本文的任务是阐明关于语言教学方法论的某些假说,以表明这些假说怎样影响教程编写,以及反过来这些假说又怎样受到用行为术语来叙述的语言学习目标的影响。为了交际而学习外语的目的,并没有什么新的内容可言。新不过是新在所谓交际的含意更加精确罢了。功能-意念教学大纲的主要革新是其精确性,根据这种精确性有可能阐明:学生应该知道什么、他们运用所掌握的知识应该能够做些什么、以及他们应该熟练运用到什么程度。用行为术语来表达的教学目标或者以交际能力的类别来制订的教学大纲,对教学任 The task of this paper is to clarify certain hypotheses about the methodology of language teaching to show how these hypotheses affect tutorial writing and how these hypotheses, in turn, are affected by the goals of language learning that are described in behavioral terms. There is nothing new at all for the purpose of learning a foreign language for communication. New but new in the so-called meaning of communication more precise nothing more. The main innovation of the Sense-Sense Syllabus is its accuracy. Based on this accuracy, it is possible to state: what students should know, what they should be able to do with what they have learned, and to what extent they should be proficient. Use behavioral terms to express the teaching objectives or categories of communicative competence to develop the teaching syllabus, teaching any