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首先,语言课程的设置与任何课程一样,取决于与最终成绩,或者与最终掌握水平相关的目的。掌握教材的手段和方法的选择也取决于目的的选择。因此,原则上可以规纳出五种目的和同等数目的教学课程以及掌握外国语言和外国言语的不同水平。第一,短期(数周内)必须掌握的最简单的外语。比方说,培训一批出国人员。学员们在中学时期不曾学过这门外语,但他们有强烈的学习动机:他们将要接触外国人,他们在国外期间的收获如何,将取决于能否顺利地与外国人打交道。这种交际形式可看作是使用第二套代码(与母语相比较)的语言信号化,没有时间学语法、词汇和发音,
First, language classes are set as any course, depending on whether they are related to the final grade or to the level of ultimate mastery. The choice of means and methods to master textbooks also depends on the choice of purpose. Therefore, in principle, five different purposes and equal numbers of teaching curricula and different levels of foreign language and foreign language can be regulated. First, short-term (a few weeks) must grasp the most simple foreign language. Let’s say we train a group of expatriates. Students have never learned this language before high school, but they have a strong motivation to learn: they will have access to foreigners and how their gains abroad will depend on their ability to deal smoothly with foreigners. This form of communication can be seen as a signalization of the language using the second set of codes (compared with native languages), with no time to learn grammar, vocabulary and pronunciation,