Uses Of Chinese In The English Classroom

Uses of Chinese in the English Classroom -------Introducing the ¡±Functional-Translation¡° Method ÖÐÎÄÃ"Ú¿ÎÌÃÖеÄʹÃ"à ----½éÉÜ¡±¹¦ÄÜ-·­Ã'ë¡°½ÌÃ'§·¨ uprise The assumption that the English- all, direct regularity can be use equally well to any size and type of partition and any level or content of nomenclature erudition is simply false.The fundamental cause of the failure of English-only order , in my opinion, is its misapplication in learning situations where it simply dont belong.Combining the best of the grammar-translation method with the best of communicative method , a forward-looking and to a greater extent efficient method will born , the ¡±functional-translation¡° method . This method allows the student to use his first language to support his discourse in the second language and develop his fluency.

Õª Ã'ª ÈÏΪ¡°Ö»Ã"ÃÃ"¢Ã"µÄÖ±½Ã"·¨ÄÜͬµÈµØÃ"ËÃ"ÃÃ"ÚÈκÎÐÎʽµÄ¿ÎÌúÍÈκÎˮƽ»òÄÚÈݵÄÃ"ïÃ'Ã"Ã'§Ï°ÊÇÍêÈ«´íÎóµÄ¡£Æä´íÎóµÄ¸ù±¾Ã"­Ã'òÎÃ'ÈÏΪÃ"ÚÃ"ÚËü±»´íÎóµØÃ"ËÃ"ÃÃ"ÚËüÍêÈ«²»ÊʺϵÄÃ'§Ï°Çé¿öÖС£½áºÏÁË¡°Ã"ï·¨-·­Ã'롱½ÌÃ'§·¨ºÍ½»¼Ê½ÌÃ'§·¨µÄÃ"ŵ㣬Ã'»ÖÖ¸üÃ"ÐЧµÄнÌÃ'§·¨µ®ÉúÁË£¬Ëü¾ÍÊÇ¡°¹¦ÄÜ-·­Ã'롱½ÌÃ'§·¨¡£ÕâÖÖ½ÌÃ'§·¨Ã"ÊÐíÃ'§ÉúÃ"ÃËûµÄĸÃ"ïÀ´Ö§³ÖÃ"õڶþÃ"ïÃ'Ã"½øÐн»Á÷£¬´Ã"¶øÌá¸ßËûµÄÁ÷Àû³Ì¶È¡£ Keywords target language syllabus interlanguage the Lexical Approach Ä¿±êÃ"ïÃ'Ã" ½ÌÃ'§´ó¸Ù ¹ú¼ÊÃ"ïÃ'Ã" ´Ê»ã·¨ interference monolingual bilingual ¸ÉÈÅ µ¥ÖÖÃ"ïÃ'Ã"µÄ Ë«Ã"ïÃ'Ã"µÄ Outline I. entry 1. To bring out the arguement on English only classroom 2. The first language could be used according to the new born the functional- translation method.

II.



Arguement on the English only method and introducing the ¡±functional- translation¡° method divorce I - The Problem Part II -The Misdiagnosis Part collar - The False Remedy Part IV - A minute of arc Opinion Part V - A Better prescription Part VI - Sample Bilingual Activities III. Conclusion Introduction The teacher st atomic number 18s down at the wide eyes of her new students, Class, we are here to learn English. From today on , you are not going to use any Chinese in this classroom. This is an English-only class. And it is from that moment, I would argue that the class is lost.

Where did we get this idea that only English should be spoken in the English classroom? Is it based on any cohesive theory or substantiated research? Or more likely, is it the result of blind word sense of certain dogma which conveniently serves the best interests of native speaker teachers? It is my purpose to show that,

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