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Introduction 1

0.1 The Grammar-Translation Method and foreign language teaching 1

0.2 Differing views of the Grammar-Translation Method 14

0.3 Arguments in the present dissertation 26

0.4 Summary 41

Part One Foreign Language Teaching Approaches:A Historical Overview 45

Chapter 1 Traditionalism 45

1.0 Introduction 45

1.1 The budding of the G-T Method 50

1.2 Early application of the G-T Method 52

1.3 Development of the G-T Method 53

1.4 Summary 56

Chapter 2 Modernism 58

2.0 Introduction 58

2.1 Various methods 59

2.2 Summary 93

Part Two Foreign Language Teaching Approaches:Theoretical Considerations 99

Chapter 3 Foreign Language Teaching And Its Adjacent Disciplines 99

3.0 Introduction 99

3.1 Foreign language teaching and linguistics 105

3.2 FLT and psychology 120

3.3 Summary 134

Chapter 4 Linguistics:Structuralism vs Generativism 137

4.0 Introduction 137

4.1 Structuralism 140

4.2 Structuralist grammar and FLT 143

4.3 T-G grammar vs structuralism 160

4.4 Summary 201

Chapter 5 Psychelogy:Behaviorism vs Mentalism 204

5.0 Introduction 204

5.1 Associationism 205

5.2 Behaviorism and FLL 210

5.3 Mentalism vs behaviorism 222

5.4 Summary 244

Part Three Mother Tongue Interference And Foreign Language Teaching:Empirical Research Findings 251

Chapter 6 Positive Role of Mother Tongue as a Learner's Strategy in G-T Method 251

6.0 Introduction 251

6.1 Behaviorist approaches to MTI 262

6.2 MTI as a learner strategy 279

6.3 Summary 315

Chapter 7 Bilingual Mental Lexicon And Its Implications 319

7.0 Introduction 319

7.1 Mental representation of bilingual lexicon 358

7.2 Models for bilingual lexical memory 362

7.3 Summary 377

Part Four Conclusions:A Critique of the Grammar-Translation Method 383

Conclusions 383

List of Reference Books 398

List of Abbreviations 418