浅谈中国语言教学环境下的交际教学法(英文)

1引言交际语言教学法可追溯到20世纪六十年代后期(Richards and Rodgers,2001,53)。作为一种新的教学方法,它的目标有两个:(1)把提高交际能力作为语言教学的目标;(2)进一步提高语言的四种基本技能,并着重语言与交际的相互依存性的教学方法。目前,这种教学法已被许多教师所接受,并把它作为最有效的教学方法。然而,当这种教学方法由英、澳、北美(BANA)的语言教学环境转到大、中、小学(TESEP)里英语作为非母语言的教学环境时,它的成效引起了激烈的争议和讨论。Holliday(1994a,4)指出,BANA型语言教学方法不仅在英、澳、北美等国家的私立…

CLT in the Chinese Language Teaching Context-A Welcomed Approach or an Inappropriate Approach

Communicative Language Teaching currently has been accepted by many teachers as one of the most effective approaches. However, intensive debates and discussions are still going on about its effective use when it is transferred from BANA (Britain, Australia, and North America) teaching context to the TESEP (tertiary, secondary, primary) English language-teachingcontext, which Chinese language classrooms belong to. So this paper focuseson its application to the Chinese teaching context after introducing the definitions and features of CLT. Following that, context, as an essential factor in language teaching, will be explored within CLT and a Context Approach. Last, the author's evaluation of CLT as an approach is also presented.