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英语交际教学法,最初是由美国人类学家海姆斯在20世纪70年代初提出的一个概念,它在实践中经历过许多挑战与考验,并且在实践中不断地发展、完善,逐渐成为继乔姆斯基的“普遍语法理论”后的又一次语言习得理论界的革命。英语交际教学法在20世纪90年代传入中国,并逐渐发展成为一种主流的教学模式。它强调语言的交际与运用,然而交际与运用只是其表象,它试图以这种交际为主线,将语言的形式(词汇、句型与语法)这一语言的内质串联起来。它的一个主要特点是在外语教学中创造接近真实环境的交际,让学生既学习语言知识,又培养各种交际能力。然而在教学实践中,却发现它存在诸多的矛盾,本文结合笔者的实践进行一些探讨和思考。
English communicative pedagogy was originally a concept proposed by the American anthropologist Hymes in the early 1970s. It has undergone many challenges and tests in practice and has been constantly developed and perfected in practice. Chomsky’s “Universal Grammar Theory” after another revolution in the theory of language acquisition. English communicative teaching method was introduced to China in the 1990s and gradually developed into a mainstream teaching mode. It emphasizes the communication and use of language. However, communication and application are just appearances. It attempts to concatenate the language of the language (vocabulary, sentence pattern and grammar) with its language. One of its main features is to create a communication environment close to the real world in foreign language teaching, so that students not only learn language knowledge, but also develop a variety of communicative competence. However, in the practice of teaching, we find that there are many contradictions in it. In this paper, some discussions and reflections are made based on the author’s practice.