交际教学法的教学观认为,掌握一门语言就是要掌握一种“交际能力”。交际能力包括语法能力、社会语言能力、语篇能力及策略能力。在教学活动中,教师的角色定位为控制者、评估者、组织者、提示者,参与者和资源。在教学过程中,注重学生的主体意识和积极性的培养,因此,教师在适当的引导下放手让学生进行语言交际实践,在实践中学习语言,获取知识,培养交际能力,是达到大纲要求的一种行之有效的方法。一、交际教学法的历史背景与渊源 The teaching concept of the communicative teaching method holds that mastering a language is to master a kind of “communicative ability”. The communicative competence includes grammar ability, social language ability, discourse ability and tactical ability. In teaching activities, teachers’ roles are defined as controllers, evaluators, organizers, reminders, participants, and resources. In the teaching process, students’ subjective awareness and enthusiasm are emphasized. Therefore, teachers should let students conduct language communication practice under appropriate guidance. Learning language, acquiring knowledge, and cultivating communicative competence in practice are the requirements to meet the outline requirements. This is an effective method. I. The historical background and origin of the communicative teaching method