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在我国多年的外语教学中运用过各种不同的教学法,如翻译法、视听法、听说法、实践法等等近二十多年在语教学及其他学科教学中被接受并广泛运用的教学法为交际法。 交际法语言起源于60年代晚期的英国传统教学方法的改革,70年代中期得到进一步发展。80年代初期的交际法理论教学逐步得到推广。它根据美国语言学家D.Htymes提出的交际能力的理论,即交际能力不但应有语言知识,而且还应注意语言运用的得体性。Littlewood提出“交际语言教学最明显的特征之一就是交际法不仅注重语言的结构,而且还注重语言的功能。”因此交际教学法的核心即教学过程就是交际过程。近年来,随着世界科学技术的飞速发展,国际政治、经济、文化等方面交流日趋频繁,因而尽快培养出能娴熟地掌握运用外语人材便是当今社会对外语教学提出的要求。交际法不同于其他
In our country many years of foreign language teaching has used a variety of teaching methods, such as translation law, audio-visual, listening and speaking, practice law, and so on nearly 20 years of teaching in other languages and teaching is widely accepted teaching Law as a communicative approach. The communicative language originated in the reform of the British traditional teaching methods of the late 1960s and was further developed in the mid-1970s. The early 80’s teaching of communicative theory gradually been promoted. It is based on the theory of communicative competence put forward by American linguist D. Htymes that communicative competence should not only have knowledge of language, but also pay attention to the appropriateness of language use. Littlewood put forward that “one of the most obvious features of communicative language teaching is that communicative approach not only focuses on the structure of language but also focuses on the function of language.” Therefore, the core of communicative approach is the communicative process. In recent years, with the rapid development of science and technology in the world, international exchanges in political, economic and cultural fields have become increasingly frequent. Therefore, it is nowadays the demand for foreign language teaching in today’s society that cultivates the ability to skillfully master the use of foreign language talents. Communication is different from others