as basic. A. visual B. non-verbal C. written D. oral 7. The Direct Method was developed in the（）century. A. late 18th B. early19th C. late 19th D. early 20th 8. New teaching points are introduced（）in the Direct Method classrooms. A. orally B. in the written form C. in discourse contexts D. in socical contexts 9. All of the following principles reflect the influence of structural linguistics and behaviourist psychology in language teaching except that . A. language is speech, not writing
认知 Discuss in your own words the four principles of cognitivism formulated by Diller. The Cognitive Approach holds that learning a language is a process of acquiring _mental_________control of the phonological, grammatical and lexical patterns of a second language, largely through study and analysis of these patterns as a body of knowledge. What is language in Chomsky’s opinion? Both the generative transformational and cognitive theories have recognized a ______ as an orderly system of rules which a learner can consciously acquire by study methods. What is the attitude of the Cognitive Approach towards mistakes in the language learning process? What are the focuses of classroom teaching in the Cognitive Approach? The Cognitive Approach insists that learning should be _______.
What are the main features of the Communicative Approach? Halliday described seven basic functions that language performs. Please write out any five of them. What are the roles of the learner in the communicative approach What are the roles of the teacher in the Communicative Approach What theories of language are used by the Communicative Approach as its theoretical basis? What are the objectives of the Communicative Approach What are the integrating language skills often used in the Communicative Approach? What language ability does Hyme' s“ communicativecompetence ”refer to? Describe the five principles to characterize the Communicative Approach according to David Nunan. Cite one example to illustrate one of these principles What are the distinguishing features of the Notio nal-Fu nctio nal Syllabus? What are the four dime nsions in terms of Ian guage compete nee en tailed in the Communi cative Approach accord ing to Can ale and Swa in?
外语教学法自考题模拟 Ⅰ.Multipe Choice 1、In 1957, Noam Chomsky's book Syntactic Structures was published which started the ______. A. American structuralism B. transformational generative linguistics C. functional linguistics D. cognitive psychology 2、Which one of the following activities is included in the acquisition activities in the Natural Approach? A. Affective-humanistic activities. B. Communicative activities. C. Skill-getting activities. D. Social activities. 3、According to M.A.K. Halliday, which of the following should NOT be taken into consideration in terms of linguistic events? A. Form. B. Context. C. Substance. D. Culture. 4、According to the records available, human beings have been engaged in the study of language for ______centuries. A. 10 B. 15 C. 20 D. 25 5、Krashen identifies three kinds of affective variables related to second language acquisition: ______. A. motivation, self-confidence and anxiety B. comprehension, acquisition and anxiety C. input, competence and self-confidence D. situation, motivation and self-confidence 6、The Grammar-Translation Method was at one time called ______ since it was first used in the teaching of the classical languages of Latin and Greek. A. aural-oral method B. minimum method C. Audiolingual Method D. Classical Method 7、It became a key feature of the Oral Approach in the 1960s that ______. A. new language points are introduced and practised in situations B. accuracy is maintained C. reading and writing are introduced later D. translation should be avoided 8、The discourse theory was established by ______ in the late 1970s and developed from M. A. K. Halliday's theory of first language acquisition. A. E. Hatch B. M.A.K. Halliday C. Stephen Krashen D. Joseph H. Greenberg 9、The generative-transformational school of linguistics emerged through the influence of______. A. Noam Chomsky B. Ｊ. Piaget C. Ｄ. Ausubel D. Ｊ.Ｂ. Bruner 10、Which of the following do Krashen and Terrell NOT emphasize? A. Communication. B. Vocabulary. C. Meaning. D. Grammar.
