准确·流利─—交际教学法的两个基本特征

• 作 者: Christopher J．Brumfit 王正良 张建芳
• 机 构: 商洛师范专科学校英语系!726000,商洛师范专科学校英语系!726000
• 出 处: 商洛师范专科学校学报
• 发表日期: 1999年01期
• 关键词: 语言体系 语言规则 语言知识 语言教师 语言学习 语言交际活动 学语言 学习语言 教学任务 课堂教学

在过去十年里，对“交际教学法”探讨颇多，但都是围绕如何安排教学大纲和编写教材展开的，对教师直接从事的课堂教学活动却很少有人关注。通常．一提起“交际教学法”，似乎就是让教学增加更多的课堂活动和角色练习。造成这种方法上的误解的一个主要原因是实际从事教学的教师

In the past ten years, many discussions have been made on the Communicative Approach, but all are concerned with arranging teaching syllabuses and writing teaching materials. However, few people pay close attention to the classroom teaching activities directly conducted by teachers. usually. Mentioning “communicative teaching method” seems to make teaching to add more classroom activities and role exercises. One of the main reasons for this methodological misconception is that teachers actually engage in teaching