| 对语言教学交际法的不同解读 |
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| 引用本文： | 乐敏. 对语言教学交际法的不同解读[J]. 钦州学院学报, 2000, 0(3) |
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| 作者姓名： | 乐敏 |
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| 作者单位： | 广西大学外语学院!广西南宁530005 |
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| 摘 要： | 外语交际教学法为我国教学界带来三大改变 ,一是以教师为中心转而以学生为中心 ,教师的角色发生大转变 ;二是主张课堂交际活动建立在真实的基础上 ,情景、交际内容及所用材料都必须真实 ;三是课堂活动的目的是培养语言交际能力而不是学会分析句子的语法结构。国内目前两种有关交际法的片面说法 :之一 ,使用交际法不用教语法知识 ;之二 ,使用交际法只需教口语 ,而在高年级阶段就不适合用交际法了。外语教学应该在注意吸收新的经验 ,学习新的方法同时避免盲从 ,随大流 ,不要因企图发展某一理论而排斥其他理论 ,陷入非此即彼的极端的思维模式
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| 关 键 词： | 交际教学法 以学生为中心 以教师为中心 应用 语法与翻译教学法 |
An Introduction of Several Interpretations of Communicative Methodology in Language Teaching |
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| Abstract: | Communicative approach has brought about three major changes to the field of foreign language teaching in China.Firstly,a teacher centred classroom has given way to a student centred one where the teacher's role has undergone drastical changes;Secondly,communicative classroom activities are based on athentic situations,content and materials;Thirdly,classroom activities aim at cultivating communicative abilities rather than knowledge of grammatical analysis of sentence structures.Two misconceptions about communicative approach existing in present China:(1)Teachers using communicative approach do not teach grammer;(2)Communicative approach deals only with spoken English but is not applicable to advanced classes. |
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| Keywords: | communicative approach student cented teacher cented usage use Grammer translation approach |
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