论文部分内容阅读
在过去的一、二十年里,对语言学习者采用的学习策略,成功与不成功的语言学习者的性格、教学目标、教学活动、教学材料、教学技能以及教师行为等对第二语言习得的激励或阻碍作用进行了大量的科学研究。所有这些方面的研究成果,直接间接地应用到了我们通常称之为“交际法”教学的发展与传播上。交际法虽然存在多种不同大纲,但它唯一的终极目标是:发展学习者的交际能力。
In the past one or two decades, the learning strategies adopted by language learners, the traits of successful and unsuccessful language learners, teaching objectives, teaching activities, teaching materials, teaching skills, and teacher behaviors, A great deal of scientific research has been conducted on the incentive or impeding effect. All these aspects of research results are directly and indirectly applied to the development and dissemination of what we commonly call “communicative teaching.” Although there are many different syllabus of communicative approach, but its only ultimate goal is: to develop learners’ communicative competence.