纵观十多年来学术会议上所宣读的论文题目,教师们对目前美国正进行着的以英语为第二语言的中级和高级水平的教学指导,日前忧虑不安。我们对初级水平的教学比较满意,为初学者和近于初学水平的学习者们,出版的教科书不仅数量可观,而且较为成功。但对于高一级的语言教学来说,我们则深感茫然,累受教学目的不,明教学活动选择不力,以及屡屡出现的优秀教学资料的匮乏之苦。本文的的目的,是想简要地探索一下产生这种情况的原因,并提出对弥补此种缺陷能够有所助益的理论方针。 Looking at the topics of the essays that have been read at academic conferences for more than a decade, teachers have recently been uneasy about the current mid-level and advanced teaching of English as a second language currently being conducted in the United States. We are relatively satisfied with the teaching at the primary level, not only for beginners but also for nearly-beginner learners, who publish textbooks in large numbers and are more successful. However, for the higher level of language teaching, we are deeply indistinct, tired of teaching purposes, poor choice of teaching activities, as well as the lack of outstanding teaching materials often appear. The purpose of this article is to briefly explore the reasons for such a situation and to propose a theoretical guideline that could help to remedy the deficiency.