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在《从研究如何教到研究如何学》(本刊1989年第4期)一文中,我介绍了近十多年来国际外语教学研究界普遍关心的一个问题,或者说一种注意力转移。在许多国外同行看来,这一研究不仅可以把外语教学建立在更为可靠的基础之上,而且也是进一步了解语言与思维、语言与社会环境等重大关系的途径。这无疑是有道理的。由于该文已经相当长,无法进一步介绍语言学习或习得(作为同义语)研究近年来对外语教学理论与实践发展已经产生的影响,更来不及涉及其与语言思维等关系问题。这后一方面的大问题不是一时能有重要进展的,但如果不介绍一下语言学习研究在教学理论与实践发展中的作用,就难免不会产生一种误解,即这一研究在目前还只是一个纯学术性的研究课题,但实际情况并不完全是这样。因此,本文拟着重介绍国外同行如何在将语言学习研究的成果用之于改革外语教学的理论设想与实践,以便大家了解这一课题进展的全貌。
In his article “How to Teach Research How to Teach Studies” (Issue 4, 1989), I introduced a problem that is generally of concern to the international foreign language teaching and research community in the past ten years or a shift in attention. To many foreign colleagues, this study not only builds on the more reliable foundation of foreign language teaching, but also provides a means of further understanding of such major relationships as language and thinking, language and social environment. This is undoubtedly justified. As this article has been quite long, it is impossible to further introduce the impact of language learning or acquisition (as synonym) on the development of theories and practice of foreign language teaching in recent years, and even less about its relationship with language thinking. However, if we do not introduce the role of language learning research in the development of teaching theory and practice, we will inevitably find that there is no misunderstanding that this research is still only A purely academic research topic, but the actual situation is not exactly the case. Therefore, this article focuses on how foreign counterparts use the achievements of language learning research in the theoretical imagination and practice of reforming foreign language teaching in order to understand the whole picture of the progress of this subject.