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近几年来,“意思”、“使用”、“意义”、“涵义”、“技能”、“办法”、“真实性”、“得体性”、“连贯”、“照应”……等等术语,随着交际途径的深入研讨而陆续见诸于西方外语教学文献。这些术语当然与理论观念密切相关。然而,斯旺先生在本文上篇中批判地考虑了交际途径的某些理论观念如:关于教师应教授“意思”和“使用”的观念,关于教授“技能”和“办法”的某些看法。他在下篇中将考虑交际途径的教法方面的观念,尤其是“语义大纲”的观念和教材的“真实性”和教法问题。他指出交际途径的某些观念在理论上存在严重混乱。他认为交际途径尤其忽视学生的母语知识和技能,以及其社会经验。
In recent years, the terms “meaning,” “use,” “meaning,” “meaning,” “skill,” “method,” “authenticity,” “properness,” “coherence,” “care” , With the further study of communicative approach and gradually see the western foreign language teaching literature. Of course, these terms are closely related to theoretical concepts. However, in the first part of this article, Mr. Swan critically considered some of the theoretical concepts of communicative approach such as the notion that teachers should teach “meaning” and “use”, some perceptions about teaching “skill” and “approach” . In the second part, he will consider the notion of communicative approach, especially the concept of “semantic outline” and the “authenticity” and teaching of the teaching materials. He pointed out that there are theoretically serious confusions in some of the communicative approaches. He believes that communicative pathways, in particular, neglect students’ knowledge and skills in the mother tongue and their social experience.