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事实上,我这里要指出的是,在过去四十年间(甚至更长一些时间)在联合王国教学目标未曾有多大变动。社会语言学和语言哲学所影响的不是教学目标,而是教学方法。例如,1949年出版的《现代语言教学》一书列出了许多目标,这些目标显然表明把语言作为社会交际工具看待,尽管当时盛行的教学方法是所谓“语法——翻译”法。所列的目标包括:在国际贸易中,科学和工业中,旅游中以及文化交流中使用外语,更主要的是充分利用这类机会抑制“民族主义情感的扩张”(中学校长助理联合会,1949)。更具体的教学目标如下:“学生必须尽量学好该语言的理解、说、读和写,在适当的阶
In fact, what I am going to point out here is how much of the teaching goals in the United Kingdom have not changed over the past four decades (or even longer). Sociolinguistics and language philosophy affect not teaching objectives, but teaching methods. For example, the book “Modern Language Teaching”, published in 1949, lists many goals that clearly indicate that language is viewed as a social communicative tool, although the prevailing teaching method was the so-called “grammar-translation” method. The listed targets include the use of foreign languages in international trade, science and industry, tourism and cultural exchange, and more importantly to take full advantage of such opportunities to discourage “the expansion of nationalist sentiments” (Association of School Presidents Assistant, 1949 ). More specific teaching objectives are as follows: "Students must try to learn the language of understanding, speaking, reading and writing, at the appropriate level