本文以自然教学法为探讨理论基础、略论其优缺点，英语论文，并结合周至县英语教学近况，建立适合当地教学水平的本土化自然教学法。为了理论关系实际，检验其可行性，笔者在曾经任教过的周至县长扬中学选择了八年级两个英语水平相当的班级进行教学实践，一个班为实验班，另一个班为对照班。
Chapter 1 Introduction引言
1.1 Research Background探讨背景
克拉申和特雷尔自然法（NA）在20世纪80年代初。外语教学的历史回顾时，他们说的时代背景。传统的外语教学措施在16及世纪，主张学习外国语言的想法，像孩子一样获得自己的母语，而无需使用母语或没有解释的语法。Krashen and Terrell created the Natural Approach (NA) in the early 1980s. Theystated its era background when looking back foreign language teaching history. In 16￠ury, the Traditional Foreign Language Teaching Method advocated the idea thatlearning foreign language is like children acquiring their mother tongue without usingmother tongue or without explaining the grammar. In 19也 century，theGrammar-Translation Method emphasized explaining the grammar, not paying attention tothe listening and speaking, which is difficult to train students' communicative ability. Inlate 19也 century, the Direct Method proposed that learning foreign language has the samenatural process as children acquiring their mother language, but it rejects totally motherlanguage explanation and translation practice, for it is difficult to explain the complicatedand abstract language contents and structures. The Audio-Lingual Method emerged in 40也of 20 century, also emphasized the training of spoken language, not of explaining thegrammar. Either the Direct Method or the Audio-lingual Method emphasized the learningof language instead of the acquisition of language. These two methods extend to teachlearners' language, but don't train learners' communicative abilities. Cognitive TeachingMethod returned to grammar explaining and drill patterns. The conscious explaining, drillpatterns and the forms of language only have the role of teaching about language, theycan't reach the goal of mastering language or communicating with language. And theCommunicative Teaching Method appeared in the 60出-70也’ paid more attention to someone central skill. Based on these researches, Krashen and Terrel put forward the NaturalApproach which has the quite strong suitability and application of various kinds ofcommunicative methods. The Natural Approach uses the Second Language Acquisitionlaws and applies comprehensively various methods of second language acquisition. Themain points of the Natural Approach are: class is only used for the language acquisition;students are demanded to have enough comprehensive in-put information; teachers onlyuse the target language; learners can answer the questions with target language; and theapproach advocates speaking naturally so as to train learners' abilities of language use.Since later 80^ in 20 century, Chinese researchers of foreign language teachingbegan to leam foreign language teaching methods gradually, and they has got someprogress in foreign language teaching. But there still exist many problems in Junior MiddleSchool English teaching in Zhouzhi County. Besides teachers' own problems，such as: lackof education background, low professional level and major transferring, there, teachingmethods are monotonous and boring, teaching views and models fall behind. Many Englishteachers in Zhouzhi County also use the Lexical Approach, Grammar-Translation andAuto-lingual methods. Teachers only emphasize the language points and examinationacquirements, laying importance on linguistic knowledge. Moreover，英语毕业论文，in English teachingprocess, teachers neither connect the r
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