全国2004年10月高等教育自学考试外语教学法试题 课程代码：00833 Ⅰ. Multiple Choice (15%) Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C, and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice. 1. The Communicative Approach is essentially a manifestation of the . A.1950’s B.1960’s C.1970’s D.1980’s 2. Georgi Lozano was the founder of . A. The Silent Way B. Suggestopaedia C. The Total Physical Response D. Community Language Learning 3. The functional linguistics develops directly from . A. the transformational generative grammar B. the habit-formation theory C. the American School of Linguistics D. the London School of Linguistics 4. Traditional linguists believe that the written form of language is to the spoken form. A. senior B. junior C. inferior D. superior 5. Who applied the theory of conditioning to the way humans acquire language in a book entitled “Verbal Behavior”? A. Skinner B. Bruner C. Bloomfield D. Piaget 6. Language meaning depends to a large extent on the contexts in which speech acts occurred. A. linguistic
In the Oral Approach, procedures at any level aim to move from _______ to _______ practice of structures. A. freer, controlled B. controlled, freer C. controlled, more controlled D. free, freer The ________ Method advocated the priority of oral skills for the first time in the language teaching field. Compared with the Communicative Approach, the Oral Approach is still not enough to develop learners' communicative competence, why? Which of the following became a key feature of the Oral Approach in the 1960’s? A. Priority of spoken language. B. Classroom instruction in the target language. C. Situational presentation and practice. D. V ocabulary selection. What is the major principle of the Oral Approach?
《外语教学法》第二章练习 I. Multiple choices. 1. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners. A. literary works B. newspapers C. tales D. critical reviews 2. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics. A. Applied B. Comparative Historical C. Traditional D. Structural 3. Which of the following is NOT emphasized by traditional linguists? A. Correctness. B. The purity of a language. C. Literary excellence. D. Communication. 4. _______ the first language is used in the teaching of the second language in the Grammar-Translation Method. A. A lot of B. A little of C. Little of D. Not any 5. The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature. A. translate and write B. read C. read and write D. read and translate 6. Some linguists thought that all languages ______ and were ruled by a common grammar. A. originated from one language B. started as the same language C. came from many different languages D. borrowed words from one another 7. It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______. A. about 2,500 years ago B. almost 1,000 years ago C. the 16th century D. the beginning of the 20th century 8. In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works. A. ineffective means B. unaffective means C. affective means D. effective means
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。 非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表达和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。 教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常用性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。话语结构就是说话的套路，说的各句子之间的联系规律。 泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表达，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表达的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能力，使教学得以正常的进行，从而提高教学质量。 常模：是指根据同一批被测者在掌握外语方面所获得的平均水平。 能力测试：目的在于了解被测者懂外语的程度，不要求其熟练程度。 效度：只测试的内容及其方式是否符合测试的目的要求。
外语教学法自考模拟试题及答案解析（11） (1/15)Ⅰ.Multipe Choice Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice. 第1题 American structuralism started at the beginning of the 20th century and was very popular and influential in the 1930s and 1940s throughout the world. The two forerunners were______. A.Bloomfield and Chomsky B.Malinowski and Firth C.Franz Boas and Edward Sapir D.Halliday and Edward Sapir 下一题 (2/15)Ⅰ.Multipe Choice Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice. 第2题 Chomsky has made the distinction between linguistic competence and______. A.linguistic performance https://www.doczj.com/doc/771811652.html,municative competence C.reading performance D.universal grammar 上一题下一题 (3/15)Ⅰ.Multipe Choice Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice. 第3题 The Grammar-Translation Method dominated foreign language teaching______. A.from mid-19th century to mid-20th century B.from 1920s to 1940s C.from the late 18th century to early 19th century D.from 1910s to 1930s 上一题下一题 (4/15)Ⅰ.Multipe Choice Directions: In this section, you are given 15 questions beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice. 第4题 A Direct Method teacher is usually found using techniques such as______. A.direct association and conversation practice B.question and answer exercises C.error correction and dictation
自考外语教学法第二章练习含答案
《外语教学法》第二章练习 I. Multiple choices. 1. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners. A. literary works B. newspapers C. tales D. critical reviews 2. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics. A. Applied B. Comparative Historical C. Traditional D. Structural 3. Which of the following is NOT emphasized by traditional linguists? A. Correctness. B. The purity of a language. C. Literary excellence. D. Communication. 4. _______ the first language is used in the teaching of the second language in the Grammar-Translation Method.
