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数年来,英语作为第二语言(English as a second language,以下简称ESL)教学,一直经受批判性的重新评价,这种评价受到较为“认知的”方法的提倡者们鼓励。在许多教育中心里,已有一种明朗而有意识的运动,该运动脱离听说法的模仿和齐声反应这两种传统技术而走向这样一种方法——通过公式表示和/或示例说明,着重从功能上掌握语法规则。就连那些至今依然坚持听说法的教师,也已认识到需要使机械操练有较多的交际性和“真实性”,而且也早就为此而一直在发展种种技术。而许多涉及较为认知的教学程序的人们,
Over the years, English as a second language (ESL) has been subjected to critical reevaluation, encouraged by advocates of more “cognitive” approaches. In many centers of education there has been a clear and conscious movement that moves away from the two traditional techniques of imitation and unison in listening and speaking - by formulating and / or illustrating examples, focusing on Functional grammar rules. Even teachers who still insist on listening and speaking so far have realized the need for more communicative and “authenticity” in mechanical drills, and have long been developing technologies for that purpose. And many people involved in more cognitive teaching procedures,