目　录

前　言

序

0.1　The Grammar-Translation Method and foreign language teaching

0.1.1　Concept of language teaching

0.1.2　Studies on language acquisition

0.1.3　The Grammar Translation Method and foreign language teaching

0.2　Differing views of the Grammar-Translation Method

0.2.1　lntroduction

0.2.2　Negative views of the Grammar-Translation Method

0.2.3　Positive views of the Grammar-Translation Method

0.3　Arguments in the present dissertation

0.3.1　lntroduction

0.3.2　Translation and language teaching before the linguistic period

0.3.3　The declining role of translation in language instruction

0.3.4　Research method and procedure

0.3.5　Results of the analysis

0.3.6　Methodology and scope of limitation

0.4　Summary

Part One　Foreign Language Teaching Approaches：A Historical Overview

Chapter 1　Traditionalism

1.0　lntroduction

1.0.1　The Grammar-Translation Method

1.0.2　The Cognitive Theory

1.1　The buddingof the G-T Method

1.2　Early application of the G-T Method

1.3　Development of the G-T Method

1.4　Summary

Chapter 2　Modernism

2.0　lntroduction

2.1　Various methods

2.1.1　The Direct Method or approaches

2.1.2　The Audio-Lingual Method

2.1.3　The Audio-Visual Method

2.1.4　The Communicative Language Teaching Approach

2.2　Summary

Part Two　Foreign Language Teaching Approaches：Theoretical Considerations

Chapter 3　Foreign Language Teaching And lts Adjacent Disciplines

3.0　lntroduction

3.1　Foreign language teaching and linguistics

3.1.1　Linguistics in foreign language teaching

3.1.2　Beginnings of modern linguistics

3.1.3　Characterization of linguistics today

3.1.4　The view of language in modern linguistics

3.1.5　Contributions of linguistics to foreign language teaching

3.2　FLT and psychology

3.2.1　lntroduction

3.2.2　The historical background of psychology and its roles in FLT

3.3　Summary

Chapter 4　Linguistics：Structuralism vs Generativism

4.0　lntroduction

4.1　Structuralism

4.2　Structuralist grammar and FLT

4.2.1　Content

4.2.2　Form

4.2.3　The most striking gaps in structuralist grammars

4.3　T-G grammar vs structuralism

4.3.1　Transformational-Generative grammar and FLT

4.3.2　Structuralism

4.4　Summary

Chapter 5　Psychology：Behaviorism vs Mentalism

5.0　lntroduction

5.1　Associationism

5.2　Behaviorism and FLL

5.2.1　Behaviorism and language acquisition

5.2.2　Behaviorism and FLT

5.3　Mentalism vs behaviorism

5.3.1　Mentalism

5.3.2　Mentalism in language teaching

5.3.3　Behaviorism

5.4　Summary

Part Three　Mother Tongue Interference And Foreign Language Teaching：Empirical Research Findings

Chapter 6　Positive Role of Mother Tongue as a Learner's Strategy in G-T Method

6.0　lntroduction

6.0.1　Attitudes towards errors

6.0.2　Error taken as a part of language creativity

6.0.3　The significance of learners'errors

6.1　Behaviorist approaches to MTl

6.1.1　Contrastive analysis hypothesis

6.1.2　Criticism on CAH

6.1.3　CAH and behaviorism

6.2　MTl as a learner strategy

6.2.1　lnterlanguage theory

6.2.2　Errors from overgeneralization

6.2.3　Stages of interlanguage development

6.2.4　Empirical evidence of variation in interlanguage

6.3　Summary

Chapter 7　Bilingual Mental Lexicon And lts lmplications

7.0　lntroduction

7.0.1　Lexical access in speech production

7.0.2　Models of lexical access

7.0.3　Representation of meaning

7.0.4　Models of semantic representation

7.1　Mental representation of bilingual lexicon

7.2　Models for bilingual lexical memory

7.2.1　The balanced theory

7.2.2　The iceberg analogy

7.2.3　Concept-mediation vs word-association

7.3　Summary

Part Four　Conclusions：ACritique of the Grammar-Translation Method

Conclusions

List of Reference Books

List of Abbreviations

后　记