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目前,英国许多外语教师都将教学法建立于某种称之为交际语言教学法的基础上。这种教学法可能借鉴了一种非常极端的交际语言教学法,如Prabhu曾于1981年在印度运用过的“程序教学大纲”,因为在印度几年一切活动都是交际性的,简直没有什么“输入”阶段;否则,他们会保守些,使用融“交际任务”于语法基础的结构型教学大纲。然而,许多教程,如《行动》(Action)、《游览法国》(Tour de Flance)、《三色旗》(Tricolor)等都受到了这种教学思想的影响。分级目标方案(Graded Objectives)和新创立的普通中学教育证书(GCSE)力图使交际语言教学法中的许多观点同评价法结合起来运用;总有一天,交
At present, many foreign language teachers in the UK have based pedagogy on what they call communicative language teaching. This pedagogy may draw on a very extreme communicative approach to language teaching, such as the “program syllabus” that Prabhu used in India in 1981, because in India a lot of activities are communicative and there is nothing “Input” stage; otherwise, they will be conservative and use a structured syllabus that integrates “communicative tasks” with grammar. However, many tutorials, such as Action, Tour de Flance, Tricolor, are influenced by this teaching philosophy. Graded Objectives and the newly created General Secondary Education Certificate (GCSE) seek to combine many of the ideas in communicative language pedagogy with the appraisal method; one day,