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提高第二语言或外语(下称二/外语)学习质量是几百年乃至几千年来(Kelly1976《外语教学2500年》)二/外语教师和有关人士关注的问题。对于它的解决,教学理论是和教师主要围绕着一个中心:什么教学法是提高外语教学的最佳方法?问题是如此集中“局限和死板”,乃至“语言教师和教育学家几乎一直企图只通过教学方法一个方面来解决外语教学的所有问题。”(Stern1983) 这种说法是否暗示教学方法的研究不很重要,或是说研究已经很充分了呢?显然决非如此。那么问题在哪里?
Improve the quality of second language or foreign language (hereinafter referred to as two / foreign language) learning quality is hundreds of years or even thousands of years (Kelly 1976 “Foreign Language Teaching 2500”) two / foreign language teachers and interested parties. For its solution, teaching theory is mainly centered around teachers: what pedagogy is the best way to improve foreign language teaching? The problem is so centralized and rigid that “language teachers and pedagogues have almost always attempted Solving all the problems of foreign language teaching through one aspect of the teaching method. ”(Stern 1983) Does this statement imply that the study of teaching methods is not important or that research is adequate? Obviously this is not the case. So where is the problem?