传统的语文教学,在培养学生听说读写语文能力的过程中,人们常常比较注意词汇学、语法学、修辞学的研究。训练学生的语言表达能力,也往往注重用词准确、造句通顺、语言流畅。诚然,这些应该是语文训练的重要内容。但是,人们在指导学生进行语文训练的过程中不难发现,光注意这些问题是很不够的。人们在实际生活中运用语文工具进行听说读写活动,还要受到目的、对象、场合的制约,即语言环境的制约。如何在不同的场合,向不同的对象表达自己的交际目的,已受到越来越多的人的重视。英国应用语言学家S·皮特·科 In traditional Chinese teaching, people often pay more attention to the studies of lexeriology, grammar and rhetoric in cultivating students’ abilities of listening and speaking and reading and writing Chinese. Training students’ language skills, but also often focus on accurate words, sentences and fluent language. True, these should be an important part of language training. However, it is not hard for people to guide students in their language training. It is not enough to pay attention to these problems. People in the actual use of language tools to read, write and read activities, but also by the purpose, objects, occasions constraints, that is, the constraints of the language environment. How to express one’s own communicative purpose to different objects on different occasions has received more and more attention. British Applied Linguist S. Pete Section