自考英语二的学习方法 自考英语（二）的学习方法 英语（二）大概是自学考试所有非英语专业的课程中最难通过的一门课程。许多考生连续多次参加考试，成绩都不理想。而且最让人左右为难、欲罢不能的就是每次考试都是50多分。努力学习了半年，结果考试成绩比上次不是相差无几、就是甚至还低几分。这真是让人伤透脑筋。笔者认为要学好英语（二），需处理好以下几个方面的关系问题： 一、应该处理好英语（二）这门课的学习任务与考试要求的关系问题 按照现行的公共英语自学考试大纲的规定，英语（二）的教学目的是让学生能比较熟练地掌握英语基础知识，初步具备阅读一般性的英语专业书刊和资料的能力。具体要求如下： 1.语音：能拼读国际音标和比较流利地朗读课文，语音语调基本准确。在考试中，虽然不考语音题，但具备一定的语音基础知识却是学好英语（二）的基础。实际学习过程中，学生可以不要求发音准确，不要求英国音还是美国音的区别，不要求读或说的流畅动听，但会读会说却是必不可少的。否则，整个学习将是十分艰难的，也是十分枯燥乏味的，学习成绩也必将大打折扣。因此自考学生在语音学习方面应该做到会读单词和课文，并能说出自己的想法（理想的结果和标准类似于中央电视4台的专题采访中那些专家学者的英语：发音不准，但能顺利表达自己的想法）。但笔者不提倡学生在英语（二）的学习中从听录音或者练习口语人手，相反，应该按照教学大纲，从朗读课文入手。将语音放在课文学习中提高。 2.词汇：英语（二）包括英语单词约3800个（其中中学阶段所学词汇1600个），词组约750个，阅读量为50000余词。要求能流利地读出并说出词的语法特征（词类和形态变化），而且要能说出汉语词义，对比较常用的词要能英汉互译，拼写正确并记住固定搭配。此外，还要了解基本的构词规则，记住常用前缀、后缀的意义并能根据他们猜测词性和词义。这个任务说起来并不难，但是由于自考学生工作任务重、家庭责任大、学习时间少等原因，要完成这样的词汇量，几乎是难于上青天。首先，应该认真学习课文，使词汇学习有一个基本的系统性。应该把单词的记忆放在一定的有意义的情景中，尤其是课文中进行记忆可能是英语学习最迅捷、经济、有效的办法。特别是某些难以记忆的单词，如diabetes，anaesthetica，toxicity等词，单独记忆很难，也没有多少意义，因为它们使用率很低，就更应该放在课文的具体语境中理解；要把记忆生词和学习课文结合起来，在课文中记单词，而且要使记单词为学课文服务，而不是相反。离开课文记单词很难记住，记住了也容易忘记，而且还不会用。外面许多单词记忆法几乎都具有这个问题。其次，应该通过做基础语法练习和阅读练习来巩固和加强基本词汇和常用词组的练习。 再次，在单词记忆中运用各种方法（一切单词记忆方法，如词缀联想法、语境联想法、以及市面上各种名目繁多的记忆法，其实质都在于通过各种联想，有些甚至是人为的、“虚假的”联想来增强词汇的系统性，从而达到比较快地记忆单词的目的）。 最后，要在考试题的练习中巩固和提高词汇的应用能力（考题练习不是目的，甚至也不是重要手段，但对于学好这门课既通过考试来说，却是必要的手段）。 3.语法：英语（二）的学习要求学生对英语语法的整个体系（词法和句法）有比较清晰的概念，掌握词形变化规则，了解词和词组在句子中的作用、句子和分句的结构和功能并能在阅读和汉译英中实际运用。其实质在于一个系统性。在自考学生这一点就显得尤其重要。有了系统性，各种零乱的知识点反而会变得简单起来，也容易记忆了。达到这一点的前提条件有三个：一是教师讲得清晰明了。语法知识仅仅靠学生自学是比较困难的，但讲得太多似乎也没有必要，而且学生也难以接受。二是学生的理解要在头脑中形成一个比较完整的概念，这是不言而语的。三是要有相应的配套练习。仅仅靠书本上的练习是不够的，而且难度似乎也和考试有距离，学生接受起来也比较困难。由于英语（二）课文的难度较大，而且考试为学业考试，笔者在教学中直接采用课文中的原句子做语法练习，取得了较好的效果。同时，语法和词汇应该是互相促进的，不可偏废。学习语法应该是为了增强词汇的运用能力，而词汇的学习和记忆又反过来促进着语法的理解和应用。 4.阅读能力：大纲要求学生掌握初步的阅读技能，能读懂与所学教材最后一册课文难易程