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语法—翻译教学法面面观

1.1

前　言
1.2

序
1.3

目录
1.4

Part One　Foreign Language Teaching Approaches：A Hi...
1.4.1

Chapter 1　Traditionalism
1.4.1.1

1.0　lntroduction
1.4.1.1.1

1.0.1　The Grammar-Translation Method
1.4.1.1.2

1.0.2　The Cognitive Theory
1.4.1.2

1.1　The buddingof the G-T Method
1.4.1.3

1.2　Early application of the G-T Method
1.4.1.4

1.3　Development of the G-T Method
1.4.1.5

1.4　Summary
1.4.2

Chapter 2　Modernism
1.4.2.1

2.0　lntroduction
1.4.2.2

2.1　Various methods
1.4.2.2.1

2.1.1　The Direct Method or approaches
1.4.2.2.2

2.1.2　The Audio-Lingual Method
1.4.2.2.3

2.1.3　The Audio-Visual Method
1.4.2.2.4

2.1.4　The Communicative Language Teaching Approach
1.4.2.3

2.2　Summary
1.5

Part Two　Foreign Language Teaching Approaches：Theo...
1.5.1

Chapter 3　Foreign Language Teaching And lts Adjace...
1.5.1.1

3.0　lntroduction
1.5.1.2

3.1　Foreign language teaching and linguistics
1.5.1.2.1

3.1.1　Linguistics in foreign language teaching
1.5.1.2.2

3.1.2　Beginnings of modern linguistics
1.5.1.2.3

3.1.3　Characterization of linguistics today
1.5.1.2.4

3.1.4　The view of language in modern linguistics
1.5.1.2.5

3.1.5　Contributions of linguistics to foreign lang...
1.5.1.3

3.2　FLT and psychology
1.5.1.3.1

3.2.1　lntroduction
1.5.1.3.2

3.2.2　The historical background of psychology and ...
1.5.1.4

3.3　Summary
1.5.2

Chapter 4　Linguistics：Structuralism vs Generativis...
1.5.2.1

4.0　lntroduction
1.5.2.2

4.1　Structuralism
1.5.2.3

4.2　Structuralist grammar and FLT
1.5.2.3.1

4.2.1　Content
1.5.2.3.2

4.2.2　Form
1.5.2.3.3

4.2.3　The most striking gaps in structuralist gram...
1.5.2.4

4.3　T-G grammar vs structuralism
1.5.2.4.1

4.3.1　Transformational-Generative grammar and FLT
1.5.2.4.2

4.3.2　Structuralism
1.5.2.5

4.4　Summary
1.5.3

Chapter 5　Psychology：Behaviorism vs Mentalism
1.5.3.1

5.0　lntroduction
1.5.3.2

5.1　Associationism
1.5.3.3

5.2　Behaviorism and FLL
1.5.3.3.1

5.2.1　Behaviorism and language acquisition
1.5.3.3.2

5.2.2　Behaviorism and FLT
1.5.3.4

5.3　Mentalism vs behaviorism
1.5.3.4.1

5.3.1　Mentalism
1.5.3.4.2

5.3.2　Mentalism in language teaching
1.5.3.4.3

5.3.3　Behaviorism
1.5.3.5

5.4　Summary
1.6

Part Three　Mother Tongue Interference And Foreign ...
1.6.1

Chapter 6　Positive Role of Mother Tongue as a Lear...
1.6.1.1

6.0　lntroduction
1.6.1.1.1

6.0.1　Attitudes towards errors
1.6.1.1.2

6.0.2　Error taken as a part of language creativity
1.6.1.1.3

6.0.3　The significance of learnerserrors
1.6.1.2

6.1　Behaviorist approaches to MTl
1.6.1.2.1

6.1.1　Contrastive analysis hypothesis
1.6.1.2.2

6.1.2　Criticism on CAH
1.6.1.2.3

6.1.3　CAH and behaviorism
1.6.1.3

6.2　MTl as a learner strategy
1.6.1.3.1

6.2.1　lnterlanguage theory
1.6.1.3.2

6.2.2　Errors from overgeneralization
1.6.1.3.3

6.2.3　Stages of interlanguage development
1.6.1.3.4

6.2.4　Empirical evidence of variation in interlang...
1.6.1.4

6.3　Summary
1.6.2

Chapter 7　Bilingual Mental Lexicon And lts lmplica...
1.6.2.1

7.0　lntroduction
1.6.2.1.1

7.0.1　Lexical access in speech production
1.6.2.1.2

7.0.2　Models of lexical access
1.6.2.1.3

7.0.3　Representation of meaning
1.6.2.1.4

7.0.4　Models of semantic representation
1.6.2.2

7.1　Mental representation of bilingual lexicon
1.6.2.3

7.2　Models for bilingual lexical memory
1.6.2.3.1

7.2.1　The balanced theory
1.6.2.3.2

7.2.2　The iceberg analogy
1.6.2.3.3

7.2.3　Concept-mediation vs word-association
1.6.2.4

7.3　Summary
1.7

Part Four　Conclusions：ACritique of the Grammar-Tra...
1.7.1

Conclusions
1.7.2

List of Reference Books
1.7.3

List of Abbreviations
1.8

后　记

1.5.2.4 4.3　T-G grammar vs structuralism

4.3　T-G grammar vs structuralism

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