归纳和演绎在外语教学中的应用(2)

淮南师范学院2012届本科毕业论文

pay more attention to the application of induction and deduction in foreign language teaching. In China’s education sector, the role of foreign language education should not be underestimated, so we need do some more deeply study so that we can better improve foreign language education.

1 Deduction and Induction

In this part, the definition, relationship and history of induction and deduction will be described. As we all know, deduction and induction are the important methods in the foreign language teaching methods. 1.1 The Definitions and Relationship of Induction and Deduction

According to the process of thinking in different directions, the reasoning can be divided into deductive reasoning, inductive reasoning and analogical reasoning. Deductive reasoning refers to the reasoning that it looks general knowledge as precondition and the conclusion is the inference of knowledge of the individual (or special). Inductive reasoning refers to the reasoning that it regards the knowledge of the individual (or special) as precondition and the conclusions is the knowledge of general knowledge. (孙仁生，任书来，林新年，2004:54) On the one hand, inductive method and deductive method have both connections. On the other hand, the two ways of thinking are different. The manner that deduction thinks about things is from individual things to universal rules but the manner of inductive thinking is on the contrary. Besides, the inductive reasoning

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The Application of Deduction and Induction In Foreign Language Learning

form is commonly not universal effective formula. However, the deductive reasoning form is commonly universal effective formula. (姜全

吉，迟维东，2004:211-212)

1.2 History of the Development of Induction and Deduction

Ancient Greek philosopher, Aristotle, in his logic—On the Method of Reasoning Thought, advocated using deductive reasoning. British empirical science originator, Francois Bacon, from the epistemological point of view, pointed out the shortcomings of the deductive method and did a study of scientific induction. But with the prevailing of Popper’s falsification theory, deductive way of thinking attracted crowds’ attention again, and he believed that the discovery of scientific theory was not the process of induction but the process of deduction. Engels said that induction and deduction, similar to the analysis and synthesis, were inevitably interlinked and we should not sacrifice one but push another to the peak and should put each one used in the fit place.

2 The Embodiment of Deduction and Induction in Foreign Language Teaching Schools

The embodiment of deduction and induction plays an important role in the foreign language teaching schools. Thus we should have clear cognition on these foreign language teaching schools and the application of induction and deduction in these schools. In this part, we will briefly introduce the knowledge points.

2.1 Brief Introduction of Foreign Language Teaching Schools

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淮南师范学院2012届本科毕业论文

Foreign language teaching theory came into being on the basis of comparative linguistics in the 19th century. And since then, it underwent two major stages: the stage before 1960s and the stage after 1960s. The grammar-translation method, direct method and the audio-lingual method are the representative of the previous stage of foreign language teaching theory. After the 1960s, the rise of the cognitive, communicative approach prompted a series of new teaching methods coming to the fore, such as task-based teaching methods. What’s more, any teaching method comes into being in certain historical conditions, and each has their own teaching characteristics, advantages and limitations.

Grammar-Translation Method is one of the longest history methods, and is widely used in the foreign language teaching. No matter in China or abroad, early foreign language teaching commonly used the Grammar-Translation Method. Its teaching purpose is to train students to read foreign passages and imitate the foreign passages to cultivate writing ability. It attaches great importance to reading, translation ability and the teaching of knowledge of grammar. Teachers are the teaching authority of the classroom. Teaching is one-way behavior that teachers impart knowledge to students. Students rarely ask any question and there is little communication among students in class. Most of the teaching languages use the mother tongue. Grammar-Translation Method in foreign language teaching has both good aspects and bad ones. The good aspects are that

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The Application of Deduction and Induction In Foreign Language Learning

students master clear grammatical concepts and the exact understanding of words meaning. Reading ability and writing ability are cultivated. However, the drawback is that the absolute authority position of the teacher hinders a student studying on his own initiative, so it can not fully foster students' foreign language skills, especially oral communication abilities.

The direct method is the antithesis of the grammar-translation method, coming into being in the second half of the nineteenth century. It is the notion in teaching that the language which is being taught is only used to construct a direct association of perception and thought with the foreign speech and sound. It advocates spoken material as the course content, emphasizing imitation. The foreign language teaching should rule out the interference of mother tongue and directly combine the foreign language and physical, pictures, gestures, facial expressions. And it is requirement that teachers should be native speakers of a foreign language. Students should learn speaking by speaking. The target language is only used in the process of teaching. Grammar was dropped completely unimportant position. The advantage of this approach is that it is able to force students to actively participate in classroom teaching, and have access to and use a large number of natural language by listening, speaking activities. It is conducive to enhancing sense of language of the foreign language, and can improve foreign language practicing ability, especially listening and

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淮南师范学院2012届本科毕业论文

speaking ability. Disadvantages are that it has difficulty in teaching complex and abstract language content and structure. And it completely rules out the possibility of the mother tongue and translation exercises, and students have difficulty in mastering complex concepts.

The Audio-lingual Approach is the Foreign Language Teaching Method, which formed in the United States in the late 1940s. It emphasizes speech and spoken language training and advocates that the listening ability is the first and reading and writing is then taught. In class, a large number of recordings and electronic teaching materials should be used and be regarded as a stimulus and use both much more analog and mechanical exercises. Sentence pattern drill is one of its basic characteristics. Correcting every wrong can help to overcome the interference of the first language. The Audio-lingual Approach can help to train the practical ability of students’ foreign language and learn standardized language structure. However, this method is not conducive to the development of students’ creative thinking.

The Cognitive Approach is a foreign language teaching method which was proposed for the audio-lingual approach’s defects in the 1960s. It attaches importance to playing the role of students’ intellectual and training the actual ability of using language. The teaching purpose is to make students' language skills close to the level of native speakers of the target language. It advocates that students gain the language ability of the

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