Abstract
This thesis intends to make a detailed comparison among the six influential foreign language pedagogic schools, with the aim to acquire some illumination for English teaching and find the most suitable way for English teaching in China. After the analyses, the thesis concludes that a suitable way for English teaching in China is to combine different pedagogic methods and approaches together and take advantage of the merits of each method.
Highlights
For hundreds of years, many linguists and scholars have devoted themselves to the study of foreign language pedagogies
In different periods of time, different foreign language pedagogic schools have emerged in different regions and countries, among which some schools are most representative, for example, the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, the Audio-Visual Approach, the Cognitive Approach, the Communicative Approach and so on
This thesis intends to make a detailed comparison among six influential foreign language pedagogic schools, with the aim to acquire some illumination for English teaching and to find the most suitable way for English teaching in China
Summary
Many linguists and scholars have devoted themselves to the study of foreign language pedagogies. In different periods of time, different foreign language pedagogic schools have emerged in different regions and countries, among which some schools are most representative, for example, the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, the Audio-Visual Approach, the Cognitive Approach, the Communicative Approach and so on. These foreign language pedagogies themselves have both advantages and disadvantages. This thesis intends to make a detailed comparison among six influential foreign language pedagogic schools, with the aim to acquire some illumination for English teaching and to find the most suitable way for English teaching in China.
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