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对中国人而言,英语虽不陌生,但毕竟是一门外语,在中国缺乏英语习得的语言环境。根据认知教学法,学习一门外语在很大程度上是通过把这些语言形式作为一个知识整体来进行研究和分析,掌握这种语言的语音,语法和词汇形式的自觉控制过程。因此,中国英语教师在中国这一环境下教中国学生学习英语这门外语,就必须借助语法这一手段。但是,在长期的英语教学实践中出现了一些弊端,如死抠语法、为考语法而出题、过分强调语言规则中的特殊性等等。以上弊端的存在对语言教学本身产生了一些负面影响。
For Chinese, English is not a stranger, but it is a foreign language after all. It lacks the language learning environment in China. According to cognitive pedagogy, learning a foreign language is to a large extent studied and analyzed through these linguistic forms as a whole, grasping the process of conscious control over the phonetic, grammatical and lexical forms of the language. Therefore, under the environment of China, Chinese English teachers should teach Chinese students to learn English as a foreign language by means of grammar. However, there are some shortcomings in the long-term practice of English teaching, such as deadline phrasing, questioning grammar, overemphasis on the particularity of language rules, and so on. The existence of these shortcomings has some negative impact on language teaching itself.